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The Jane Schaffer method is a formula for essay writing that is taught in some U.S. middle schools and high schools.Developed by a San Diego teacher named Jane Schaffer, who started offering training and a 45-day curriculum in 1995, it is intended to help students who struggle with structuring essays by providing a framework.
A colour-coded example of a four square writing method layout. The method is primarily a visual framework for assisting students with formulating ideas in an organized manner prior to writing an essay. The concept generally works as follows: A large square is drawn and divided into four smaller squares of equal size.
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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 ]
But rubrics lack detail on how an instructor may diverge from their these values. Bob Broad notes that an example of an alternative proposal to the rubric is the [26] “dynamic criteria mapping.” The single standard of assessment raises further questions, as Elbow touches on the social construction of value in itself.
A scoring rubric typically includes dimensions or "criteria" on which performance is rated, definitions and examples illustrating measured attributes, and a rating scale for each dimension. Joan Herman, Aschbacher, and Winters identify these elements in scoring rubrics: [3] - Traits or dimensions serving as the basis for judging the student ...
Below is the grading system found to be most commonly used in United States public high schools, according to the 2009 High School Transcript Study. [2] This is the most used grading system; however, there are some schools that use an edited version of the college system, which means 89.5 or above becomes an A average, 79.5 becomes a B, and so on.
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.