Part 1: Exemplars Math Rubric And Exemplars Reading Rubric.

826 WordsMar 27, 20174 Pages
Part 1: Exemplars Math Rubric and Exemplars Reading Rubric How does the Exemplars criteria for both math and reading rubrics follow a top-down or bottom-up approach? How do you know? Exemplars scoring rubrics are excellent tools for assessing student work. One clear thing about the rubrics is that both math and reading rubrics follow a top-down approach in assessing students. In math, for instance, the strategy is chosen first (Brookhart, 2013). “Exemplars math material comprises standards-based rubrics, which define what work meets a standard, and allows teachers (and students) to distinguish between different performance levels.” Students’ work are already predetermined and the teaching style provide them with a large view of the…show more content…
The practitioners are given an opportunity to classify students from novice to expert, which enables the practitioner to work well and design instruction to every student (or group) based on their performance level. In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why? This terminology is actually very effective to both the instructor and the student. For one, it is a clear indication of the student’s level of performance which helps the instructor know where to begin from and helps the student to not only gauge his/her abilities but move along well with the practitioner. Moreover, this give the teacher an easy time in measuring the need to assess the student performance equivalent to standards, which makes assessments less stressful. Part 2: Explain the position Brookhart argues in Chapter 2 against rubrics that merely summarize the requirements of the task, as opposed to rubrics that describe evidence of learning. In chapter two of the book, Brockhart (2013) comments on different feedback types with classroom examples. Brockhart (2013) explain the essence of knowing the choices that teachers have. Knowing the accessible what
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