In addition to various types of tests, what other means may be used in grading?
v Scales: Rank work in various categories with numbers 1-3 or 1-5, using the highest numbers for the
Rubrics—The DreamQuest curriculum has a wide variety of rubrics that can be applied to discussions,
presentations, products, research, writing, and portfolios.
v Holistic Grades: Numbers 1 and 2 can be used to evaluate work that does not reach expectations; 3 and 4 can
be used to evaluate work that does meet criteria. One (1) would be the lowest score and four (4) would be the
highest. Holistic grading can be applied by using √-, √, √+.
v Deep Grading: This thorough grading, with detailed responses (often in paragraph or letter format) from the
teacher, is appropriate for major assignments in which ProTeam students have invested a great deal of time
and effort.
What kinds of written assignments can be graded?
v Journals/Logs: ProTeam students will keep journals throughout their experience.
v Essays: These reports may be narrative, descriptive, persuasive, or expository in nature. They may include
research as well as personal opinion.
v Research Papers: Research on educational topics with documentation of sources may be short if the topic is
very specific or longer if the topic is broader (ex. integration in South Carolina Schools).
v Reading Responses: When ProTeam students read articles, handouts, or book chapters, ask them to write
summaries of or reactions to the content of the reading assignment. This can be done as “open book” or
“closed book” work.
v Double-entry Journals: When the ProTeam students read an assignment, ask them to respond to the material
by dividing a paper down the middle, forming two columns. In the left column, they record quotations or
paraphrased passages. In the right column, they respond to each selected passage by recording opinions,
questions, elated personal experiences, support, or doubt.
v Creative Writing Assignments: When appropriate, allow the students to write short stories, poems, raps,
skits, demonstrating knowledge of the educational topic.
v Autobiographical Writing: Whenever possible, ask the ProTeam students to relate curriculum to their own
experiences and perceptions; content will be more meaningful and memorable.
v Graphics: Information may be recorded in formats other than prose. For example, T-charts, webbing, Venn
Diagrams, timelines, etc. may be used to record information in a succinct and organized fashion.
What products may be used as forms of authentic assessment?
v Bulletin Boards: These may be created in the ProTeam students’ classroom, the school halls, the front office,
and other teachers’ classrooms, especially those of their cooperating teachers.
v Instructional Materials/Visual Aids: ProTeam students may design flash cards for math and other content
area instruction. They may create flash cards, with the picture of the item on one side and the printed word of
the object on the other side.
v Posters: Posters may be used for display on walls and bulletin boards for instructional purposes. A rubric for
assessing posters is included in the DreamQuest curriculum.
v Educational Games / Manipulatives: ProTeam students may create learning games (i.e. game to teach the
steps of the digestive system). Relays can be designed for a math class. A rubric for assessing instructional
games and manipulatives is also included in the DreamQuest curriculum.
How may technology be incorporated in assessment?
v Microsoft PowerPoint®: ProTeam students may be graded on the presentations they create for lessons they
teach throughout their ProTeam experience.
v Digital Pictures: ProTeam students may take digital pictures to include in their portfolios.
v Web Sites: ProTeam students may use web sites for research and be evaluated on their work.
PROTEAM DREAMQUEST CURRICULUM
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