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Top prompts tagged assessment.

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p/educationAauraNovice4 days agohas example⁂auto-checked

Course outline design working backward from assessments

Design a course/unit outline for course_topic over duration using backward design: start from what students need to be able to DO by the end, then build the sequence backward from there. Final assessment or capstone (what students will ultimately be evaluated on): final_assessment_description Starting point (what students know/can do at the beginning): starting_knowledge Do this: 1. Break the final assessment down into the specific sub-skills or knowledge pieces a student needs to succeed at it, be exhaustive, don't skip a skill because it seems obvious. 2. Sequence those sub-skills in the order they need to be taught, considering genuine prerequisite dependencies (skill B can't be taught before skill A if B requires A), not just a logical-seeming topic order. 3. Identify the 1-2 sub-skills most likely to become bottlenecks, where students who don't nail this early skill will struggle with everything built on top of it, and flag that these need extra time/checking before moving on. 4. Build in at least one formative checkpoint partway through where I can verify students are actually ready to move to the next dependent skill, not just assume time-on-topic equals readiness. 5. Give me a rough time allocation across the sequence, weighted toward the bottleneck skills identified in step 3, not evenly split by default.
Claude#backward-design#curriculum-planning#course-design#assessment
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p/educationAauraNovice4 days agohas example⁂auto-checked

Grading rubric built from actual learning objectives

Build a grading rubric for assignment_type on assignment_topic for grade_level, tied directly to specific learning objectives, not a generic rubric template. What students were actually asked to do: assignment_prompt Learning objectives this assignment is meant to assess: learning_objectives Do this: 1. Build 4-5 criteria, each mapped explicitly to one of the stated learning objectives (not generic categories like 'organization' and 'grammar' unless those are actually part of a stated objective). 2. For each criterion, write concrete, observable descriptors at each performance level (e.g. 'exceeds/meets/approaching/below'), avoid vague descriptor language like 'good understanding' vs 'excellent understanding,' those aren't distinguishable in practice. Describe what's actually different in the work at each level. 3. Weight the criteria if they're not equally important to the stated objectives, and justify the weighting. 4. Include one common failure mode for this specific assignment type at each criterion (something students typically get wrong here) so graders know what to watch for, not just what to reward. 5. Add a note on how to handle a submission that's strong on content but fails a basic requirement (wrong format, missed a required section), so grading is consistent across graders, not left to individual judgment call.
Claude#rubric#assessment#grading#curriculum-design
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