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A rubric is an explicit set of criteria used for assessing a particular type of work or performance and provides more details than a single grade or mark. Rubrics, therefore, help teachers grade more objectively and "they improve students' ability to include required elements of an assignment". [9]
Holistic rubrics provide an overall rating for a piece of work, considering all aspects. Analytic rubrics evaluate various dimensions or components separately. Developmental rubrics, a subset of analytical rubrics, facilitate assessment, instructional design, and transformative learning through multiple dimensions of developmental successions.
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.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
A line drawing is the most direct means of expression. This type of drawing without shading or lightness, is usually the first to be attempted by an artist. It may be somewhat limited in effect, yet it conveys dimension, movement, structure and mood; it can also suggest texture to some extent. [6]
The drawing is related to the etching B162 : Self-portrait with Open Mouth: c. 1628-1629: Pen and brown ink with grey wash; ruled framing lines in the same brown ink: 12.7 x 9.5 cm: British Museum, London: The drawing is related to the etching B013 : Self-portrait: c. 1629: Pen: 12.7 x 9.4 cm: Rijksmuseum Amsterdam: The drawing is related to ...
Ralph W. Tyler introduced the idea of "backward design" (without using this particular term) in 1949 when referring to a statement of objectives.A statement of objectives is used to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.
The learning and the memory is generally short term. To achieve a long-term memory different techniques can be used depending on the learning style. Mind mapping, story mapping, webbing, drawing can be used to enhance the learning of a doodler. For the hands-on learner, role play, clay, building and math manipulative can be used.