Assessments+and+Rubrics


 * Assessments and Rubrics **
 * Formative Assessment Rubrics: Include the formative assessment rubrics at the end of your project.
 * Summative Assessment Rubrics: Include the summative assessment rubrics at the end of your project.

Kidblog Rubric

evidence of a personal response to the focus question(s). || Blog entry shows no personalresponse to the focus question(s). || comments and they reply in a manner that promotes conversation. New reply challenges peers to think critically. || Comments to two classmates'blog entries. Reply shows some thought has been given to other students' comments and new reply promotes some conversation || Comments to two classmates'blog entries. Reply shows little thought has been given to students' comments and new reply promotes little conversation. || Comments to classmates' blogentries are not submitted. || nature, is somewhat truthful, and stays focused on the topic for a majority of each reflection. || Blog entry contains someinappropriate language, threatening words, is untruthful, and does not stay focused on the topic of each question. || Blog entry contains a largeamount of inappropriate language, threatening words, is untruthful, and does not stay focused on the topic of each question. ||
 * **CATEGORY** || **EXCEEDS THE STANDARD (4)** || **MET THE STANDARD (3)** || **BELOW THE STANDARD (2)** || **FAR BELOW THE STANDARD (1)** ||
 * **BLOG ENTRY PREPARATION** || Blog entry shows evidence of thorough preparation through reading or reflection. Author speaks as one who has knowledge to share. || Blog Entry shows some evidence of preparation through reading or reflections. || Blog Entry shows little evidence or preparation through reading or reflection || Blog entry shows no evidence of preparation through reading or reflection. ||
 * **PERSONAL BLOG QUALITY** || Blog entry contains substantialinformation for reader.The entry addresses the focus question(s) completely || Blog entry contains substantialinformation for reader. The entry addresses the focus question(s). || Blog entry contains minimalinformation for reader. The entry addresses the focus question(s). || Blog entry contains minimalinformation for reader. The entry does not address the focus question(s). ||
 * **PERSONAL REFLECTION** || Blog entry conveys extensiveevidence of a personal response to the focus question(s); demonstrates the author's growth through reflection on learning. || Blog entry conveys evidence of a personal response to the focus question(s); demonstrates the author is capable of reflecting on learning. || Blog entry conveys little
 * **CLASSMATE REFLECTIONS** || Comments to two classmates' blog entries. Reply shows careful thought given to other students'
 * **ETIQUETTE** || Blog entry uses appropriatelanguage, is non-threatening in nature, is truthful, and stays focused on the topic of each question. || Blog entry contains someappropriate language, is mainly non-threatening in

//***Ahmetrie's Formative Assessment Rubric**//


 * **CATEGORY ** || **4-Exceeded the Standard(s) ** || **3-Met the Standard(s) ** || **2-Below the Standard(s) ** || **1-Far Below the Standard ** ||
 * **Problem Stated ** || The stated problem described the overall meaning of the problem and all details. || The stated problem described the overall meaning of the problem and most of the details. || The stated problem described some of the problem, but details were missing. || The problem stated is missing or does not describe the overall meaning of the problem. ||
 * **What Should We Do to Solve the Problem ** || Student listed all steps necessary to solve the problem. || Student listed most steps necessary to solve the problem. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Student listed some steps necessary to solve the problem, but more are needed to fully solve the problem. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Student listed no or not enough necessary information and/or supplies needed that directly related to the problem. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Problem Solution ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">The solution effectively solves the problem. It is apparent that the student understands the problem fully and knows how to solve this problem and others like it. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">The solution solves the problem. It is apparent that the student understands the problem and how to solve it. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">An attempt was made to solve the problem, but it does not do so completely. It is unclear that the student fully understands the problem or how to solve it. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">No attempt (or a very weak attempt) was made to solve the problem. It is unclear if the student understands the problem or how to solve it. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Collaboration ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Frequently listened, asked questions, contributed to discussion, and completed tasks. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Often listened, asked questions, contributed to discussion, and completed tasks. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Sometimes listened, asked questions, contributed to discussion, and completed tasks. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Seldom listened, asked questions, contributed to discussion, and completed tasks. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Behavior ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Frequently stayed on task, did not distract other group members, and was respectful to others. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Often stayed on task, did not distract other group members, and was respectful to others. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Sometimes stayed on task, did not distract other group members, and was respectful to others. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Seldom stayed on task, did not distract other group members, and was respectful to others. ||

//***Ahmetrie's Summative Assessment Rubric**//

Collaborative Work Skills : Capstone Project

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Quality of Work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * Time-management || Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. ||
 * Problem-solving || Actively looks for and suggests solutions to problems. || Refines solutions suggested by others. || Does not suggest or refine solutions, but is willing to try out solutions suggested by others. || Does not try to solve problems or help others solve problems. Lets others do the work. ||
 * Attitude || Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). ||
 * Preparedness || Brings needed materials to class and is always ready to work. || Almost always brings needed materials to class and is ready to work. || Almost always brings needed materials but sometimes needs to settle down and get to work || Often forgets needed materials or is rarely ready to get to work. ||
 * Monitors Group Effectiveness || Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. || Routinely monitors the effectiveness of the group and works to make the group more effective. || Occasionally monitors the effectiveness of the group and works to make the group more effective. || Rarely monitors the effectiveness of the group and does not work to make it more effective. ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||

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