Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Rubric Template

Rubric Template

Ratings: (0)|Views: 50|Likes:
Published by Stephen Best
A support document/template for creating a rubric for a performance assessment for a project based learning task.
A support document/template for creating a rubric for a performance assessment for a project based learning task.

More info:

Categories:Types, School Work
Published by: Stephen Best on Sep 09, 2011
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





Performance Assessment Rubric Template
 The following is a sample rubric for performance assessments for project-based inquiry units. The intent is to usethis template as a starting point for your group’s performance assessment opportunities, including the culminatingevent, by including specific science concepts, samples from classroom instruction from your unit, and other effortsspecific to the lessons and activities you used in your unit. This sample provides some explanation for eachsection - you can get the basic template from the Moodle site or on Google Docs for your own use.For the purposes of consistency across the project, we have organized the sample rubric into four categories of performance by the student or group: poor, basic, proficient, and excellent. When considered as a formativeassessment, the teacher should be attempting to have all students reach the proficient level or higher.
 This rubric addresses eight focus areas, each of which is likely to have multiple individual assessmentconsiderations within it. Develop each of the eight as appropriate for the activity that students are doing todemonstrate their efforts and expertise. Depending on the task and level of the students, some of thesecategories may be reduced to a single evaluation or eliminated completely.
Content Understanding
 This section of the rubric is specifically to address the science content items and understandings related to theconcepts being studied, and to the level of understanding or application of those understandings, as appropriate. These should align (but not be equivalent to) the grade level expectations inherent in the task. Each should becustomized to the context of the assignment (change the italicized words to address this).
 Assessment FocusPoor (0 points)Basic (1 point)Procient (2 points)Excellent (3 points)
Factual informationabout the topic.Shows little informationabout the topic, ormisrepresentsinformationKnows some basicinformation, but cannotconnect it to otherinformation or conceptsKnows most basicinformation about thetopic, but may bemissing 1-2 key facts.Can state all appropriateinformation about thetopic. May even haveadditional facts on topic.Understanding of vocabulary related to theprojectStudent does not useappropriate scientificterms, or understandsuch terms for this unitSometimes usesappropriate terminology,but cannot relate termsin student’s own words.Recognizes and usesmost terms correctly, butstruggles to define termsin own words sometimesRecognizes and uses allterms from the unitcorrectly, and canconvey in own words.Understandings of scientific concepts forthe topic being studiedCannot explain theprocess, or why it isbeing studied.Can explain someaspects, but confusesother terms or topicswithin the explanation.Can explain the majorconcepts of the unit withappropriate terms or instudents’ words.Can explain and expandupon or question/ challenge the concepts.Recognition of differentexamples of the topic These, and the categoriesthe appropriate terms, conabove, should be identifiedcepts, or ideas from the GLpecific to the topic and conE/HSCE’s here, or combintent being studied. Usethese into reasonableMaking sense of connected topics andable to explainconnections and/ordifferences -concept, rather than the udon’t want the rubric to acalso want to have enoughExcellent category responactivities alone. derstanding itself. You shot as a checklist that would o
information to let students k es should go above and beuld use generic degrees of nly result in memorized or sinow what the expectationsond what could be memorixplanation, because youmple responses, but yout any level would be.zed or gleaned from class
Process Skills for Scientific Inquiry and Investigation
 This section of the rubric addresses the more general process skills that were incorporated into the task. The task may not include all of these skills, but teachers could develop a common set of rubrics for these to use throughoutthe year and just apply as needed to the task at hand. These are related to the process skills within the GLCE/ HSCE documents, as well as any other specific skills addressing the process of inquiry for the student. Theanalysis, communication, and collaboration specific skills are addressed in their own components of the rubric.
 Assessment FocusPoor (0 points)Basic (1 point)Procient (2 points)Excellent (3 points)
Explanation of how theinvestigation wascompleted, includingdecisions about theprocessStudents did not knowhow or why they didwhat they did in theprocess. Process wasincorrect withoutexplanationStudents know thebasics of the process,and could complete thesteps, but did not knowwhy they did all of whatthey did in the process.Students could describeand explain their processin the investigation, butmay struggle to addresspossible alternateprocesses.Full and correctexplanation of process,including decisionsagainst inappropriateprocesses or tests.Process was doneaccurately given theavailable equipment This will depend completelto the equipment and procbeing used. It should alsoy on the nature of what theess skills, such as measureaddress HOW the processtudents were focusing on,ent, error reduction, safety,s are done.ut should be appropriateetc. for the equipmentExperiments isolated theappropriate variables forthe hypothesis beingtested.Students did notrecognize the variablestested, or how tochange them effectively.Students could identifysome variables, but maynot have known how toisolate or control themStudents could identifyand isolate basicvariables, but didn’t usean appropriate control.Students isolated severalvariables in the process,and set up anappropriate control
 Analysis of Information
