| Answer |
Number
of
Respondents |
Percent |
| i have learned
about creating and scoring rubrics from a workshop on 6
traits. it wasn't specifically designed to teach me about
creating or scoring rubrics, so i might know only enough
to get me in trouble. |
1 |
5.3% |
| i think it is very
important for a student to go to the higher level thinking
stage as opposed to rote memorization. making connections
by going to that higher stage helps them see associations
between things and increases their comprehension and
retention. |
1 |
5.3% |
| i hope i
understood what you wanted. i took each word and said how
important it was that the student be able to preform this
activity with a certain subject area. |
1 |
5.3% |
| i was slightly
confused at first with the questions regarding the rating
scale. |
1 |
5.3% |
| interesting
questions |
1 |
5.3% |
| i think these are
skills which we would assess our students on. i think it
also wants us to think about which of these skills we, as
teachers, deem important enough for our students to
master. iknow that paper and pencil tests are being
debunked but i also know that eventually paper and pencil
tests is what they'll get. i try to be a realist. if there
are other means of assessments they have to be within the
same context as a test, maybe a different type otherwise
how does one know if the student is doing the work. |
1 |
5.3% |
| it makes me want
to learn more! i was a little confused at first as to what
was being asked in question #7 on...what was the
intellectual activity...then i figured aout i was thinking
about the value of hte final word. |
1 |
5.3% |
| on questions 7-15,
i'm not sure if i am understanding the questioning, but,
once again, i think the "intellectual activity"
scale may depend on the particular task, or what the
purpose is for the task. |
1 |
5.3% |
| the above
questions' answers may change with what the child's task
is. sometimes you may want the major concept to be
interpretaion and with that there will be more points
given for it. it is hard to rate is what i am saying. |
1 |
5.3% |
| i wasn't really
sure how to rate some of the words. i decided to go with
my first thoughts rather than sit and ponder them. |
1 |
5.3% |
| some of these
intellectual activites were hard to figure out exactly
what it meant. |
1 |
5.3% |
| good ideas to
think about. |
1 |
5.3% |
| no comments today |
1 |
5.3% |
| i don't know if i
really understand all the things that i answered but to me
if a child can explain , use, describe, construct,
distinguish between something that they have learned then
they have learned it. the only thing i can see where
memorization is really important and the child will not
forget the learned materail (hopefully) are the math
tables. memorizing for a test doesn't insure actual
learning |
1 |
5.3% |
| this is an example
of a 500 character limit answer. |
1 |
5.3% |
| dgdsg |
1 |
5.3% |
| i was not exactly
sure what you meant by the term itellectual activity but
assumed you wanted to know how important we thought it was
for students to do each of those activities. |
1 |
5.3% |