Evaluating Fables In The Classroom

Reflection Together, as a class, we have been exploring fables and the components that make up a fable. The students have had several chances to break stories down into components. They have brought myths and fables from home and shared them with the class. In small groups, the students have also created their own fables and shared them with the class. We have come to the end of the unit and I have decided that the best way for students to demonstrate mastery of fables and their components is to create a fable of their own. The assessment will be graded by an analytic rubric. As a class, we have gone over the rubric and made sure the students have no questions. The students have a quick write and a worksheet with questions to help …show more content…
The assessment’s purpose is to evaluate the students understanding of fables and their components. The rubric grades specifically on the key components that were targeted in this unit. The writing assignment used with the rubric has the students specifically show where the key components are in their fable, which demonstrating their mastery of the subject. The assessment has an undetermined amount of reliability because it has not been tested on a multitude of students to determine if it consistently scores students across the board. Similarly, the assessment has an undetermined consistence with inter-rater reliability. This assessment has not been used or rated by multiple teachers, therefore, it cannot have inter-rater …show more content…
The first bias I am going to discuss is language bias. There is very little language bias in this assessment because the students are creating their own stories. As a result, this assignment could be done in a student’s home language. However, there is some language bias in the rubric and student instruction because they are both in English. They also assume that the student understands certain words. This bias can be combated by making sure that all the students understand what the words mean. I would need to make sure that I have an ample number of contextual clues for my ELL’s. Also, I would need to check in with them and make sure they were on the right track. The second bias is Invalid Knowledge. This assessment does not have any Invalid Knowledge bias because the assessment fable is created by the student and invalid knowledge is a knowledge that students do not know. The third bias is Physical Barrier. The assessment has little to no physical barrier because it can be done in a number of ways. For example, the students could type the assessment, they could write it or they could even dictate it to a person or computer. The last two bias are stereotypes and emotional. The assessment may have stereotype bias if the students include stereotypes in their own stories. The assessment could also have emotional triggers for students depending on what they write their fables