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This toolkit consists of Chapters 12-14 which should be implemented with Chapter 14
sucessfully before Chapter 13.
Chapter 12
What We Choose to Evalutate
Rubrics should show WHERE student are not WHO they are (language matters)
Purpose of constructing the rubric with students is ownership when students see they have a voice in evaluation.
Evaluate only a few groups each day and allow the others groups to self evaluate using the rubric.
Chapter 13
How We Use Formative Assessment
Change since publishing the book: Teachers found students worked bette with the rubric when "Basic, Intermediate, and Advanced" were replaced with "Mild, Medium, and Spicy."
Chapter 14
How We Grade in a Thinking Classroom
"Grading practices over the last one hundred years can be seen as fitting into one of two paradigms - the point gathering paradigm and the data gathering paradigm. (pg. 254)"
Chapter 15
Pulling The 14 Practices Together to Build a Thinking Classroom
Peter Liljedahl (pg. 279)
“When I began this journey, my initial thoughts were that getting students to think is all about the tasks. . . . .
. . .If nothing else in our practice changes, then thinking tasks will just frustrate the students and aggravate the teacher.”
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