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Completed self eval rubric


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Completed self eval rubric

  1. 1. School: Woodland H.S. Teacher: Worsham Project: A Week of Eating: Rubric for Project Design * LACKS ESSENTIAL NEEDS FURTHER INCORPORATES FEATURES OF EFFECTIVE PBL DEVELOPMENT BEST PBL PRACTICES The project has one or more of The project has essential PBL features but The project has the following strengths: the following problems in each area: has some of the following weaknesses: The “project” is more like an activity or • Inquiry is superficial, e.g., information- + Inquiry is academically rigorous: students Overall Idea applied learning task, rather than an gathering is the main task. pose questions, gather & interpret data, extended inquiry. • Inquiry focuses on only one too-narrow ask further questions, and develop & - Focused, in-depth, The “project” is unfocused, more like a topic, OR it tries to include too many evaluate solutions or build evidence for extended inquiry unit with several tasks than one project. issues, side topics, or tasks. answers. + The topic & Driving Question (DQ) reflect The topic and/or Driving Question (DQ) • The topic & Driving Question (DQ) do authentic issues or challenges that concern do not reflect authentic issues or not completely reflect authentic issues or - Authentic Work students, their communities, and/or challenges that concern students, their challenges that concern students, their professionals in the field. communities, and/or professionals in the communities, and/or professionals in the + Tasks & products replicate (rather than field. field. resemble) the kind of work done in the Tasks & products do not resemble the • Tasks & products resemble (rather than world outside of the classroom, or are kind of work done in the world outside of replicate) the kind of work done in the actually used for a real purpose beyond the classroom. world outside of the classroom. the classroom. Students are not given opportunities, if • Students are given limited opportunities + Students have opportunities to express Student appropriate, to express “voice & choice” to express “voice & choice,” generally “voice & choice” on important matters, Voice & Choice, (i.e., to make decisions affecting the with less important matters, e.g., e.g., the topics to study, questions asked, Independence content or conduct of the project). deciding how to divide tasks within a texts & resources used, products Students are expected to work too much team or which website to use for created, use of time, and organization of on their own, without adequate guidance research. tasks. from the teacher and/or before they are • Students are expected to work + Students have opportunities to take capable. independently from the teacher to some significant responsibility and work extent, although they have the skills and independently from the teacher. desire to do even more on their own. There is no DQ. • The DQ relates to the project but does + The DQ captures the main focus of the Driving Question not capture its main focus; it may be project. The DQ is seriously flawed, e.g.: more like a theme. + The DQ is open-ended; it will allow students o It has a single or simple answer. • The DQ meets some criteria for an to develop more than one reasonable, effective DQ, but lacks others, e.g., it complex answer. o It is not engaging to students, e.g., + The DQ is understandable & inspiring to may lead students toward one particular it sounds too “academic,” like it students. answer, or it may be hard to answer came from a textbook or appeals DRAFT © 2010 Buck Institute for Education 1
  2. 2. only to a teacher. thoroughly with the resources & time + To answer the DQ, students will need to available and/or by students in this gain the intended knowledge, skills, & class. understanding. The project is more like “parallel • Different content areas make simplistic + Each content area makes substantiveInterdisciplinary teaching” with the same theme but with and/or limited contributions to the overall contributions to the project, e.g., theFeatures different products in each subject. project (e.g., the math teacher helps with products students create require the calculations or the English teacher helps integration of knowledge & skills from(If Applicable) with writing). different disciplines. • In some subjects the project may not + Teachers of different subjects use the focus on key standards of the discipline. project to teach important parts of their curriculum. + If the project is centered around one subject, it is because other subjects plan to take turns being the major substantive focus of various projects. Content outcomes are not specified. • There are too few OR too many content + Specific content outcomes are aligned withContent Outcomes Content outcomes are not aligned with outcomes key national, state, or district standards, and represent essential skills and national, state, or district standards. • The project emphasizes additional understandings needed to successfully standards that students do not need to complete the project. know to complete project tasks. st The development of 21st Century Skills • Too few or relatively unimportant 21st + A limited number of important 21st century21 Century Skills is not included. Century Skills are targeted, OR too skills are targeted to be taught & assessed. It is assumed that some 21st Century many to be adequately taught & + There are adequate opportunities to build Skills will be gained by students, but the assessed. 21st Century Skills and they are rigorously assessed, e.g., with a rubric and feedback. project does not explicitly scaffold the • The project scaffolds the development of development of these skills. 