|
| |
|
Component Type |
Essential Questions |
Learning Goals |
PT Knowledge |
Assessment |
| #31 |
Rubrics in practice: A case study |
Ind, MWC |
B |
2(a), 2(b), 2(c), 2(d), 2(e), 3(d), 3(f) |
|
Formative |
| #32 |
Rubric design (mini-lecture) |
Ind, IWC |
B |
2(a), 2(c), 2(d), 2(e), 3(c), 3(d), 3(e), 4(a), 4(d) |
|
None |
| #33 |
Critique of sample rubrics |
SMG, PTWC |
B |
2(d), 2(e), 3(c) |
X |
Formative |
| #34 |
Examining a teaching rubric |
SGp or SMG |
B |
2(d), 3(c) |
|
Formative |
| #36 |
Guidelines for teacher-made tests |
Pair, PTWC |
B |
2(a), 2(c), 2(d), 2(e) |
|
Formative |
| #37 |
Designing test items (mini-lecture) |
IWC, Ind or SMG |
B |
2(a), 2(c), 2(d), 2(e), 2(f) |
|
None |
| #42 |
Considering bias in sample tasks |
MWC, SGp |
B |
2(d), 2(e), 2(f) |
|
Formative |
| #62 |
Assessment fair |
PTWC |
A,B |
2(a), 2(c), 2(d) |
X |
Summative |
|
