Session 9 Focus Tasks
1. Create a test or a survey. The test or survey may be created using your CMS/LMS or with any other technology that is appropriate. If possible, try to create a test or survey that would be useful as part of your final project.
- Type in Room Name: 6thGradeCaudill and select “Join Room”
- Start the quiz and submit when complete.
2. Create a rubric. If possible, create a rubric that would be useful as part of your final project.
Essential Question Rubric for Sixth Grade
|4 points- Thorough Evidence of Mastery||3 points-Adequate Evidence of Mastery||2- Partial Evidence of Mastery||0 to 1 points- Minimal evidence of mastery|
|Focus/ Information CCSS RI 6.1; W 6.1||Responds skillfully to all parts of the question||Responds to all parts of the question||Responds to most parts of the question||Responds to few or no parts of the question|
|Organization CCSS RI 6.1; W 6.1, 6.4, and 6.5||Includes a strong thesis statement
Strong use of organization of ideas, concepts and information
|Includes a thesis statement
Organizes ideas, concepts and information
|Limited use of organization of ideas, concepts and information||Little or no use of organization of ideas, concepts and information|
|Support/ Evidence CCSS RI 6.1, 6.2, 6.3, 6.8, and 6.9; RL 6.1, 6.3, and 6.9; W 6.1 and 6.9||Written response integrates supporting evidence such as facts, details, questions, quotations, or examples to make connections and support their responses||Written response that includes supporting evidence such as facts, details, quotations, or examples to support their responses||Written response includes some supporting evidence such as facts, details, quotations, or examples to support their responses||Written response does not include supporting evidence|
|Writing Conventions CCSS RI 6.4; RL 6.4; L 6.1, 6.2, 6.3, and 6.4||Demonstrates exemplary command of grammar, capitalization, punctuation and spelling (No errors)||Demonstrates command of grammar, capitalization, punctuation and spelling (1-2 errors)||Demonstrates limited command of grammar, capitalization, punctuation and spelling (3-5 errors)||Demonstrates insufficient command of grammar, capitalization, punctuation and spelling (6 or more errors)|
3. Explain your ideas about and process for creating your test or survey.
I chose Socrative to build my quiz because it is a tool to create formative assessments that I found several years ago, but did not try out with my students because we did not have enough technology. It’s a great tool for assessment because it gives you instant feedback that allows you to see student results in real time, you can have personalized content and have all your assessments together in one place, it gives you instant class and student level reports, and it works on any device or browser. There are three Socrative apps for teachers and students: an iOS app, an Android app, and a app in the chrome web store. It is free for teachers to use and is supported by Edutopia and edSurge, two companies that give me valuable resources as an educator. I have been using Google Forms with my students, but I decided to go with Socrative to try it out and I really like the way it looks and works. Another great feature is that it will automatically grade the assessment if I give it the correct answers. Since my assessment is a written response, I chose not to use this feature, but I can already think of a variety of uses for it in the future. It was easy to create an assessment and I think students will find it engaging because it is something they have not used before. The reports can be downloaded in a variety of student or class options, including an email, a PDF file, an Excel file, or downloading it to Google Drive.
I created this short formative assessment to find out how well students learned what robots are and what makes a robot. I also included a video link to a video they already watched in the second question because I wanted them to think about the bigger picture when they learn about robotics and coding. It’s obviously fun to learn, but I want them to think about their purpose in learning it. What is their end goal? I hope the video inspires them to think beyond themselves and I’m curious to read about what they are thinking after they watch it. I decided that for this session, responding in a paragraph to an essential question would give me better data than a multiple choice assessment on what a robot is. Here’s the link to the video that I’m going to have my students watch: https://youtu.be/7XGgU_YSCfc.
4. Explain your ideas about and process for creating your rubric.
I created a rubric to assess their written responses to essential questions. I wanted something I could use to grade a shorter response because we already have a district rubric that we use to score essays. I took some of the language that I thought applied best to a short answer response and included it in my rubric. I also included the standards that the district added to our writing rubric. I decided to add a specific number of errors to the conventions and grammar portion of the rubric to make it easier to decide between categories. To score the students written responses, I will give a score for each of the four categories and find the average of the scores.
5. Discuss your final project progress.
My final project is coming along. I spent a lot of time reading a book that I bought a few years ago at an ISTE conference in San Diego (http://www.amazon.com/Getting-Started-LEGO-Robotics-Educators-ebook/dp/B0069VWWPK). I attended a session on LEGO Robotics and it was the first time I saw the possibilities of using them with my students. I visited the author’s blog at http://www.classroomrobotics.blogspot.com/ and found an overwhelming number of resources for teachers. I’ve spent a lot of time weeding through them and deciding what I can use with my students.