Africa & Its Influences, Jazz & America, and Considering the Postmodern

2000
University of Maryland, College Park

Assessment Cheat [Help?] Sheets

Sydney Walker, The Ohio State University

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Sample skills & descriptors of understanding

THINKING SKILLS

~organizes knowledge

~analyzes processes

~constructs interpretations

~makes connections

~makes comparisons

~translates knowledge into symbols

~makes predictions

~constructs contrasts

~summarizes knowledge

~makes inferences

~formulates judgments

~links the specific with the general

~considers implications

~finds examples

~engages contrast

~raises questions

~experiments, tests

~identifies significant information

~translates knowledge into metaphors

DESCRIPTORS

~ Explanations/Interpretations: fully supported, compelling, deep, broad, reasoned, illuminating, perceptive, insightful, convincing, multidimensional, inventive

~ Verbal, visual, kinesthetic expressions Inventive, focused, insightful, unpredictable, authentic, purposeful, subtle, elaborated, imaginative, fully developed, finely honed, layered in meaning, persuasive, powerful

~ Application to new cases Perceptive, insightful, appropriate, fluid, considered, original, authentic, comprehensive.

General rubrics for assessing understanding

DESCRIPTORS & THINKING SKILLS

EXCELLENT

~ Explains, interprets with reasons, evidence.

~ Summarizes important points & makes connections

~ Makes inferences, suggests implications

~ Gives illuminating examples

~ Investigates subject matter widely & deeply

~ Makes perceptive comparisons, striking contrasts

~ Offers new insights

~ Produces imaginative, unpredictable solutions

~ Critically analyzes options

~ Raises significant questions

~ Employs multiple perspectives

~ Extends well beyond the information given

GOOD

~ Supports with reasons, evidence

~ States main ideas

~ Gives examples

~ Personalizes knowledge

~ Offers insight

FAIR

~ States with limited support

~ Makes sweeping generalizations

~ Lacks complexity

NEEDS WORK

~ Describes without evident purpose

~ Composes in random, disconnected, fashion

~ Oversimplifies ideas, problems

General rubrics for assessing the application of understanding

DESCRIPTORS & THINKING SKILLS

EXCELLENT

~ Capitalizes on important similarities & differences

~ Accounts for individual features in individual cases

~ Creates and evaluates categories for transfer

~ Prioritizes the transfer of important ideas

~ Links the specific with the general

~ Applies insight, perceptiveness to problem

~ Fully considers possibilities for application

GOOD

~ Considers similarities & differences

~ Accounts for individual features in individual cases

~ Creates categories for transfer

~ Transfers ideas to new circumstances

~ Links the specific with the general

~ Resolves problems in a convincing manner

~ Critically considers several options for application

FAIR

~ Identifies similarities and differences

~ Transfers ideas to new circumstances in a limited way

~ Neglects important individual features in new cases

~ Resolves problem in a partial manner

NEEDS WORK

~ Identifies some similarities and differences

~ Slight transfer of ideas to new situation.

Bibliography

Jacobs, Heidi Hayes. "Mapping the Big Picture: Integrating Curriculum & Assessment K-12." Virginia: Association for Supervision and Curriculum Development, 1997.

Willis, Scott. "Interdisciplinary Learning: Movement to Link the Disciplines Gains Momentum." Curriculum Update. Virginia: Association for Supervision and Curriculum Development, Nov. 1992.

Sponsored by The Clarice Smith Performing Arts Center, The Center for Renaissance and Baroque Studies, and the Maryland State Department of Education.

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The Center for Renaissance & Baroque Studies
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The University of Maryland
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Last updated March 13, 2007