Equitable. Clear expectations. Chances to exceed. Student choice.
When I plan for assessments, I ensure that each student is being assessed in accordance with their learning needs and individual plans. For example, a newcomer ELL student that I taught required written materials to be either simplified or translated, another student required modified writing assessments with sentence starters and the ability to type instead of write by hand.
Prior to assigning or beginning summative assessments, I ensure that all students understand the expectations and that all questions have been answered. In teaching my unit this spring, I taught students the rubric (pictured) prior to assigning the project. Giving students access to the grading system ensured that they knew how to meet and exceed expectations to earn the grade they wanted.
Pictures:
1. A rubric I created to grade a group research project
2. A completed project from the same unit
3. A ”missing poster” created by a student as part of a choice assessment aimed at gauging reading comprehension
