19. Ρούμπρικα HEAT
• Higher-order Thinking
• Higher-order thinking references the level of student cognition generated by students from the learning experience
based on Bloom’s taxonomy. For example, in a math classroom, are students operating at the knowledge level
(e.g. defining, repeating, showing) about their experiences with ratio and proportion based on student artifacts
(e.g. work sample, type of questions) or at the synthesis level (e.g. predicting, hypothesising, designing) with
these same math concepts?
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• Engaged Learning
• Engaged learning represents (a) the amount of complex thinking (e.g. problem-solving, decision-making,
experimental inquiry, inductive/deductive reasoning), (b) the degree of self-directed learning occurring by students.
In a science classroom, are students merely reporting back what they learned about the water cycle to their
teacher, or are they collaborating with other students on self-selected problem about the water cycle (e.g. water
runoff and non-source pollution) that requires a solution?
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• Authentic Connections
• Authentic connections relate to students applying their learning to real-world situations consistent with one or
more 21st Century Skills themes (i.e. Global Awareness; Finacial, Economic, Business, and Entrepreneurial
Literacy; Health Literacy). Civic students in a government classroom are participating in a series of isolated
learning experiences (e.g. complete chapter review questions in a textbook or online course), or are they applying
their learning to a real-world situation (e.g. voter apathy) that extends beyond the classroom?
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• Technology Use
• Technology use involves the critical use of digital tools to extend or expand the effectiveness and efficiency of
student learning. Is technology use viewed as a mere “add-on” to instruction, or is it directly connected to student
task completion? If technology use id not elevating the amount of higher-order thinking, engaged learning, and
authentic connections by students, then what is its purpose in the classroom beyond satisfying a set of state or
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district technology standards? Technology use alone does not constitute 21 st Century Skills.