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	<title>Comments on: Grading student projects: Separating content from delivery</title>
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	<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html</link>
	<description>Technology, leadership, and the future of schools</description>
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		<title>By: Lindsay</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19613</link>
		<dc:creator>Lindsay</dc:creator>
		<pubDate>Thu, 01 Apr 2010 04:46:32 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19613</guid>
		<description>I am currently doing a project with my middle school math students.  It was a little difficult for me to create the rubric.  In my district each student&#039;s grade must be a representation of their knowledge of the standards.  However, it is important that the student work is neat.  I&#039;ve tried to make my rubric open for student creativity, but we shall see.  I appreciate everyone&#039;s contributions before me.
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		<content:encoded><![CDATA[<p>I am currently doing a project with my middle school math students.  It was a little difficult for me to create the rubric.  In my district each student&#8217;s grade must be a representation of their knowledge of the standards.  However, it is important that the student work is neat.  I&#8217;ve tried to make my rubric open for student creativity, but we shall see.  I appreciate everyone&#8217;s contributions before me.</p>
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		<title>By: Kathleen</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19612</link>
		<dc:creator>Kathleen</dc:creator>
		<pubDate>Wed, 17 Feb 2010 07:55:45 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19612</guid>
		<description>Sorry.  Here is the full reference for the Marzano book.  Marzano, R., Pickering, D., &amp; McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria, VA: ASCD.
</description>
		<content:encoded><![CDATA[<p>Sorry.  Here is the full reference for the Marzano book.  Marzano, R., Pickering, D., &#038; McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria, VA: ASCD.</p>
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		<title>By: Kathleen</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19611</link>
		<dc:creator>Kathleen</dc:creator>
		<pubDate>Wed, 17 Feb 2010 07:51:35 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19611</guid>
		<description>Assessing for Product

I don’t agree that there needs to be one rubric for content and another one for product.  If teachers are concerned with critical thinking skills, it is important to assess those skills throughout the entire process of the project, from the forming the initial research question to presenting findings.  The choice of technology comes into play throughout the entire process.

The students at our school are typically given free reign in their subject areas for choice of research question; they do initial research and form a research question.  The technology used here is primarily computer research and documentation.  The tech skills we teach are vital to the students as we help them determine credible internet sources, document those sources using online helps such as BibMe.  They can also get into researching primary documents online.  Those are just a few examples.

Next, students research and gather data to answer their research question. This can involve using technology to make charts, graphs, visual representations, semantic mapping, etc.

Finally, students must present their findings in a way that communicates effectively.  To us, this means that if they have gathered data about tides and garbage, they may choose to share their findings in a scientific report, a podcast, a Powerpoint, a daily blog, etc.  The technology is the tool.  The critical thinking skills being addressed fall under Marzano, Pickering, &amp; McTighe’s (1993, pp. 85-86) “Rubrics for Effective Communication Standards,” which are A) expresses ideas clearly, B) effectively communicates with diverse audiences, C) effectively communicates in a variety of ways, D) effectively communicates for a variety of purposes, E) creates quality products.  These are the things that should be addressed on a rubric.

Another good source for technology rubrics would be the “ISTE NETS for Students 2007.”  You can check those out at &lt;a href=&quot;http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm&quot; rel=&quot;nofollow&quot;&gt;http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm&lt;/a&gt;

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		<content:encoded><![CDATA[<p>Assessing for Product</p>
<p>I don’t agree that there needs to be one rubric for content and another one for product.  If teachers are concerned with critical thinking skills, it is important to assess those skills throughout the entire process of the project, from the forming the initial research question to presenting findings.  The choice of technology comes into play throughout the entire process.</p>
<p>The students at our school are typically given free reign in their subject areas for choice of research question; they do initial research and form a research question.  The technology used here is primarily computer research and documentation.  The tech skills we teach are vital to the students as we help them determine credible internet sources, document those sources using online helps such as BibMe.  They can also get into researching primary documents online.  Those are just a few examples.</p>
<p>Next, students research and gather data to answer their research question. This can involve using technology to make charts, graphs, visual representations, semantic mapping, etc.</p>
<p>Finally, students must present their findings in a way that communicates effectively.  To us, this means that if they have gathered data about tides and garbage, they may choose to share their findings in a scientific report, a podcast, a Powerpoint, a daily blog, etc.  The technology is the tool.  The critical thinking skills being addressed fall under Marzano, Pickering, &#038; McTighe’s (1993, pp. 85-86) “Rubrics for Effective Communication Standards,” which are A) expresses ideas clearly, B) effectively communicates with diverse audiences, C) effectively communicates in a variety of ways, D) effectively communicates for a variety of purposes, E) creates quality products.  These are the things that should be addressed on a rubric.</p>
<p>Another good source for technology rubrics would be the “ISTE NETS for Students 2007.”  You can check those out at <a href="http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm" rel="nofollow">http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm</a></p>
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		<title>By: JenDauer</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19610</link>
		<dc:creator>JenDauer</dc:creator>
		<pubDate>Fri, 12 Feb 2010 15:33:17 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19610</guid>
		<description>Would it be possible for me to see an example of a student-created rubric? What level do you teach?
</description>
		<content:encoded><![CDATA[<p>Would it be possible for me to see an example of a student-created rubric? What level do you teach?</p>
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		<title>By: Scott McLeod</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19609</link>
		<dc:creator>Scott McLeod</dc:creator>
		<pubDate>Thu, 11 Feb 2010 17:20:35 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19609</guid>
		<description>Check out the Moving Forward wiki:

