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ERIC Number: EJ1026272
Record Type: Journal
Publication Date: 2013-Aug
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0276-928X
Reading, Writing, "and" Rubrics: Norming Process Guides Teachers as They Evaluate Student Work
Baker, Libby; Cooperman, Naomi; Storandt, Barbara
Journal of Staff Development, v34 n4 p46-49 Aug 2013
Common Core State Standards are raising expectations nationwide about what teachers impart to their students and the depth of knowledge those students attain. The goal is for students to receive instruction that enables them to synthesize and creatively use what they have learned, thus equipping them for post-secondary school challenges. Quality curriculum and teaching are essential elements in this equation. Meaningful assessment is another critical component. Well-designed and implemented assessments don't just verify success--they help achieve it. What does it take for teachers to make the most of these new tests? In addition to needing skills for developing more in-depth assessments, teachers must know how to take advantage of the data they provide. This calls for the ability to analyze students' more complex work, which requires a mental model of multiple levels of student performance ranging from well below to well above the standard. This mental model is a foundation for establishing expectations and identifying learning gaps as well as gaps in instruction upon which the assessment is based. The key to helping teachers grow in their ability to properly evaluate and respond to student work is through norming, scoring, and calibrating. These terms are defined and described in this article, as related to evaluating student work.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A