 This may be included in either the content understanding or process skill areas, or be separated out as a way todesignate the focus on analysis (and synthesis or evaluation) skills for the project, whatever it may be. For projectsthat have an interdisciplinary focus, such as debates, public presentations that address policies, etc., thoseaspects of the project should be evaluated within this section of the rubric.
 Assessment FocusPoor (0 points)Basic (1 point)Procient (2 points)Excellent (3 points)
Used the appropriatedata and evidence torespond to thehypothesis.Did not effectivelyanalyze the hypothesisfrom the evidence, orignored evidence.Used some evidence,but not all to analyze thehypothesis, or data didnot support the claim.Used evidence toappropriately evaluatehypothesis. Might nothave used all evidence.Evidence used toevaluate hypothesis,including outliers, otherexplanations, etc.Scientific explanation forthe results was correctand used appropriatestructure and logic.Students can makeclaims, but not explainwhy something happensStudents makeappropriate claims butreasoning or evidence isflawed or lacking infoStudents make claimsand use evidence, burreasoning or dataselected in not completeStudents state a claim,use appropriateevidence, and logicalreasoning in explanation Analysis/Comparison of other groups’ data orother information insummary. This category will dependvariables or phenomena oothers. In a presentation ocollective analysis across tompletely on the task at hathe same general topic, thr other active effort, it shoulhe range of groups in the clnd. Ideally, if students are iny will have the opportunity tinvolve groups interactingss.vestigating differento share data or ideas withith one another on
Communication and Presentation Skills
Many performance assessments involve some aspect of communicating the student’s understanding or efforts toa broader audience. Whether through visuals, electronic media, an oral presentation, discussion, or other means,this category is intended to address HOW the student communicates their ideas to others.
 Assessment FocusPoor (0 points)Basic (1 point)Procient (2 points)Excellent (3 points)
Information waspresented in a clear andlegible form for all to seeand review These depend completelyvisually and verbally, to eninformation on their own bappropriate claim, argumeon the nature of the task, bure that the audience or othseeing the student work wnt, or effort from the studentt address how the informatier students knew what wasithout explanation, and thats.n was presented, orbeing said, could inferthe information led to theStudent’s bodylanguage, eye contact,and oral presentationshowed consideration of audience.Student is barelyinvolved in their own orteams efforts. No eyecontact, turned fromaudience, etc.Student can presenttheir efforts, but doesnot engage with theaudience, other thanperhaps the teacher.Student makes eyecontact, answersquestions, and seemsengaged, but does notconnect with everyone.Student makes eyecontact, seeks input, isclear in verbalresponses, and showsenthusiasm.
Collaboration and Teamwork
Many project-based activities rely on groups of students working together to accomplish a broader goal that noone student could attain in a timely manner on his or her own. The rubric for this aspect should address the work of the individual to support the team, and the team as a whole. When using this rubric to develop a grade forstudents, the teacher can also split out the other areas in terms of team and individual performance. Variations ingrading include assignment of team points which are divided among group members according to decisions bythe group, or categories for team and individual scores that are used in the final computation of a grade.
 Assessment FocusPoor (0 points)Basic (1 point)Procient (2 points)Excellent (3 points)
Group communicatedwell with each other tocomplete the projectNo communication. Asa result, missed orrepeated tasks.Some communicationabout individual work efforts, but not among allGroups communicatedefforts and roles butdidn’t share info with all All had regular input inthe project and sharingtheir own efforts.Cooperated withteammates to work together effectively This category depends ondescribed using these rolecompletion; where excelleif and how you set up roles. Proficient groups use thet groups might create or mfor individuals within the projroles and worked with eachdify the roles as needed, if ect team, and should beother to ensureiven the opportunity.Collaborated to ensureall were involved in majordecisions and efforts This category will dependchance to make decisionsfrom all that is brought inton the nature of the task beiabout their project. This mthe final effort or project.ng addr
essed, and how stuy convey leadership for soents might have thee, or democratic input
Organization and Effort
 This category is harder to address in objective terms unless applied to a schedule or timeline of progress leadingto the final project or activity. The category is specific to project-based efforts in order to help guide students inmanaging their effort and work load, and in developing an understanding of basic project management strategiesor considerations. This area might also be structured directly into the timeline of the project, with intermediatedeadlines that are assessed using the other areas and ignoring this area. Also, the notion of effort, while often notencouraged as an evaluation tool, is often helpful to students and parents to understand how the teacherperceives the effort the student is directing to the project, and can be a helpful motivator for students.
 Assessment FocusPoor (0 points)Basic (1 point)Procient (2 points)Excellent (3 points)
Understood the stepsneeded to complete theproject and organizedinformation appropriatelyto develop the projectProject was notcompleted in a timelymanner, and was rushedat the end. Little or noorganization.Made some intermediatedeadlines, but seemedrushed for each. Littleconnection fromresearch to final projectMet intermediatedeadlines. Followed therecommendedorganization of information or efforts.Met deadlines, anddeveloped a modifiedorganization to fit groupor individual needs thatworked well.Made appropriate use of available time relative tothe final projectDid not make use of time well. Projectseemed rushed.Made some use of giventime, but also used timeinappropriately.Made use of availabletime to complete theprojectMade use of all availabletime, and put inconsiderable extra effort.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->