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ERIC Number: EJ846815
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0037-7996
Constructing Rubrics and Assessing Progress Collaboratively with Social Studies Students
Gallavan, Nancy P.; Kottler, Ellen
Social Studies, v100 n4 p154-159 Jul-Aug 2009
When social studies students have a role in the processes of designing assignments, constructing rubrics, and conducting assessments, they participate in authentic democratic principles relative to their own learning. When given voice, choice, and ownership in their education, social studies students gain opportunities to strengthen their depth of engagement, expand their breadth of responsibility, and increase their degree of satisfaction. Concomitantly, incorporating genuine collaboration helps social studies teachers enhance their teaching effectiveness and improve their overall classroom assessment systems. Ultimately, these techniques help social studies teachers empower their students to live the social studies they are learning in class and apply the concepts to the contexts of their lives. Thus, the learning process becomes more meaningful, productive, and rewarding. (Contains 1 table and 4 figures.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A