Below is a link to a rubric that I created for a lesson plan assignment created in ED 605 a course on curriculum. The scale that I used is the following: 3 = Exceeds, 2 = Meets, 1 = Below, 0 = Omitted. This means that a student who turns in something is going to earn some kind of credit. I have found this to be useful in the past to get all students to do some work. Enjoy
https://docs.google.com/document/d/11n6DpNb9A56v8hNgxSuf5MpBDKiNrrRtjNBnigWIixU/edit?usp=sharing
Tom,very detailed rubric and good to have the written description with the rubric chart (I did not do this). Good to have numbers for the expectations such as '2 biotic factors', etc. I find 'not observed' awkward language - would 'incomplete' work better? Just a thought. I would recommend clarification on ' present anything meaningful'. What are looking for? Also, I would add a total number of points garnered for this project. If total equals 100, what is the weighted breakdown of each category ex. design = 20, construction = 25, etc. I find this helpful in rubrics I get. It's another way to show students value of their projects.
ReplyDeleteTommy, I thought that your rubric was very well thought out and detailed enough to give students a complete view of what you were looking for. I think that if this was an assignment I was to complete, I would feel confident that, using this rubric, I could get a good grade. I liked that you gave concrete expectations when you could (like Leslie said: "2 biotic factors") and specific descriptions when you couldn't ("one minor error in the construction of their bottle that was represented by either improper cuts to bottles, poor placement of wick, or inability to nest bottles"). The only thing that was unclear to me was in your last row, I'm not sure I would know the difference between not presenting something meaningful and not presenting anything. I don't think that this is something that would be easily addressed in the rubric, but I think it would be necessary to include this distinction in the prompt or go over it in depth verbally.
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Tommy, I think your rubric was well thought out. The descriptions were clear and concise, which will eliminate confusion for the students. It is very clear what is expected from the students. I agree with Jennie; I am not sure I would be able to make the distinction between not presenting anything meaningful and not presenting anything. I also think your prompt could be expanded a bit to better explain the assignment. This appears to be more of a technical issue as it appears you started to write it out and somehow a portion of it got lost. Otherwise, I really enjoyed seeing your take on a grading rubric and thought you did a really nice job!
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