| Answer |
Number
of
Respondents |
Percent |
| defining the
skills you want to assess |
1 |
6.7% |
| to create one that
a young child can understand |
1 |
6.7% |
| coming up with
enough standards or concepts to be given an actual amount
of credit for. |
1 |
6.7% |
| time |
1 |
6.7% |
| i think it would
just be to be sure i'm evaluating everything i want to
evaluate and to be fair to all students learning
abilities. |
1 |
6.7% |
| making sure you
include all aspects that you want to evaluate. |
1 |
6.7% |
| deciding what
areas to assess/ what values to give each area so it comes
to a percentage to record in the gradebook |
1 |
6.7% |
| be comfortable
with using it. the unfamiliar is always worrisome. when i
have used them they are benificial. i just need to get in
the habit. |
1 |
6.7% |
| being a primary
teacher, so much is introductory and basic.just doing a
certain activity and being exposed to it is mostly the
point of the lesson. |
1 |
6.7% |
| deciding the
points to be given for each part would be the most
difficult part for me. |
1 |
6.7% |
| after deciding on
the goal, i think figuring out the details, in other
words, all of the possibilities of performances that
different students will come up with. a rubric may be
decided on, but there is probably going to be at least one
student that has "performed" the correct way,
yet has some differences that cannot be accounted for in
the rubric. |
1 |
6.7% |
| knowing exactly
how much to score each activity. |
1 |
6.7% |
| knowing how to set
it up |
1 |
6.7% |
| deciding which
concepts to evaluate in each performance task |
1 |
6.7% |
| what to include
and to evaluate what you include. consistentcy |
1 |
6.7% |
| No answer |
0 |
0% |