Assessments and Student Samplesby: Victor Sampson and Sharon Schleigh

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This Assessment chapter is meant to help teachers identify the components of an argument in students’ work and how to use the rubric to provide feedback and grading. Student samples are provided and identified as high, medium, and low based on quality of the work rather than on grade or age level. These samples were collected from different students, in different classes, at different schools, engaging in the activities at different points within their curriculum. The samples are followed by a scored rubric and descriptions of scoring for each activity. The samples’ scores identify how well and in what ways the student successfully met the criteria for demonstration of content knowledge, of skills in developing a scientific argument, and of written communication skills.

Grades
  • Elementary
  • Middle
  • High
Publication Date
11/15/2012

Community ActivitySaved in 56 Libraries

Reviews (1)
  • on Tue Jun 18, 2013 9:31 PM

This chapter provides three examples answers to three different prompts. Each example uses a progressively more complex rubric. I am not certain I agree with the example feed back provided by the argument, but that is not to say the feedback is incorrect. I would have worded it differently.

Susan German  (Hallsville, MO)
Susan German (Hallsville, MO)


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