Phase II
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Objectives
The following are the outcomes, objectives, and assessment measures proposed to meet the goal of the capstone project.
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Outcome |
Objective Measure |
Assessment Measure |
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Increased quality of writing by writing a full paragraph.
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Prewriting: Students will be able to organize their thoughts into a graphic organizer software, Kidspiration, proficiently in order to improve the quality of their prewriting skills. Organization: Students will be able to organize their information about a specific topic in a logical order. Details: Students will be able to include supporting details on a specific topic. Stay on Topic: Students will be able to stay on topic throughout the entire writing piece. Information and details relate to the main topic. |
Rubric 1: Kidspiration Rubric 2: Quality and Quantity
Click Here for Rubric 1 and 2.
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Increased quantity in writing with 5 or more complete sentences. |
Students will be able to increase the quantity of their writing. |
Reflections
Beyreli, L. & Ari, G. (2009). The use of analytic rubric in the assessment of writing performance--inter-rater concordance study. Educational Sciences: Theory and Practice, 9(1), 105-125.
This article discuss how there are different types of rubrics to assess writing performance. The types include primary trait, holistic, and analytic. Primary trait rubrics assess basic writing skills. Because the first grade students are at the basic writing skills level, this type of rubric fits. However, the best type of rubric is analytic rubric. The analytic rubric is more comprehensive and assess the properties and components of the students writing – this includes sentences, title, etc. My rubric reflects an analytic rubric because it individually assess the different parts of the students writing: topic, organization, details, etc. According to Beyreli & Ari, “analytic scoring provides guidance to teachers for their teaching activities and to students for their writing activities” (108).
Spandel, V. (1996). Seeing with new eyes: A guidebook on teaching and assessing beginning writers (3rd ed.). Portland: Northwest Regional Educational La
This book discuss how to view students from a different perspective. First grade students are beginning writers, and teachers should understand the developmental stages of beginning writers exhibit. The book also includes the different characteristics that beginning writer exhibit.
References
ALTEC. (2008). Rubistar.4teachers. www.rubistar.4teachers.org .
Beyreli, L. & Ari, G. (2009). The use of analytic rubric in the assessment of writing performance--inter-
rater concordance study. Educational Sciences: Theory and Practice, 9(1), 105-125.
Spandel, V. (1996). Seeing with new eyes: A guidebook on teaching and assessing beginning writers (3rd
ed.). Portland: Northwest Regional Educational Lab.
