Weekly Reading #9

Quote

“It is now a relatively common practice, for example, for composition teachers to work with students to compile a list of criteria for students to use as they compose (Figure 1) and then to use these criteria in creating a related grading rubric for a particular writing assignment—one that takes into account purpose, audience, and the forms that rhetorically effective texts might take” (Borton & Huot).

I chose this quote because I think it’s a great idea to get students involved in developing the rubric for projects (with some guidance). This would encourage students to follow the rubric and analyze what are important/ key features and characteristics in projects and products. This would set precedence for their projects and products throughout the school year. Students will understand what is required and expected of them by creating their own rubric for assignments. This is a great way to get students involved in school, as well as a teachable moment on the subject of audience.

Borton, S. C., & Huot, B. (n.d.). Chapter 8: Responding and Assessing. Retrieved July 16, 2013, from Google Docs: https://docs.google.com/file/d/0B6DFAmexYq7veC02bzZxTGVZT1k/edit

Resource

Involving Students in Learning

I chose this article because it discusses how to involve students when creating rubrics. For example, it gives the role of students and teachers in the process of creating rubrics, as well as guidelines to enable student questions and critical thinking abilities. This article describes more in depth what I had touched upon with the quote I picked.

Questions

What should the assessments of multimodal text provide for students?

The assessments of multimodal text should provide students with the ability to use rhetorical principles appropriately and effectively.  They should be aimed at producing effective texts appropriate for a specific purpose and audience.

What are the benefits to using formative assessment when asking students to compose multimodal texts?

The benefits to using formative assessment when asking students to compose multimodal texts are the various skills and reminders that it gives students. For example, it can remind students of the rhetorical constraints and possibilities involved in any of the composing task, as well as give them the tools to create rhetorically effective compositions in any medium.

How do you feel about collaboratively constructing rubrics or assessment criteria with students?

I think there are challenges to involving students with any part of the teaching process; however, if they are not involved or engaged in the process, how are students expected to be motivated to learn. I think it is a wonderful idea to incorporate students’ ideas into rubrics and lesson plans. Then students will feel empowered in the classroom and with their learning.

Rubric

Rubric for Math Song