Teaching in a Digital World-Deanne Drayton

Evaluation Rubric & Feedback

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Providing the right kind of feedback is important. As a teacher it is important to provide a supportive and caring environment; an environment where their teacher provides effective feedback. Effective feedback must translate into a clear, positive message that students connect with (Brookhart, 2007). It is important to tell students why they are going wrong so they can learn more appropriate strategies (Bangert-Drowns et al. 1991).

We were required to evaluate two of our peers using the rubric provided and to also provide feedback on how they could improve their blog and in turn my two peers from the same group assessed me. I assessed Kate Braunberger and Roxanne Tolomeo’s blogs. The feedback for my blog was clear and direct as to where I was going wrong and suggestions were offered on how to improve my work. I found the feedback to be constructive and thoughtful. The critique was not harsh which can have a negative impact but was conducted in a positive manner.

The way teachers provide feedback to students can either encourage and support learning or turn students off (Woolfolk & Margetts, 2013)

References:

Bangert-Drowns, R.L., Kulik, C. C., Kulik, J. A.  & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.

Brookhart, S. (2007). Feedback that fits all. Informative Assessment, 65(4), 54-59.

Woolfolk, A. & Margetts, K. (2013). Educational Psychology. Pearson, Australia.

Below are the attachments for the blogs I assessed.

Peer Marking: Blog                                                                                                     Name of Marker: Deanne Drayton

Name of Blog Creator: ­­­­­­­­­­­­­­­­­­­­­­­­­­­Kate Braunberger

Evidence of minimal/incomplete awareness and engagement

Grade: F

Some evidence of awareness, understanding and engagement with concepts, skills, and dispositions

Grade: P

Sound evidence of awareness, understanding and engagement with concepts, skills, and dispositions

Grade: C

Consistent, wide-ranging evidence of awareness, understanding and engagement with concepts, skills, and dispositions

Grade: D

Exemplary awareness, understanding and engagement with concepts, skills, and dispositions, which is generally well above expectations

Grade: HD

Content
Content and ideas:

Connection to unit content/tasks.

Blog posts are unstructured without connections to unit concepts, ideas or learning tasks. Some content or posts may be missing. Blog posts have limited linkage to unit concepts, ideas or learning tasks. There may be a lack of focus in several. Blog posts provide a mostly clear and thoughtful response to the unit content/learning tasks, although some posts may lack focus. Blog posts provide a clear, thoughtful and mostly focused response to the unit content/learning tasks. All blog posts provide a coherent, focused and insightful response to unit content/ learning tasks.
Teaching ideas Posts do not include teaching idea. Most posts include one teaching idea. Most posts include one teaching idea, some are linked to theory. Most posts include one teaching idea which is linked to theory. All posts include one teaching idea which is linked to theory.
Written response to peer feedback Peer feedback and response missing. Includes two samples of peer feedback and 200 word response to feedback. Includes two samples of peer feedback and focused 200 word response to feedback. Includes two samples of peer feedback and focused 200 word response to feedback. Some evaluative elements. Includes two samples of peer feedback and focused 200 word critical response to feedback.
Evidence of weekly tasks Weekly task efforts not included or less than 3 weekly tasks included. Evidence of at least 3 weekly tasks. Evidence of more than 3 weekly tasks. Evidence of most weekly tasks. Evidence of tasks from Week 3-8 but may also incorporate task efforts from other weeks.
Degree of reflection rather than description Blog posts limited to description of tasks and unit content. No evidence of reflection on strengths, weaknesses or goals. Blog posts have limited information about how understanding has changed. Limited evidence of reflection on strengths, weaknesses or goals. Some blog posts consider how understanding has changed, but lacks any examples or comparisons. Some evidence of reflection on strengths, weaknesses or goals. Blog posts give some evidence to show how understanding has changed. Demonstrates the ability to articulate some strengths, weaknesses and goals for future improvement. Blog posts gives specific detail and examples and comparisons to show how understanding has changed. Demonstrates the ability to clearly articulate strengths, weaknesses and goals for future improvement.
Text Layout, use of graphics, task inclusion
Blog Design No graphics or low quality graphics only which do not enhance and complement the content. Poor choice of template. Lacks aesthetic appeal. Graphics of variable quality or size. Limited evidence of design elements (contrast, repetition, alignment, proximity) and visual appeal in blog design Template used may not be appropriate. Mostly good quality graphics. Evidence of design elements being utilised to improve the visual appeal and functionality of the blog. Mostly high quality original graphics and multimedia that enhance the content. Evidence of design elements incorporated into the blog design to achieve a professional appearance and high level functionality/ organisation. Selects and uses high quality, original graphics. These are well annotated. Design is consistent, and appropriate and enhances the visual appeal and readability of the blog. Design is personalised and may have some innovative features. Images or links to tasks from Week 3 to 8 included.
Academic Skills
Organisation and coherence Lacks coherence in and/or between sentences. No evidence of awareness of audience. Lacks student voice. Post style does not consider audience and there is little evidence of student voice. Sentences may be limited in type or inappropriately connected. Range of sentence types which are usually appropriately connected. Style is clear with some evidence of student voice. Posts reflect student personality to some extent. Range of appropriately connected sentence types. Writing style is generally appropriate for the audience and an attempt is made to use a consistent voice. Posts reflect the author’s personality and has a strong sense of voice. Sentences are coherent and well connected.
Grammar and accuracy (including spelling and punctuation) Many grammatical errors and/or use of a limited vocabulary, which may include inappropriate usage. Numerous spelling and/or punctuation errors. Some grammatical errors and/or use of a limited vocabulary which may include inappropriate usage. Spelling and/or punctuation errors. Some grammatical errors in complex forms, and/or may include a more limited vocabulary range. Few spelling and/or punctuation errors. A range of contextually appropriate vocabulary and few, if any, grammatical errors. Very few or no spelling or punctuation errors. A wide range of contextually appropriate vocabulary and no grammatical errors. No spelling or punctuation errors.
Referencing Ideas of others used without acknowledgement. Ideas acknowledged but may not be APA style. Referencing resembles APA style. Referencing is APA style with very few errors. Referencing is APA style and error free.
Comments (Make these specific and constructive. What was good about your peer’s blog? What could they do to make it better before they submit?):

I would watch your sentence paragraph construction; some of your paragraphs could be divided into smaller paragraphs. I have done the same thing thinking that hyperlinks are automatically generated, I suggest hyperlinking to your games. Just check for grammatical errors. Just check image size as well, perhaps the blog main image is a little too large. Great reflection.

Overall a good blog.

Grade Average: F/P/C/D/HD

Blog_Rubric_Peer_Marking_Kate_Braunberger  this is the actually document.

Peer Marking: Blog                                                                                                     Name of Marker: Deanne Drayton

Name of Blog Creator: ­­­­­­­­­­­­­­­­­­­­­­­­­­­Roxanne Tolomeo

Evidence of minimal/incomplete awareness and engagement

Grade: F

Some evidence of awareness, understanding and engagement with concepts, skills, and dispositions

Grade: P

Sound evidence of awareness, understanding and engagement with concepts, skills, and dispositions

Grade: C

Consistent, wide-ranging evidence of awareness, understanding and engagement with concepts, skills, and dispositions

Grade: D

Exemplary awareness, understanding and engagement with concepts, skills, and dispositions, which is generally well above expectations

Grade: HD

Content
Content and ideas:

Connection to unit content/tasks.

Blog posts are unstructured without connections to unit concepts, ideas or learning tasks. Some content or posts may be missing. Blog posts have limited linkage to unit concepts, ideas or learning tasks. There may be a lack of focus in several. Blog posts provide a mostly clear and thoughtful response to the unit content/learning tasks, although some posts may lack focus. Blog posts provide a clear, thoughtful and mostly focused response to the unit content/learning tasks. All blog posts provide a coherent, focused and insightful response to unit content/ learning tasks.
Teaching ideas Posts do not include teaching idea. Most posts include one teaching idea. Most posts include one teaching idea, some are linked to theory. Most posts include one teaching idea which is linked to theory. All posts include one teaching idea which is linked to theory.
Written response to peer feedback Peer feedback and response missing. Includes two samples of peer feedback and 200 word response to feedback. Includes two samples of peer feedback and focused 200 word response to feedback. Includes two samples of peer feedback and focused 200 word response to feedback. Some evaluative elements. Includes two samples of peer feedback and focused 200 word critical response to feedback.
Evidence of weekly tasks Weekly task efforts not included or less than 3 weekly tasks included. Evidence of at least 3 weekly tasks. Evidence of more than 3 weekly tasks. Evidence of most weekly tasks. Evidence of tasks from Week 3-8 but may also incorporate task efforts from other weeks.
Degree of reflection rather than description Blog posts limited to description of tasks and unit content. No evidence of reflection on strengths, weaknesses or goals. Blog posts have limited information about how understanding has changed. Limited evidence of reflection on strengths, weaknesses or goals. Some blog posts consider how understanding has changed, but lacks any examples or comparisons. Some evidence of reflection on strengths, weaknesses or goals. Blog posts give some evidence to show how understanding has changed. Demonstrates the ability to articulate some strengths, weaknesses and goals for future improvement. Blog posts gives specific detail and examples and comparisons to show how understanding has changed. Demonstrates the ability to clearly articulate strengths, weaknesses and goals for future improvement.
Text Layout, use of graphics, task inclusion
Blog Design No graphics or low quality graphics only which do not enhance and complement the content. Poor choice of template. Lacks aesthetic appeal. Graphics of variable quality or size. Limited evidence of design elements (contrast, repetition, alignment, proximity) and visual appeal in blog design Template used may not be appropriate. Mostly good quality graphics. Evidence of design elements being utilised to improve the visual appeal and functionality of the blog. Mostly high quality original graphics and multimedia that enhance the content. Evidence of design elements incorporated into the blog design to achieve a professional appearance and high level functionality/ organisation. Selects and uses high quality, original graphics. These are well annotated. Design is consistent, and appropriate and enhances the visual appeal and readability of the blog. Design is personalised and may have some innovative features. Images or links to tasks from Week 3 to 8 included.
Academic Skills
Organisation and coherence Lacks coherence in and/or between sentences. No evidence of awareness of audience. Lacks student voice. Post style does not consider audience and there is little evidence of student voice. Sentences may be limited in type or inappropriately connected. Range of sentence types which are usually appropriately connected. Style is clear with some evidence of student voice. Posts reflect student personality to some extent. Range of appropriately connected sentence types. Writing style is generally appropriate for the audience and an attempt is made to use a consistent voice. Posts reflect the author’s personality and has a strong sense of voice. Sentences are coherent and well connected.
Grammar and accuracy (including spelling and punctuation) Many grammatical errors and/or use of a limited vocabulary, which may include inappropriate usage. Numerous spelling and/or punctuation errors. Some grammatical errors and/or use of a limited vocabulary which may include inappropriate usage. Spelling and/or punctuation errors. Some grammatical errors in complex forms, and/or may include a more limited vocabulary range. Few spelling and/or punctuation errors. A range of contextually appropriate vocabulary and few, if any, grammatical errors. Very few or no spelling or punctuation errors. A wide range of contextually appropriate vocabulary and no grammatical errors. No spelling or punctuation errors.
Referencing Ideas of others used without acknowledgement. Ideas acknowledged but may not be APA style. Referencing resembles APA style. Referencing is APA style with very few errors. Referencing is APA style and error free.
Comments (Make these specific and constructive. What was good about your peer’s blog? What could they do to make it better before they submit?):

Just check your grammar. Watch for sentence connectivity particularly towards the end of your blog topics some sentences could have been separated into new paragraphs. In topic 5 you started off a sentence with ‘I also did further research’ I am just wondering if you could use a better word than did, to me it doesn’t read well.

Overall I enjoyed your blog, it was very well thought out with referenced content. Good luck.

Grade Average: F/P/C/D/HD

Blog_Rubric_Peer_Marking_Roxanne_Tolomeo this is the actually document.

I have also attached their evaluations of my blog.

Roxanne

Blog_Rubric_Peer_Marking_Deanne Drayton

Kate

Blog_Rubric_Peer_Marking_Deanne Drayton

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