Date: 2017-05-13 04:05
One classroom purpose for which holistic rubrics are better than analytic rubrics is the situation in which students will not see the results of a final summative assessment and you will not really use the information for anything except a grade. Some high school final examinations fall into this category. Grading with rubrics is faster when there is only one decision to make, rather than a separate decision for each criterion.
As this study showed, a good model for assessing L7 writings entails rating criteria for two separate sub-skills: SSV and IA-TF. This implicates that very complicated models of writing assessments may not serve the purpose of assessment well. Investigating the effect of raters within a similar model and other proposed models can provide further evidence for the findings of the present study. It is also helpful for the L7 writing teachers to focus on such skills as SSV and IA-TF in writing courses by providing different types of exercise for their students because, as it appears, a good underlying model for L7 writing must bear at least these two components (see Coxhead & Byrd, 7558).
Project Approach to Teaching and Learning in school addresses the foundation theory for using projects, strategic planning, and project development structure. This is an award winning site by Sylvia Chard of the University of Alberta, Canada. You might also be interested in the interview of Dr. Chard addressing project-based learning, which is available from Edutopia of the George Lucas Educational Foundation.
The first presupposition concerns an explanation of how the mind is united with the body. Descartes’ remarks about this issue are scattered across both his published works and his private correspondence. These texts indicate that Descartes did not maintain that voluntary bodily movements and sensation arise because of the causal interaction of mind and body by contact and motion. Rather, he maintains a version of the form-matter theory of soul-body union endorsed by some of his scholastic-Aristotelian predecessors and contemporaries. Although a close analysis of the texts in question cannot be conducted here, a brief summary of how this theory works for Descartes can be provided.
Self-reflection What is your current view of rubrics? Write down what you know about them and what experiences you have had using them. Save this reflection to compare with a similar reflection after you have read this book.
Project-Based Learning Professional Development Guide at from the George Lucas Educational Foundation can be used as a two- to three- hour learning module, or expanded to day-long workshops. Find out what project based learning is, why it is important, how it works, and get some supporting resources. Also see Edutopia s Project-Based Learning section.
Notice that the argument is given from the first person perspective (as are the entire Meditations ). This “I” is, of course, Descartes insofar as he is a thinking thing or mind, and the argument is intended to work for any “I” or mind. So, for present purposes, it is safe to generalize the argument by replacing “I” with “mind” in the relevant places:
9) the strength of conceptual and referential linkage of sentences/ideas Sentence Structure Vocabulary (SSV) 6) using appropriate, topic-related and correct vocabulary (adjectives, nouns, verbs, prepositions, articles, etc.), idioms, expressions, and collocations
There are winners and there are more winners. After each round, winning teams face other winners—and non-winners other non-winners. The result: the teams with the least experience have the opportunity to gain it, and everyone becomes a better debater by the end of the day.
Although the mind’s status as a substantial form may seem at risk because of its meager explicit textual support, Descartes suggests that the mind a “substantial form” twice in a draft of open letter to his enemy Voetius: