Nope,+try+again.

The toilet below is signifying the fact that as teachers, we pretty much need to take what we've been doing as far as project assessment and flush it. I think all three of us (Beth, Lauren, and Heather) did mental head slaps when we were sitting in Dr. Duncan's breakout session at the ECU AIG Conference. In the past, when we created rubrics, we were mostly grading the //product// and not the //content// within the product...or the student's ability to apply what they learned through answering audience questions. So, we began discussing what we were going to differently within our classrooms. That discussion is what has lead us to attempting the process of RELINQUISHING CONTROL. = =
 * Well, we thought we were doing this correctly.**

Heather

These are products that were created for a biography project assigned at the beginning of the year.The project shaped like a lab beaker was created about Marie Curie. This student simply read her poster for her presentation and probably won't remember much about Ms. Curie a week after presenting. The Wanted Poster that is cut up and not very neat was also a project on Marie Curie. //This// student stood up and discussed Curie for 10 minutes and answered countless questions from the teacher and students. With the proper rubric he would have received at least a 95. However, after reflecting, I found that the rubric I used was a PRODUCT, no CONTENT rubric.

The Frederick Douglass poster was, again, simply read aloud. The Tecumseh project was amazing! The student wrote a poem, created a timeline of his life, and made a wanted poster. Then she got up in front of the class and spoke like he was her best friend. She answered all questions with confidence. I know that she and the student who created the cut up wanted poster will remember their information months, if not years, from now.