I would love to see more teachers using rubrics within their classes as they strive to use authentic assessments via student products and performances.
During a wonderful class from several of my teachers, we covered the need to use G.R.A.S.P.S. in the classroom.
G=State the GOAL of the activity
R=Describe the ROLE the student will play in the activity
A=Identify the intended AUDIENCE
S=Set up the SCENARIO (esplain the SITUATION that the activity would have to be performed in)
P=Clarify what the final PRODUCT will be
S=Provide students with a clear explanation of the STANDARDS they will be assessed by (a.k.a. a rubric)
Furthermore, they provided a way to make the rubrics (with more ease).
http://rubistar.4teachers.org/
There are 2 ways to use this site.
The easy way---the "tweeking" way, do a search for a brochure based upon your final product. Choose one that you like, then tweek it for your assignment.
The "work intense" way--create your own rubric. Choose the subject that the assignment is for, and then create your own.
During a wonderful class from several of my teachers, we covered the need to use G.R.A.S.P.S. in the classroom.
G=State the GOAL of the activity
R=Describe the ROLE the student will play in the activity
A=Identify the intended AUDIENCE
S=Set up the SCENARIO (esplain the SITUATION that the activity would have to be performed in)
P=Clarify what the final PRODUCT will be
S=Provide students with a clear explanation of the STANDARDS they will be assessed by (a.k.a. a rubric)
Furthermore, they provided a way to make the rubrics (with more ease).
http://rubistar.4teachers.org/
There are 2 ways to use this site.
The easy way---the "tweeking" way, do a search for a brochure based upon your final product. Choose one that you like, then tweek it for your assignment.
The "work intense" way--create your own rubric. Choose the subject that the assignment is for, and then create your own.
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