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The term "rubric" traditionally referred to instructions on a test or a heading on a document. In modern education, it has evolved to denote an assessment tool linked to learning objectives. The transition from medicine to education occurred through the construction of "Standardized Developmental Ratings" in the mid-1970s, later adapted for ...
Raters were high-school teachers, who brought the rating system back to their schools. [45] One teacher was Albert Lavin, who installed similar holistic scoring at Sir Francis Drake High School in Marin County, California, 1966–1972, at grades 9, 10, 11, and 12 in order to show progress in school writing over those years. [46]
A standards-based test is an assessment based on the outcome-based education or performance-based education philosophy. [11] Assessment is a key part of the standards reform movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned to the new standards.
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. [1] [2] Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher's benchmarks. [1] The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
[5] [6] As writing teachers began designing local assessments, the methods of assessment began to diversify, resulting in timed essay tests, locally designed rubrics, and portfolios. In addition to the classroom and programmatic levels, writing assessment is also hugely influential on writing centers for writing center assessment , and similar ...
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.