I'm sitting here in FAIR testing grading 3 Rev 6 sentences (per student) from students' quizzes on "A Mason Dixon Memory."
Some sentences are good. Some are very good. Some are depressingly bad.
bad = no capitals, no periods, illiterate grammar and/or usage
The criteria were:
1) use the word with its correct meaning
2) connect the word to "A Mason Dixon Memory"
Here's why I'm writing this-- next year with some goals of having student's habitually write (and compose) literate sentences
Start the three sentence thing early in the year (next year I'll be starting Rev in Aug, not in Jan as I did this year) and track * meaning *mechanics *usage *elaboration
TBE
Keeping with best practices, I agree that we need to keep our students "feet to the fire" and require that each response, either verbally or written, need to in complete thoughts. I am extremely hopeful that by the end of the year we can have responses that are accurate, laconic and meaningful.
ReplyDeleteje pense, how will you keep up with the graiding or simply reading all the sentences? I start each year with the sentneces. they earn 3 points. 1 == a complete sentence 2 = use the word corectly 3 = make sense I grade say every other one or maybe even just one sentence. If they are totally off then I have a chat with the student and redircet them. Time sneaks up and good intentions dry up
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