&lt;a href=&quot;http://movingforward.wikispaces.com&quot; rel=&quot;nofollow&quot;&gt;http://movingforward.wikispaces.com&lt;/a&gt;

Or the Shift Happens wiki:

&lt;a href=&quot;http://shifthappens.wikispaces.com&quot; rel=&quot;nofollow&quot;&gt;http://shifthappens.wikispaces.com&lt;/a&gt;
</description>
		<content:encoded><![CDATA[<p>Check out the Moving Forward wiki:</p>
<p><a href="http://movingforward.wikispaces.com" rel="nofollow">http://movingforward.wikispaces.com</a></p>
<p>Or the Shift Happens wiki:</p>
<p><a href="http://shifthappens.wikispaces.com" rel="nofollow">http://shifthappens.wikispaces.com</a></p>
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	<item>
		<title>By: John Ranta</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19608</link>
		<dc:creator>John Ranta</dc:creator>
		<pubDate>Thu, 11 Feb 2010 13:19:42 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19608</guid>
		<description>Scott, can you point me to an example of a wiki that I can mimic? I&#039;ve read a few (primarily wikipedia) but never set one up. I&#039;m familiar with the structure and culture of blogs (create a post - invite comments), but the proper way to create and manage a wiki (does one even try to manage a wiki?) is new to me. Thanks, JR
</description>
		<content:encoded><![CDATA[<p>Scott, can you point me to an example of a wiki that I can mimic? I&#8217;ve read a few (primarily wikipedia) but never set one up. I&#8217;m familiar with the structure and culture of blogs (create a post &#8211; invite comments), but the proper way to create and manage a wiki (does one even try to manage a wiki?) is new to me. Thanks, JR</p>
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	<item>
		<title>By: Scott McLeod</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19607</link>
		<dc:creator>Scott McLeod</dc:creator>
		<pubDate>Wed, 10 Feb 2010 15:52:32 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19607</guid>
		<description>Fair enough. Google Sites would work. So would any wiki service like wikispaces or pbwiki or WetPaint...
</description>
		<content:encoded><![CDATA[<p>Fair enough. Google Sites would work. So would any wiki service like wikispaces or pbwiki or WetPaint&#8230;</p>
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		<title>By: John Ranta</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19606</link>
		<dc:creator>John Ranta</dc:creator>
		<pubDate>Wed, 10 Feb 2010 11:26:06 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19606</guid>
		<description>Scott, &quot;my people&quot; would be me :). I don&#039;t mind the emails, but I&#039;d be happy to put what we have up on a wiki, when I can find some time. I did a quick search, and google sites looks like a possible host. What would you recommend? jr
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		<content:encoded><![CDATA[<p>Scott, &#8220;my people&#8221; would be me <img src='http://dangerouslyirrelevant.org/site/wp-includes/images/smilies/icon_smile.gif' alt=':)' class='wp-smiley' /> . I don&#8217;t mind the emails, but I&#8217;d be happy to put what we have up on a wiki, when I can find some time. I did a quick search, and google sites looks like a possible host. What would you recommend? jr</p>
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		<title>By: Scott McLeod</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19605</link>
		<dc:creator>Scott McLeod</dc:creator>
		<pubDate>Tue, 09 Feb 2010 17:29:08 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19605</guid>
		<description>How comfortable might your folks be at setting up a quick wiki page with links? That way we won&#039;t clog your email inbox AND it would give your staff some good exposure to the social Web?
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		<content:encoded><![CDATA[<p>How comfortable might your folks be at setting up a quick wiki page with links? That way we won&#8217;t clog your email inbox AND it would give your staff some good exposure to the social Web?</p>
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		<title>By: John Ranta</title>
		<link>http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html/comment-page-1#comment-19604</link>
		<dc:creator>John Ranta</dc:creator>
		<pubDate>Tue, 09 Feb 2010 17:24:26 +0000</pubDate>
		<guid isPermaLink="false">http://dangerouslyirrelevant.org/2010/02/grading-student-projects-separating-content-from-delivery.html#comment-19604</guid>
		<description>@Scott: The easiest way would be for people to email me their requests - jranta@sprise.com. JR
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		<content:encoded><![CDATA[<p>@Scott: The easiest way would be for people to email me their requests &#8211; <a href="mailto:jranta@sprise.com">jranta@sprise.com</a>. JR</p>
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