The slides in this section provide suggestions for teaching the genres and collecting assessment samples. Options for Teaching the Four Genres There is no correct order for teaching the writing genres in a school year. Teachers may choose to teach all four genres of writing throughout the school year.
For example, before students can explain some of the key causes of the American Revolution, students need to identify and describe these causes. Before students can construct a graph showing the relationship between two variables, students need a working understanding of key terms like dependent variable and independent variable.
In other words, each question in a sequence is important, and eliminating steps from a sequence can inhibit student understanding. This session focuses on research-based strategies for sequencing questions effectively. Sessions can be tailored to specific grade-levels and subject areas, or sessions can span multiple grade-levels and subject areas to facilitate vertical and cross-curricular alignment of these strategies.
This collaboration starts with teacher professionals and GCA co-creating standards-based text-dependent writing lessons that integrate reading, discussion, and writing. What follows is co-teaching of this lesson with students.
These sessions are highly customized.
Teacher professionals build capacity in developing and facilitating text-dependent writing lessons. Students develop greater skill and confidence in text-dependent writing.
GCA learns from both the teacher professionals and the students! From this workshop, teachers can expect: Scoring text-dependent writing with consistency and accuracy, according to standards-based rubrics, can be a challenge.
Because accurate scoring is required to develop a valid understanding of student achievement, it is important to address these challenges. GCA has deep expertise scoring text-dependent writing in multiple content areas, and offers practical, evidence-based professional learning on scoring text-dependent writing with accuracy and consistency.
This professional learning is particularly recommended for districts who observe local scoring of student responses to text-dependent writing questions found on district-level benchmark assessments. District personnel who participate in this professional learning norm their scoring to promote consistency and accuracy, the effect of which is more valid results.
As we begin implementation of the new Georgia Milestones, this is a perfect time to also evaluate the status of district, school, and classroom assessments. This Assessment Audit offers tools and resources to help you determine whether your assessment system is in balance — that is, does it include policies and practices that will meet the assessment needs of all learners?
The audit is organized around three guiding questions: Where are we going? Where are we now? How do we improve student learning and achievement? Does the assessment align to the learning targets of the standard? Does the assessment align to instruction?
Does the assessment have an adequate balance of rigor? Is the assessment accessible to all students? Does the assessment align with the intended purpose? The professional learning is organized around five essential questions: To what extent does the school have a balanced assessment plan?
To what degree have stakeholders been trained for using formative and summative assessments to support decision making? How are teachers using assessments of and for learning in their classrooms? How do collaborative teacher teams analyze data and student work?
An assessment is only as good as the process by which it is created. GCA has vast experience in the process for designing, developing, administering, and scoring assessments.Evaluating a College Writing Sample RUBRIC CRITERIA / SCALE Exceeds Expectations Meets Expectations Needs Improvement Inadequate.
Assessment System (Georgia Milestones) fulfills this requirement and, as a key component of Georgia’s Student Assessment Program, is a comprehensive summative assessment program spanning Grade 3 through high school.
PowerPoint Slideshow about 'Georgia Grade 8 Writing Assessment' - cana An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.
Writing Your Self-Evaluation. Writing a self-assessment for your performance review to give to your manager can be stressful, but learning how to do it well can ensure your manager really knows what you’ve done for the past year and how your.
The discussion rubric, which enables users to write comments about these rubric criteria in a dialog space At the University of South Florida our 80+ instructors use the default rubric to assess over , early, intermediate, and final drafts on a range of projects and genres, including traditional alphabetic essays to multi-modal compositions.
Massachusetts District-Determined Measures Example Assessments 1 English Language Arts Pilot Priority Grades Pre-Kindergarten and High School.