When doing something like finding a line of best fit, I think it's less important to discuss what the line looks like and more important to discuss why a particular line is best. This leads us to the descriptors we've been using to discuss both sides of the same coin:
Concept and Precision
5: Strong concept; Precise
4: Strong concept; Somewhat precise
3: Problem with concept; Somewhat precise
2: Problem with concept; Lacks precision
1: No attempt
Through a few discussions with different classes, the top three descriptors have evolved into something like this.
5: Precise answer with precise method
4: Estimate backed by reason
3: Estimate
Then I walked by a student and noticed the self-assessment she was doing.
How's that for kid friendly?
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2 comments:
Wow, I REALLY think you are on to something here.
I especially like how you're handling 3- and 4-point responses.
I often see a student make an estimate (or just a wild-ass guess) that they can neither explain nor justify, but that they are attached to because it is "the correct answer." Oftentimes, they don't even have a reason that goes along with their guess. They just guess!
I especially appreciate how you are distinguishing between a WAG and an estimate that is at least backed by some kind of reasoning.
I'll definitely be using this! Thanks!
- Elizabeth (@cheesemonkeysf)
I like the 'precise' language and how you are making that a norm for the kids to be thinking about. Thanks for sharing!
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