PERSONALIZE YOUR LEARNING JOURNEY
  • Home
  • Meet Christa
    • Centennial High School Learning Commons
    • Centennial High School Makerspace - The SPaCE
    • Contact
  • Resume
    • Education >
      • KSU Specialist Portfoilo >
        • Introduction
        • Video Reflection
        • Vision
        • Diversity
        • Capstone
        • Blog
        • Field Experiences
        • Standards >
          • Standard 1 >
            • 1.1 Shared Vision
            • 1.2 Strategic Planning
            • 1.3 Policies, Procedures, Programs & Funding
            • 1.4 Diffusion of Innovations & Change
          • Standard 2 >
            • 2.1 Content Standards & Student Tecnhology Standards
            • 2.2 Research-Based Learner-Centered Strategies
            • 2.3 Authentic Learning
            • 2.4 Higher Order Thinking Skills
            • 2.5 Differentiation
            • 2.6 Instructional Design
            • 2.7 Assessment
            • 2.8 Data Analysis
          • Standard 3 >
            • 3.1 Classroom Management & Collaborative Learning
            • 3.2 Managing Digital Tools and Resources
            • 3.3 Online & Blended Learning
            • 3.4 Adaptive and Assistive Technology
            • 3.5 Basic Troubleshooting
            • 3.6 Selecting and Evaluating Digital Tools & Resources
            • 3.7 Communication & Collaboration
          • Standard 4 >
            • 4.1 Digital Equity
            • 4.2 Safe, Heathly, Legal & Ethical Use
            • 4.3 Diversity, Cultural Understanding & Global Awareness
          • Standard 5 >
            • 5.1 Needs Assessment
            • 5.2 Professional Learning
            • 5.3 Program Evaluation
          • Standard 6 >
            • 6.1 Continuous Learning
            • 6.2 Reflection
            • 6.3 Field Experiences
      • Blog
  • Presentations
    • Freedom to Explore NCSS 2014
    • Gateway to Diplomacy NCSS 2013
    • Let’s Get Personal: Be the Champion of Your Student’s Personalized Learning Path - GAETC2016 >
      • Formative Assessments Presentation
      • Pre Assessment
      • Symbaloo Lesson Plans
      • Blendspace
      • iTunes U
      • PlayPosit
      • Post Assessment
      • Formative Resources
    • Let’s Get Personal: Use of Office 365 and Creation of Digital Student Portfolios >
      • Choice Boards
      • Sensory Figures
      • Collaboration Space
      • Portfoilo Resources
    • Pushing the Boundaries- ISTE 2016
  • Technology Lessons
  • Resources

Student Blogs

9/12/2013

2 Comments

 




As a Social Studies teacher, I have always focused on bringing the element of writing into my classroom especially in the area of opinion and debate.  With the introduction of the Common Core integration of writing into my class is even more present.  These writings have to include citing source, reviewing primary sources, and understanding point of view and content.  I teach a 7th grade World Studies class and see myself integrating a class blog with a student being the guest author each weekend on topics and events in the world.  This blog could be a learning tool for others in the class on the topic and as a research tool for other students to use.  At the same time, I would need to prep my students to understand how to evaluate sources they include in their blog for accuracy and trustworthiness (Richardson, 2010).  I would need to teach my students the difference in the types of blog writing, so they would be able to respond in the proper fashion.  In social studies, our writings could be an opinion on a situation or stance on policy but also an informational blog with deep critical thinking.

In reviewing rubrics on grading student blogs, I find myself referring back to the
Common Core Literacy Standards for Social Studies.  These standards focus on writing arguments based upon content, writing informative and narrative text, production and distribution of writing, research and range of writing.  A blog clearly covers the distribution of writing with the integration of technology (Common Core, 2012).  In reviewing rubrics, I did find a rubric on blogging to me which seemed very vague in a way but the teacher meant the rubric to be this way and to be used with user discretion   in mind.  After reviewing the rubric, you will see the author made it very high level and not specific.  A teacher could use the rubric very easily. I thought I would share the rubric, it is Prof Hacker.  In the post Samples the author  states,” In my efforts to quickly and fairly evaluate blog posts, I developed a simple 5-point scale, which rates each post according to the level of critical thinking and engagement displayed in the post.”

I had a discussion about my rubric for blogging with my Language Arts co-hort about not including grammar in my rubric.  Her response back to me was, “Do you feel comfortable grading it.”  As a social studies teacher, I wanted to focus on the content and understanding of the material.  Since I am not an English teacher have created a rubric for grading based upon my needs in my class.  In reviewing the Pro Hacker rubric, I knew what I did not want.  After reviewing the Common Core and the two rubrics below, I was able narrow my criteria.  In our classroom, it is important to understand and know the facts, which relates to research and evidence.  The blog’s content must be relevant to the topic and the student must be able to analysis the information.  In doing these steps, the student is reaching higher levels of critical thinking.  The student must be able to defend their position on a topic uses these facts and reasoning.  This rubric will grade the student’s original blog postings but do believe I would have another rubric for grading student response to post.

Rubric 1

Rubric 2

Common Core. (2012).
Common core state initiative. Retrieved from www.corestandards.org/ELA-Literacy/WHST/6-8/

Sample, M. (2010, Sept 10).
A rubric for evaluating student blogs. Retrieved from http://chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196


 

Criteria

Unacceptable

Acceptable

Target

Content and Creativity

Postings provide minimal/or no insight, understanding and reflective thought about the topic by not by either including a focus argument to a topic, asking new question regarding the topic, writing an oppositional statement supported by related research.

