STEM Project Rubric

Learning Standards Student Goals Evidence of Teacher Evaluation Where to Next?

Curricular competencies
strategy(ies) will help me get to
Understanding Context
Engage in a period of
user-centered research
and empathetic
observation
Where am I now? What
the learning standards?
Learning (Based on learning standards
details)
Next area of focus
(Student goals based on
Examples and experiences
teacher evaluation)
(Student self-evaluation)
1 2 3 4
Feedback:

Defining 1 2 3 4
Identify potential users, Feedback:
intended impacts and
possible unintended
negative consequences
Ideating 1 2 3 4
Generate ideas to create Feedback:
a range of possibilities
and add to others’ ideas
in ways that create
additional possibilities.

Prototyping 1 2 3 4
Choose a form for Feedback:
prototyping and develop
a plan that includes key
stages and resources.
Testing 1 2 3 4
Develop an appropriate Feedback:
test of the prototype,
conduct the test, and
collect and compile data.

Making 1 2 3 4
Create design, Feedback:
incorporating feedback
from self, others, results
from testing the
prototype.
 Sharing 1 2 3 4
Share the product with Feedback:
users to evaluate its
success

Competencies in details

Learning Standards Emerging (1) Developing (2) Proficient (3) Exceeding (4)
Understanding Context Minimum to no attempt Initial contextual Sufficient contextual In addition to proficient
Engage in a period of at researching to gain understanding is gained understanding is gained criteria, student connects
user-centered research contextual understanding through research online through research as well as prior experience of
and empathetic of the task at hand. and through class other resources such as themselves or an expert
observation content. classmates and instructor. to gain contextual
understanding.
Defining Definition of the task Definition includes Definition includes In addition to proficient,
Identify potential users, includes minimum conceptual and conceptual and contextual student finds ways to
intended impacts and description and contextual understanding. Impacts and address negative
possible unintended misaligned impacts and understanding. Impacts negative consequences of consequences and
negative consequences negative consequences. or negative the task are explained impacts task may have on
consequences require through research and self, others and
further development. examples. environment.
Ideating Brainstorming and Teammates engage in Teammates engage in In addition to proficient,
Generate ideas to create collaboration is missing brainstorming and brainstorming and develop students find strategies
a range of possibilities from the design process. perspective-taking. 2-3 ideas collaboratively. Ideas to engage in effective
and add to others’ ideas Teammates struggle with ideas are generated but reflect pros, cons and collaboration and
in ways that create collaboration. require further suitability. Ideas are ideating process. This
additional possibilities. development. results in effective
 combined to generate more perspective-taking and
possibilities. better combined ideas.
Prototyping Lack of various 1-2 resources used to 3-4 different resources are In addition to proficient,
Choose a form for scaffolding stages in learn about the used to learn about the student describes the key
prototyping and develop making a prototype. prototypes. 1-2 key prototypes. All key stages stages using examples
a plan that includes key Minimum-no resources stages are missing in the are present in the plan. and references from the
stages and resources. used to inform the plan. resources. Metacognitive
process. notes are included to
provide reasoning behind
each stage.

Testing Test does not assess all Testing is aligned with Testing is well-aligned and In addition to proficient,
Develop an appropriate the properties of the the objectives/properties well-planned as it addresses testing is done multiple
test of the prototype, prototype. It requires of the prototype. Test is the objectives and the times to compile large
conduct the test, and modifications to align developed to yield an properties of the prototype. sample space.
collect and compile data. with the objectives of the accurate measurement, Measurements are accurate
prototype. however, some and precise. Data is
conditions fail to meet: organized in a logical manner
insufficient materials, – table, graph etc.
measurement
discrepancy, calculation
error etc.
Making Constructive feedback Either the constructive Both the feedbacks are In addition to proficient,
Create design, and feedback from feedback from peers and incorporated in the final design addresses
incorporating feedback prototype/testing stage is instructor or feedback product. This is evident in improvements suggested
from self, others, results not incorporated in the from prototype and reflections and the by experts in the field
from testing the final product. testing stage is not comparison of prototype and and multiple changes to
prototype. incorporated in the final the final product. the prototype.
product.
Sharing Does not provide an A simple evaluation A simple evaluation criterion In addition to proficient,
Share the product with evaluation criterion to criterion is provided to is provided to users to student also adds follow
users to evaluate its users to evaluate its users to evaluate the evaluate the success of final up questions to help
success success. product. focus evaluation of the
 success of the final product to a specific
product. Sharing is done in timely aspect.
manner to give users enough
Sharing is not done in time to test and evaluate
timely manner to give without rushing.
users enough time to test
and evaluate.

Resource:

https://www.cultofpedagogy.com/single-point-rubric/

https://teaching.cambriancollege.ca/assess/rubrics/single-point/