I think that in this case a rubric could be used, but I do feel that the little kid had a bit more talent considering his age. Also in this case each student must be judged from different levels of perception and logic. Each student should be assessed from where they are beginning and then what they come up in the end. meaning their level of improvement should be assessed. JRJ
Well I would assume that all of my students would be around the same age. I think the reason this was harder is because they were not, and therefore I thought the younger child was great and the man not as good. I would have to see how all of my students performed together to grasp how the assessment was and how I should evaluate it. I want to be as fair as possible and in my classroom I cannot be partial because of anything.
I noticed that I am harder on students that should know what they are doing, and tend to be easier and less strict for the students that are trying their best.
Rather than assessing students with narrow, unilateral assessments I will give students assessments with more than one right answer or open to personal interpretation. I will not necessarily grade "effort" but their ability to analyze and interpret a given problem/topic using the knowledge they have gained in class through their own personal perspective. The kid didn't sound/look exactly like Mraz when performing, but I enjoyed his interpretation more than the original (partly attributed to the "cute" factor).
I think it is easier grading someone on something you know a little about. I dont know a lot about music really. I just listened to the melody and how clean maraz played his song. I thought he had a nice smooth voice and stayed in good rhythm with the guitar. I just graded the kid on how he could play the song good enough i knew what he was playing. I also graded him on how he kept up with the melody by humming and singing a little. Singing and playing at the same time for a kid was impressive to me. Devin
I think as a teacher you will be basis toward certain students. I believe it is human nature, but you will have to be able to control your feelings and emotions toward your students and be a fair teacher.
The implications are great. I will have to consider each student's ability to perform, understand and articulate their learning. I will also need to consider strengths and weakness in developing learning tasks. CG
wade I'm thinking that a bias appears while grading a child's performance of a pop song on a different scale. This relates to the pressure and duty of grading students with VAST differences in abilities, talents, and needs on a clear and reliable scale. Implications include setting clear objectives, (a new respect for) using RUBRICS, and objective evaluation on my part.
Based on the responses above, it would seem most of you value (and would reward) effort or degree of improvement. Those are very difficult things to quantify (and extremely difficult to explain to parents who are determined to get their child into Harvard). With that in mind, let's move on to the meat and potatoes of tonight's work - the tricky business of grading. Post #5...
I think that in this case a rubric could be used, but I do feel that the little kid had a bit more talent considering his age. Also in this case each student must be judged from different levels of perception and logic. Each student should be assessed from where they are beginning and then what they come up in the end. meaning their level of improvement should be assessed. JRJ
ReplyDeleteWell I would assume that all of my students would be around the same age. I think the reason this was harder is because they were not, and therefore I thought the younger child was great and the man not as good. I would have to see how all of my students performed together to grasp how the assessment was and how I should evaluate it. I want to be as fair as possible and in my classroom I cannot be partial because of anything.
ReplyDeleteI noticed that I am harder on students that should know what they are doing, and tend to be easier and less strict for the students that are trying their best.
ReplyDeleteRather than assessing students with narrow, unilateral assessments I will give students assessments with more than one right answer or open to personal interpretation. I will not necessarily grade "effort" but their ability to analyze and interpret a given problem/topic using the knowledge they have gained in class through their own personal perspective. The kid didn't sound/look exactly like Mraz when performing, but I enjoyed his interpretation more than the original (partly attributed to the "cute" factor).
ReplyDeleteI agree with that Nick, and I still believe some thought should be taken into consideration for the amount of effort involved.
ReplyDeleteI think it is easier grading someone on something you know a little about. I dont know a lot about music really. I just listened to the melody and how clean maraz played his song. I thought he had a nice smooth voice and stayed in good rhythm with the guitar. I just graded the kid on how he could play the song good enough i knew what he was playing. I also graded him on how he kept up with the melody by humming and singing a little. Singing and playing at the same time for a kid was impressive to me. Devin
ReplyDeleteSo i feel that it is important to know the level of your students learning capability and how definetly how much effort is involved. Devin
ReplyDeleteI think as a teacher you will be basis toward certain students. I believe it is human nature, but you will have to be able to control your feelings and emotions toward your students and be a fair teacher.
ReplyDeleteThe implications are great. I will have to consider each student's ability to perform, understand and articulate their learning. I will also need to consider strengths and weakness in developing learning tasks. CG
ReplyDeletewade
ReplyDeleteI'm thinking that a bias appears while grading a child's performance of a pop song on a different scale. This relates to the pressure and duty of grading students with VAST differences in abilities, talents, and needs on a clear and reliable scale.
Implications include setting clear objectives, (a new respect for) using RUBRICS, and objective evaluation on my part.
Based on the responses above, it would seem most of you value (and would reward) effort or degree of improvement. Those are very difficult things to quantify (and extremely difficult to explain to parents who are determined to get their child into Harvard). With that in mind, let's move on to the meat and potatoes of tonight's work - the tricky business of grading. Post #5...
ReplyDelete