Method:
1. Children will write a question relating to the Space topic
2. Questioning will be taught using a rubric as the basis
3. Children will evaluate their original question using the rubric. They will
identify how they can improve and develop their question.
4. Children will rewrite their question.
5. Children will self-assess their question using the rubric.
6. Teachers will assess the question using the rubric.
Results:
Results were collected from each class at the end of the study.
Conclusions:
All teachers felt the children had a much stronger understanding of what a
good question was. The children based their Inquiry display on Space on their
Deep Questions and were able to include high quality subsidiary questions for
further inquiry.
The rubric created was used as basis for all teaching on questioning and
children referred to it when self assessing their own inquiry questions.
The rubric was developed as a result of our research and reading rubrics and
their use in classrooms. The rubric we formulated was strongly linked to
Trevor Bond’s seven stages of questions. We reduced the number of stages
to suit our children’s needs.
Each class had a poster showing the criteria for each stage on the
questioning rubric. The use of learning criteria was not new to our children
and they quickly adapted to the rubric and were able to self assess against
the descriptions of the criteria. The rubric was a useful teaching tool and
will be used again where appropriate to improve the quality of questioning
during an inquiry.
Appendices:
• Summary of readings
• Poster
• Children’s question formation and self assessment sheet
• Data results
Summaries of Readings:
Positive comments
• Rubrics are used to grade own and others work.
• Helps guide students to do their best
• Rubrics need to be “age related” and “user friendly”
• Most students thought using rubrics improved their work. (This
was not always evident in their writing)
• A fair way of grading – there is transparency
• Lets students know what they have to do to get an “A”
Negative comments
• Some rubrics too jargony
• Not always easy to understand
• Too many rules
• Language problems not always clear
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Questioning Rubric
http://www.ictnz.com/Questioning/QuESTioning%20Rubric.htm
A seven stage rubric was created and children in the research were
presented with a scenario which gave a context around which questions could
be posed.
The emphasis of this research was on raising question quality rather than
type.
Issues addressed were question relevance, key words and phrases and
question editing
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Understanding Rubrics: Heidi Goodrich Andrade. 1997
Originally published in Educational Leadership, 54(4)
www.middleweb.com/rubricsHG.html
What is a Rubric? A scoring tool that lists the criteria for a piece of work.
Includes gradations of quality for each criterion from excellent to poor. It
explains what makes a good piece of work good, and a poor one poor.
Give students tome to revise work after self assessing, then assess each
others’ work (peer assess).Emphasize peer (and self) assessment is to help
everyone do better work.
When teacher is assessing students’ work use same rubric that was uses for
self and peer assessment – students will know what they did well and what
will need to work on in future.
Can use rubric as a basis for grading.
Rubrics can be used in portfolios
Use rubrics to support and evaluate student learning.
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Using Rubrics Can Give Students Good Feedback Deborah Reynolds 2009
http://www.lessonplanet.com/directory_articles/gifted_and_talented_educa
tion_lesson_plans/07_July_2009/71/using_rubrics_can_give_students_grea
t_feedback?utm_source=social&utm_medium=article&utm_campaign=090714
&utm_content=student-rubrics
Rubrics are a grading system that provides students with guidance and
feedback for any assignment.
Rubrics can give students a list of criteria that they will be graded on.
Students can have the list before starting the project/assignment so they
know what is expected of them. With each criterion teachers can list the
qualifications for each level of performance – show behaviours that will be
present for each level.
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The Art of Asking Good Questions Executive Briefing Number 402
David Thornburg, Thornburg Centre
http://www.tcpd.org
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Involving Students in Learning Through Rubrics by Joan M. Yoshina and
Violet H. Harada Published in Library Media Connection 2007
http://www.linworth.com/pdf/lmc/reviews_and_articles/featured_articles/
yoshina_feb07.pdf
The rubric is used as a guide and this helps children to learn, to monitor
their own progress and make adjustments or improvements. The process of
designing a rubric involves continual reviewing of rubric as individuals or in
small groups during the inquiry process.
This process takes some time but its benefits of maintaining children
involvement is most valuable. Rubrics are a useful assessment tool and allow
children to aim and achieve a higher standard of learning.
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# Using a rubric makes evaluating learning more reliable. There are two
types of rubrics;
Use rich descriptive language that will show discrimination between levels
and allow children to be involved in the process of creating a rubric.
Transforming or incorporating a scoring system is helpful to assess children’s
learning and focus is that in the end the teacher has to still make a
judgement when using a rubric. (professional judgement)