21st Century Skills to some extent, but + Students work in collaborative teams that there may not be adequate opportunities employ the skills of all group members to build skills or rigorously assess them.- Collaboration Students do all project tasks as when completing project tasks. + Students may collaborate with people individuals. • Students work in teams, but it may be beyond the classroom. more cooperative than collaborative, e.g.- Presentation & the work of individuals is pieced + Students present culminating products and Defense Students do not present or defend their together. defend them in detail & in depth, e.g. by culminating product(s). explaining reasoning behind choices • Students present their culminating they made, their inquiry process, etc. products, but their defense is limited to a short, superficial question/answer + Students are asked to analyze & solve- Critical Thinking Students are not asked to think critically session. problems and think critically, in depth and in or solve problems. a sustained way. • Students are asked to analyze & solve problems and think critically, but not in + Technology enhances the project in- Technology Technology is not used, or is used depth or in a sustained way. especially creative ways and/or in ways that inappropriately, e.g.: greatly improve the quality of student skills, DRAFT © 2010 Buck Institute for Education 2
  3. 3. o It distracts or is unnecessary. • Some technology is used, but more engagement, and work. o It takes too much time away from could be added to build engagement & gaining other skills & key content skills and improve the quality of student knowledge. work. No major/culminating products are • Major/culminating products address the + Major/culminating products provide anMajor/Culminating included, only a series of smaller Driving Question, but do not align answer to the Driving Question and alignProduct(s) assignments. closely enough with standards & other with standards & other outcomes.and The major products are not aligned with outcomes (i.e., will not provide adequate + Major/culminating products requirePresentation the Driving Question, i.e., they do not evidence of learning). innovation; students create something new,Audience answer it or solve the stated problem. • Students are asked to create products e.g., a written product, piece of media or that are mainly replications of others’ art, or their own presentation after analysis Students do not present or exhibit their work, e.g., a report of information or an of information or synthesis of ideas. work to an audience. artifact based on a model. + Students present or exhibit their work to an • The audience for student presentations audience that includes other people from is limited to classmates & the teacher. both within and outside the school, which may include online audiences. No entry event is planned. • The entry event will gain student + The entry event will powerfully engageEntry Event Day one of the project will feel like any attention but it will not begin the inquiry students, both emotionally & intellectually other day (or worse, because it seems process by creating a “need to know” or (i.e., make them feel invested in the project like more work than usual). generate questions about the topic of & provoke inquiry). the project. The project has no formative • Assessments are not used often enough + Assessments frequently monitor studentFormative assessment to monitor student learning to identify student learning needs or learning of important content & skills andAssessment prior to the submission of final products. difficulties with project work. student work on project tasks, so the teacher can improve instruction. • Assessments do not cover all essential + Assessments provide information to content & skills. students so they can create high-quality products through critique & revision. No summative assessments are • Summative assessment focuses on only + Summative assessment focuses on bothSummative planned. one major product. team-created products and individualAssessment There are no summative assessments of • Expectations about the quality of work learning, with the proper weight for each. individual student learning; e.g., all required are not clearly communicated + Summative assessment targets all grades are determined by team-created to students, e.g., rubrics are unclear or important content & skill outcomes. products. incomplete. + Expectations about the quality of work Expectations about the quality of work required are communicated to students through rubrics and other devices. required are not communicated to + Rubrics are complete and of high quality. students through rubrics and other + Product exemplars are created or found, to methods. illustrate the quality of expected work. DRAFT © 2010 Buck Institute for Education 3
  4. 4. Time frame is too short to accomplish • Time frame may be overly optimistic + The project is long enough to adequately Duration project tasks. about how quickly some tasks can be answer the Driving Question and complete The project is too long to justify what is done. high-quality work, including time for gained. • The project is too stretched-out; revision, presentation, and reflection. students become disengaged or unfocused.* NOTE: This rubric may be used when a project is being planned, to fine-tune its design, or after it is conducted, as a design review. Use BIE’s forthcoming Project ImplementationRubric after the project to assess outcomes and the quality of implementation, including the degree to which learning goals were met and students were engaged, and how well time wasused, teams were managed, lessons and other scaffolding were provided, and an effective classroom culture was developed. DRAFT © 2010 Buck Institute for Education 4