As we finish up our current workshop-based writing assessment, I’m thinking about what comes next.
Next up for us is a unit on “coming of age” novels, and I’ve chosen four books for my students to choose from as we study this genre.
I’m a huge supporter of backwards-design.
(In my brain, it’s the only way that unit planning actually clicks for me.)
One of my favorite tools for assessment planning is this chart that includes Bloom’s taxonomy and levels of DOK. I try to design my assessments (and rubrics) to include all levels of thinking, and this visual is such an easy reference as I work.
I work in pencil and paper and type it up later.
On a computer, it’s too easy to Google. On paper, I have to think for myself.
I use essential questions to guide me.
…but I struggled with this essential question:
After creating two drafts of my assignment (erasing and arrowing and crossing out along the way), I finally settled on my final draft and corresponding rubric.
Since I used my DOK chart to guide what my final assessment would include, creating my rubric was easy.