Rigor Rubric Handout
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This document outlines four levels of evidence of rigor in student work - beginning, developing, meeting, and exceeding. It describes the characteristics of student work at each level in the areas of thoughtful work, high-level thinking, and oral responses. For thoughtful work, it progresses from work requiring simple answers to extensive creativity and reflection. For high-level thinking, it progresses from simple recall to routine use of skills like evaluation. For oral responses, it moves from single word answers to skillfully facilitating complex discussions.
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This document discusses assessment in a constructivist learning environment that utilizes technology. It describes how traditional testing is inadequate for measuring higher-order thinking skills. Authentic assessment involving real-world tasks that demonstrate skills like collaboration is emphasized. Examples of rubrics for multimedia projects and performances are provided. The document also discusses different forms of assessment for construction, cooperation, authenticity, problem-solving, and goal-setting in a constructivist classroom.
Lesson17 ; Assessment in a Constructivist Technology-Supported Learning
This document discusses assessment in a constructivist learning environment that utilizes technology. It describes how traditional assessments that rely on memorization and getting the right answer are not aligned with constructivist pedagogy. Instead, it advocates for authentic assessment that measures higher-order thinking skills like analysis, evaluation and creation through tasks that mimic real-world problems. Examples of authentic assessments provided include multimedia projects, performances and collaborative work that are scored using rubrics. The document also contains rubrics for assessing different skills and provides questions to reflect on how well an environment fosters skills like problem-finding, cooperation and intentionally pursuing goals.
Writing Rubric – Personal Essay Exemplary Accomplish.docx
Writing Rubric – Personal Essay
Exemplary Accomplished Developing Beginning No evidence
4 pts 3 pts 2 pts 1pt 0 pts
Academic Skill Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate assignment details to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student demonstrates above
average ability in relating
assignment details by
offering supporting evidence
by providing examples and
references. Student
provides a satisfactory
analysis of details, facts, and
concepts in a logical
sequence.
The submission reveals that
the student has a general,
fundamental understanding
of the assignment. However,
there are areas of some
concern in the linkages
provided between facts and
supporting statements.
Student generally explains
concepts, but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation and
does not perceive to have a
logical sequencing of ideas.
The student does not
attempt to explain concepts,
and does not seem to grasp
the material even in the
most basic way.
Communication Student demonstrates an
excellent command of
grammar, as well as presents
research in a clear and
concise writing style.
Presents a thorough,
extensive understanding of
word usage. Assignment is
error-free and reflects
student’s ability to prepare a
high-quality academic
assignment.
Student provides an
effective display of good
writing and grammar.
Assignment reflects
student’s ability to select
appropriate word usage and
present an above average
presentation of a given topic
or issue. Assignment appears
to be well written with no
more than 3-5 errors.
Student provides a final
written product that covers
the above-minimal
requirements.
Assignment reflects basic
writing and grammar, but
contains more than 5 errors.
Key terms and concepts are
somewhat vague and not
completely explained by
student. Student uses a basic
vocabulary in assignment.
Student’s writing ability is
average, but demonstrates a
basic understanding of the
subject matter.
Topics, concepts, and ideas
are not coherently discussed
or expressed in assignment.
Student’s writing style is
weak and needs
improvement, along with
numerous proofreading
errors. Assignment lacks
clarity, consistency, and
correctness. Student needs
to review and revise
assignment.
Assignment is completely
unclear or unrelated to the
expectations of the
assignment.
Critical Thinking Student provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while ...
1SBA_SCERT Gurugram.pptx
The document discusses assessment approaches recommended by the National Education Policy (NEP) 2020 in India. It makes three key points:
1. NEP 2020 aims to transform assessment culture from a focus on summative testing and memorization to formative, competency-based assessment that promotes learning. It recommends assessing higher-order skills.
2. NEP 2020 proposes a 360-degree, multidimensional progress report card for students. It also recommends shifting high-stakes board exams to be competency-based.
3. The document discusses various assessment methods recommended by NEP 2020, including school-based, self-assessment, peer assessment, portfolios, and assessing complex skills. It emphasizes
Mod21 assessment strgs
This document defines and describes various assessment strategies that teachers can use to evaluate student learning, including classroom presentations, conferences, essays, exhibitions/demonstrations, interviews, learning logs, observation, performance tasks, portfolios, questions and answers, quizzes/tests/examinations, response journals, selected responses, and student self-assessments. It provides a brief description of each strategy, explaining how it can be used to assess students' understanding, skills, progress, and strengths/weaknesses.
