Critical Thinking for Teachers Audio Program Participants

61 members

Description

“Critical Thinking for Teachers” is a series of interactive radio programs and podcasts for teachers in rural areas of OAS member states. These audio programs strengthen teachers’ ability to teach critical thinking skills in mathematics, literacy, science, and citizenship education. Woven into an entertaining drama series, the participatory lessons feature short pauses that allow teachers to respond to questions, partake in group discussions, write plans for their classes, and more. Participants learn practical skills to apply in the classroom immediately. The primary audience is teachers with little Internet access who teach 11- to 14-year-olds, but any teacher can benefit and anyone can participate.

Comments Discussions Members

Episode Six: Comments and reflections

by Daniel Pier

Nov 11, 2016

Hello colleagues,

Creating and implementing assessments that measure, among other things, students' critical thinking abilities can be challenging. It is relatively efficient to measure knowledge banked with multiple choice or fill-in-the-blank quizzes and tests, but assessing and providing feedback on essays, projects, portfolios, etc., while offering a much richer understanding of a student's learning and progress, can be time consuming. How do you balance the two? Have you used rubrics before? If so, do you have tips for first-time users of rubrics? If not, will you now use one in class, and what questions do you have?

I hope you enjoyed this episode.

Cheers,

Dan

Load Previous Replies
  • up

    Macian Moreen Lloyd


    Hey Glenda, I'm hoping others will comment... but I believe the rubric should be aligned to the assignment and the assignment would be in keeping with the learning objectives. So in essence, everything is tied in and there is a sense of continuance.  
    Glenda Morales de Duchicela said:

    Rubrics make work easier and I think students feel confident with comments. I have been using rubrics for the last couple of years but I would like to make them better.

    THIS IS MY QUESTION

    DO ALL RUBRICS NEED TO BE ALIGNED TO LEARNING OBJECTIVES?

    Nov 13, 2016

  • up

    Glenda Morales de Duchicela

    Great thanks Macian for your answer. You are right every step is tied and knowledge is complete.

    Nov 13, 2016

  • up

    Imogene Howard

    I have used a rubric before but was a long time ago. what I am a bit unsure of is how to assess portfolios, use the results from rubric and checklist to help in giving scores to students.

    I know how a portfolio operates but my understanding is that it just measures competency, improvements and skills. In my school we use continuous assessment where quizzes, homework assignments, group work, peer work, weekly assessments and participation in class is considered in combing scores for Mid Term Mark Reading and also End of term Marks.

    Feedback on the different assessment methods is very time consuming and as such teachers have to continue their work at home, late at nights even weekends to ensure that the students work is looked at and feedback can be provided.

    I intend to use the rubric, because I used the checklist and it was very informative. My questions on the rubric are:

    (i) How do I put a score (if I can) for the different areas?

    (ii) what is the most amount of areas can be tested in any one rubric?

    Nov 23, 2016