Chapter+6


 * Title of Selection: Preparing the Scoring Guides**
 * Learning target(s) this selection addresses:
 * Develop short answer items and scoring guides.
 * Develop extended written response items and scoring guides.
 * Use written response assessments formatively, as teaching tools.
 * Structure written response assessments so that students can use the results to self-assess and set goals for further learning. ||

I feel that students sometimes deserve a choice in the way that they are assessed. Chapter 6 very clearly states the three different ways in which students can score assessments. These particular ways would be great to allow the students to have a say in how they are going to be graded. The different scoring options are: “Lists, Task-Specific Rubrics, and General Rubrics”. All three of these options would be beneficial to me as an educator. My students will be able to decide how they would like to be evaluated and that will give them a sense of responsibility for their own learning. I also found the “critiquing the overall assessment for quality” selection very informative. During the activities I found that reviewing your assessment and rubrics/lists is the best way to get a good foundation for an upcoming assessment. Teachers need to step back and realize that their assessments aren’t always up to par. Educators must realize this and once they do they will be able to get so much more accomplished and in a more understandable way for their students. ** Scoring Guide Options ** Lists: “A scoring guide in list form identifies the possible correct answers or desired features of the response and specifies how points will be awarded.”
 * What this selection illustrates about my learning/why I chose this selection:**

Task-Specific Rubrics: “These describe the features of quality as they appear in a single item or task.”

General Rubrics: “These describe the features of quality as they apply across items or tasks.”