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This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
PROJECT BASED LEARNING.pdf
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like collaboration, and increases independence; potential shortcomings include projects becoming unfocused and difficulties in measurement.
Faculty peer review_rubric
This document provides a rubric for evaluating faculty peer review at Ashford University. It contains sections on fostering critical thinking in students, providing instructive feedback, communicating high expectations, and establishing relationships. The rubric describes performance levels from Distinguished to Introductory/Beginning for each section and provides additional feedback and recommendations for faculty.
Assessment in a constructivist, technology supported learning
This document discusses assessment in a constructivist learning environment supported by technology. It provides rubrics to assess the extent to which a learning environment promotes: manipulation of real-world objects; perception of puzzling dissonance and formation of mental models; meaningful interaction and social negotiation; complex, authentic tasks requiring high-order thinking; pursuit of important self-directed goals. The ideal environment, according to the rubrics, immerses learners in collaborative activities involving tools, observations and cognitive skills to construct their own understandings, while technology strongly supports learning goals.
5 Simple Strategies for Working with Gifted
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
ASSESSMENT IN CONSTRUCTIVIST, TECHNOLOGY SUPPORTED LEARNING.pdf
This explores the different assessment and learning strategies inside the classroom. In this modern day, teachers and students adapt and utilize the changes in the system.
Effective ed practices.pptx
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
Use of alternative assessment techniques in enhancing the meaningful learning
Use of alternative assessment techniques in enhancing the meaningful learningAbdul Qahar {{Abdul Wali Khan University Mardan}} (Buner Campus)
This document discusses alternative assessment techniques for enhancing meaningful learning. It begins by defining assessment and testing, then describes alternative assessment and some common alternative assessment tools like portfolios, interviews, and anecdotal records. Portfolios are discussed in more depth, outlining how they allow students to take responsibility for their own learning and construct their own knowledge. The document contrasts traditional and alternative assessment and lists advantages of alternative assessment, such as assessing a wider range of skills. It concludes that alternative assessment techniques can enhance meaningful learning by assessing students' strengths and weaknesses.Response journal
This document discusses response journals and portfolios as assessment strategies. A response journal allows students to record personal reflections on material they are reading, viewing, or discussing. It encourages thoughtful responses and communication. A portfolio documents a student's work, progress, and strengths over time across subjects. It involves student selection and reflection. Both strategies focus on the learning process rather than just outcomes, and involve teacher feedback, questions, and respect for student privacy.
Tap exemplary goals
The document outlines standards and objectives for effective classroom instruction and student learning. It provides descriptions for several key areas including: clearly communicating learning objectives aligned to standards, motivating students through meaningful content, using effective instructional strategies like modeling and examples, maintaining an organized lesson structure with brisk pacing, using engaging activities and materials to support objectives, employing high-quality questioning techniques, providing academically focused feedback, grouping students strategically, demonstrating teacher content and student knowledge, teaching different types of thinking, incorporating problem-solving activities, aligning measurable goals and assessments to standards, assigning student work that requires higher-order skills, and managing student behavior in a well-organized supportive classroom environment.
Similar to Rigor Rubric Handout (20)
Lesson 17 Assessment in constructivist technology-supported learning
Lesson 17 Assessment in constructivist technology-supported learning
Lesson17 ; Assessment in a Constructivist Technology-Supported Learning
Lesson17 ; Assessment in a Constructivist Technology-Supported Learning
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Writing Rubric – Personal Essay Exemplary Accomplish.docx
Assessment in a constructivist, technology supported learning
Assessment in a constructivist, technology supported learning
ASSESSMENT IN CONSTRUCTIVIST, TECHNOLOGY SUPPORTED LEARNING.pdf
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Use of alternative assessment techniques in enhancing the meaningful learning
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Rigor Rubric Handout
- 1. Evidence of Rigor Beginning Developing Meeting Exceeding Thoughtful Work Student work is easy, usually only requiring a single correct answer. Student work occasionally requires extended time to complete, stretches student learning, and requires use of prior knowledge. Student work requires extensive use of prior knowledge, is frequently creative and original, and requires students to reflect and revise for improved quality. Student work requires extensive creativity, originality, design, or adaptation. High-Level Thinking . Student work requires simple recall of knowledge. Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it.bb Students routinely use higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students skillfully evaluate their own work and the work of others. Oral Extended Student Responses Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts. Students’ oral responses demonstrate comprehension by explaining information in their own words, and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups. Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions. Students’ oral responses demonstrate logical thinking about complex problems, and the ability to apply prior knowledge and skills when confronted with perplexing unknowns. Students are skillful in discussions with peers and adults.