Postings provide moderate insight, understanding and reflective thought about the topic by either including a focus argument to a topic, asking new question regarding the topic, writing an oppositional statement supported by related research..

Postings provide comprehensive insight, understanding, and reflective thought about the topic by either including a focus argument to a topic, asking new question regarding the topic, writing an oppositional statement supported by related research.

Research and Evidence

Provides inaccurate, little, or no evidence to support claim(s)No images, media or text created by others display appropriate copyright permissions and do not include accurate, properly formatted citations

Provides sufficient and  relevant evidence to support claim(s )Most images, media or text created by others display appropriate copyright permissions and accurate, properly formatted citations

Provides substantial and pertinent evidence to support claim(s)All images, media and text created by others display appropriate copyright permissions and accurate citations

Analysis

Shows limited and/or no understanding of topic or text.  Uses limited, simplistic and/or no reasoning to connect evidence with claim(s)

Shows competent understanding of topic or text.  Uses valid reasoning to connect evidence with claim(s)

Shows insightful understanding of topic or text.  Uses persuasive and valid reasoning to connect evidence with claim(s)

 





rubric.docx
File Size: 11 kb
File Type: docx
Download File


2 Comments
Joe Hilliard
9/8/2013 09:53:42 am

Christa,

I did not even consider the common core standards when I put my own rubric together and I should have. I am a Social Studies teacher as well. Blogs can be another opportunity for my regular and AP classes to address the CC standards by making and supporting and argument and also practice informative writing. I like how you incorporated "analysis" into your rubric. Mine was a little more basic, but I still believe we are looking for the same levels of evaluation, analysis, and understanding from our students. Something that I have that is a little different is that I included a grammar/articulation standard because I want my students to blog in a professional manner. I am sure expect the same.

Would your approach be different in terms of analysis for the different levels of students? I go from one extreme to another with my students. I really could not expect my regular level students to blog outside of class. They just will not do it. I would have to have them blog in my classroom under my direction. It could work, but these are the types of issues I deal with on a daily basis.

Reply
Christa Evans Heath
9/8/2013 10:00:10 am

Joe,
I agree about the different levels of students. I am a former special education and presently have Team Taught, ESL , On Level and Advanced classes. My advanced class is normally where I start with implementing new ideas to see how it goes. But I do have the same expectations for all. Set the bar high, they will get there.

I struggled with the rubrics as well, wanted to start small. I had to determine which was more important to begin with and then add to it.

Reply



Leave a Reply.

    Author

    Christa Evans Heath
    Educator and Technology Specialist

    Archives

    June 2016
    December 2014
    September 2014
    August 2014
    November 2013
    October 2013
    September 2013
    August 2013
    July 2013

    Categories

    All
    Blog
    Creative Commons
    Edmodo
    Equity
    Flickr
    Google Docs
    Internet Safety
    Kennesaw State
    Podcasting
    Screen Casting
    Slideshare
    Social Bookmarking
    Teacher Tube
    Web2.0
    Wikis
    You Tube

    RSS Feed

Powered by Create your own unique website with customizable templates.
  • Home
  • Meet Christa
    • Centennial High School Learning Commons
    • Centennial High School Makerspace - The SPaCE
    • Contact
  • Resume
    • Education >
      • KSU Specialist Portfoilo >
        • Introduction
        • Video Reflection
        • Vision
        • Diversity
        • Capstone
        • Blog
        • Field Experiences
        • Standards >
          • Standard 1 >
            • 1.1 Shared Vision
            • 1.2 Strategic Planning
            • 1.3 Policies, Procedures, Programs & Funding
            • 1.4 Diffusion of Innovations & Change
          • Standard 2 >
            • 2.1 Content Standards & Student Tecnhology Standards
            • 2.2 Research-Based Learner-Centered Strategies
            • 2.3 Authentic Learning
            • 2.4 Higher Order Thinking Skills
            • 2.5 Differentiation
            • 2.6 Instructional Design
            • 2.7 Assessment
            • 2.8 Data Analysis
          • Standard 3 >
            • 3.1 Classroom Management & Collaborative Learning
            • 3.2 Managing Digital Tools and Resources
            • 3.3 Online & Blended Learning
            • 3.4 Adaptive and Assistive Technology
            • 3.5 Basic Troubleshooting
            • 3.6 Selecting and Evaluating Digital Tools & Resources
            • 3.7 Communication & Collaboration
          • Standard 4 >
            • 4.1 Digital Equity
            • 4.2 Safe, Heathly, Legal & Ethical Use
            • 4.3 Diversity, Cultural Understanding & Global Awareness
          • Standard 5 >
            • 5.1 Needs Assessment
            • 5.2 Professional Learning
            • 5.3 Program Evaluation
          • Standard 6 >
            • 6.1 Continuous Learning
            • 6.2 Reflection
            • 6.3 Field Experiences
      • Blog
  • Presentations
    • Freedom to Explore NCSS 2014
    • Gateway to Diplomacy NCSS 2013
    • Let’s Get Personal: Be the Champion of Your Student’s Personalized Learning Path - GAETC2016 >
      • Formative Assessments Presentation
      • Pre Assessment
      • Symbaloo Lesson Plans
      • Blendspace
      • iTunes U
      • PlayPosit
      • Post Assessment
      • Formative Resources
    • Let’s Get Personal: Use of Office 365 and Creation of Digital Student Portfolios >
      • Choice Boards
      • Sensory Figures
      • Collaboration Space
      • Portfoilo Resources
    • Pushing the Boundaries- ISTE 2016
  • Technology Lessons
  • Resources