Inquiry Project Rubric

2013
INTRODUCTION Distinguished Progressing Proficient Unacceptable Score
Basic
Requirements
IRA 2.2

6 points
The basic requirements are included:
content area, grade level, and
required standards. Includes content
standards (1-2), one CCSS language
arts standard, one technology
standard.

4 points
The basic requirements are
included except one: content
area, grade level, and required
standards. May include content
standards (1-2), one CCSS
language arts standard, one
technology standard.

2 points
Two basic requirements are
missing of the following:
content area, grade level, and
required standards.
0 points
Three or more of the basic
requirements are missing:
content area, grade level,
and required standards.

TASK Distinguished Progressing Proficient Unacceptable Score
Alignment of the
Task to Standards
and Cognitive
Level of Task
IRA 2.2

8 points
The task is clearly connected to
standards and identifies what
learners must know and be able to
do to achieve high proficiency of
those standards. Task goes beyond
literal comprehension, is specific in
what students need to learn, is
engaging, and presents a real-life
situation.
5 points
The task is clearly connected to
standards but does not clearly
identify what learners must
learn and be able to do to
achieve high proficiency of
those standards. Task goes
beyond literal comprehension,
is engaging, presents a real-life
situation.
3 point
The task is connected to
standards, but it unlikely that
learners will be able to achieve
proficiency of the standards
upon completion. Literal
comprehension is relied on.
May not require a real-life
situation or high level of
engagement.
0 points
The task is not related to
standards. OR it is
related, but it is merely a
“cute” activity to do on
the Web. Higher level
deep thinking is not
required.

PROCESS Distinguished Progressing Proficient Unacceptable Score
Clarity of Inquiry
Process

IRA 4.3
5 points
Every step is clearly stated. All
steps of the inquiry process are
utilized and share how students will
complete the discovery of the
information.
3 points
Every step is stated, but there is
missing information. The
process steps share how
students will complete the
discovery of the information.
1 points
Every step is stated, but there is
missing information. Some
process steps may be missing
or it is unclear exactly how
students will discover the
information.
0 points
Process is not clearly
stated. There is confusion
with how discovery of the
information will occur.

Scaffolding of
Process

IRA 2.2, 2.3
6 points
The process provides two strategies
learned in the course to access and
gain the knowledge needed to
complete the task. For each
strategy: rationale for choosing,
how it supports reading of text, text
used, description of use, benefits for
students.
4 points
The process provides two
strategies learned in the course
to access and gain the
knowledge needed to complete
the task. Missing one of the
following for each strategy:
rationale for choosing, how it
supports reading of text, text
used, description of use,
benefits for students.
2 point
The process may have less than
two strategies learned in the
course to access and gain the
knowledge needed to complete
the task. Missing two of the
following for each strategy:
rationale for choosing, how it
supports reading of text, text
used, description of use,
benefits for students.
1 points
Many components of the
strategy use are missing.

Name:
Bobbe





Differentiation
2 points
A clear explanation is provided of
how differentiation was used to
meet the needs of various children
in the classroom, including ELLs.
1 points
An explanation of how
differentiation was used to
meet the needs of various
children in the classroom is
provided, including ELLs.
.5 point
Differentiation is explained but
it is unclear how students’
needs will be met. May not
address ELL needs.

0 points
The explanation did not
address differentiation or
the process used was not
described clearly.

Resource Selection
Process
IRA 2.3, 4.2, 4.3
2 points
There is a clear and meaningful
connection between all of the
resources and task. Every resource
carries its weight. All resources are
appropriate for students’ ages, are
easy to navigate, and interesting.
1 points
There is a connection between
all of the resources and task.
Every resource carries its
weight. All resources may be
appropriate for students’ ages,
are easy to navigate, and
interesting.
.5 point
There may be s a clear and
meaningful connection between
all of the resources and task.
Resources may not be
appropriate for students’ ages,
may not be easy to navigate, or
interesting.
0 points
There is lack of a
connection between the
resources and task.
Resources are
inappropriate for students’
ages.

Relevance &
Quality of
Resources
IRA 4.2, 4.3
5 points
Resources include seven high
quality texts (copyright 2000 or
later), five interesting online
sources, and one topic related video.
All resources must provide current,
accurate, and interesting
information.
3 points
Resources may include seven
high quality texts (copyright
2000 or later), five interesting
online sources, and one topic
related video. Resources may
not be current, accurate, or
contain interesting information.
1 point
Some required resources are
missing from the categories
needed. Resources lack current
and accurate information.
0 points
Many resources are
missing and/or are of low
quality.

EVALUATION Distinguished Progressing Proficient Unacceptable Score
Evaluation
instruments
chosen
IRA 3.3
6 points
The ideas for assessment tools
clearly measures what learners must
know and be able to do to
accomplish the task successfully.
Criteria for successfully meeting all
four standards is clearly stated
through formative & summative
assessments (One summative
required.)
4 points
The ideas for assessment tools
somewhat measures what
learners must know and be able
to do to accomplish the task
successfully. Criteria for
successfully meeting all four
standards is stated through
formative & summative
assessments (One summative
required.)
2 points
The ideas for assessment tools
does not clearly measure what
learners must know and be able
to do to accomplish the task
successfully. Criteria for
meeting some of the standards
is stated though one assessment
type is missing.
0 points
Assessment information is
not included.


TOTAL SCORE: ______/ 40 possible
Comments:
Bobbe,
Overall I think you have done a great job creating your project. It was very easy to navigate through your process page--
very neat and organized. That fact made me want to go back and revise mine to look cleaner! Your task is engaging,
however, you used many LARGE words that I feel might overwhelm 2nd graders even though you did define these words
in the following sentences. I feel as if it would be beneficial to leave these words out of the task and simply introduce
them in your teaching. The strategies you have chose will work great with the task itself and will help motivate students to
work hard. I like the fact that you start with a video about redwoods, because as I was reading your task, I wondered,
how are students going to know about these trees, then I read your process page and put the pieces together! I hope
you are able to use pieces of tehtask in your classroom!