RUBRIC BASED APPROACH

Rubric Based Approach and Student Friendly Scales Dianne Kraus Wilkes University

RUBRIC BASED APPROACH The lesson is designed to meet the Illinois State Standard 12.11.05 to demonstrate and describe how the semi-permeable membranes regulate the flow of substances in and out of the

cell body by using the concept of osmosis. Based on this standard the target learning goal is that students will be able to predict the flow of substances through the semi-permeable membrane, in and out of the cell body, by using the concept of osmosis. During the lesson students will learn the relationship between the concentrations of the solution that a cell is bathed in and how the flow of water moves from high to low concentration across a semi-permeable membrane. For students to earn a score of four on this standard they must be able to generate a hypothesis based on the concept and to use their predictions to design an experiment to test their hypothesis using potatoes as their plant cell source. The assessment for this learning goal consists of seven selected response questions in Section A of matching items to assess score 2 knowledge, three short constructed response questions in Section B to assess score 3 knowledge, and in Section C students will demonstrate score 4 knowledge of osmosis using potato cores and they will analyze and explain their results in a written report. The development of this assessment and scale is a very deliberate alignment of the assessment to the learning goal. At each score level the required performance is clearly established and communicated to the students and it is very simple to assess the students based on their performance at each score level. In comparison, the 100 point scale is a selection of random questions based on the topic that is not based on difficulty or knowledge processing level. The questions are based on a broad standard and not aligned to the learning goals. The 100-point scale feels like something that is done to the students as a got you because they do not know what they are being tested on. The questions are often pulled from a question bank

RUBRIC BASED APPROACH provided from the text book company and they are chosen as a somewhat best fit to the state standard, however, the language used is difficult for the students to understand and often unrelated to what was covered during instruction.

Feedback to students is clear and straightforward using the rubric as we are testing clearly defined expectations. The students feel empowered because they are involved in the development of the rubric into student friendly terms, and the goals are written in language that they understand. The students are motivated to learn as they are engaged in the topic and are not wondering what we will be doing. The students feel challenged and involved in the planning of the lesson when they re-write the learning goals and they start to think about how this new content is connected to prior knowledge. The four point scale identifies content from simpler to complex so that we can evaluate what the student has learned. The scale has a low score of zero for students who have not attempted to turn in any work, however, that grade can be changed on the scale when they complete the work or demonstrate their learning of the goal at a later time. The scale provides instructional feedback to the teacher and to the students on student progress and student weaknesses that need to be re-learned. The 100 point scale does not provide us with adequate feedback as it normally covers a wider range of random questions that are not aligned to learning goals, but tests random information that has been presented during the lesson so the students are unsure of how to focus their energy when learning and organizing their thoughts and notes. A failing grade has a devastating effect on the students final grade because it is averaged into the total and the scale has a range of 0 to 59 as a failing grade. One low grade can skew the grade report for the remainder of the grading period without any ability to recover from one imperfect grading performance.

RUBRIC BASED APPROACH In contrast to the 100 point scale, rubrics can enhance the instructional process. In the classroom, I will use the rubrics as a way to introduce the upcoming learning and goals so that students think about what they are about to learn. The rubrics focus the students towards the final assessment so that they know what they will need to learn and need to know in order to successfully complete the mastery of the learning goal. The rubrics can be used to conduct peer assessments and formative assessments during the lesson in order to give students constant feedback and redirection of their learning. Feedback improves student motivation and engagement and students can develop their own learning goals during the process in order to establish their own needs for learning. Finally the scoring rubrics can be used as summative assessments and goals for the lesson or unit so that a final grade can be assigned at the end, and the final grade can be reported to others. The rubrics also provide a means for student and teacher reflection by providing instructional feedback so that the student can improve their learning and teachers can provide more effective instruction to all students in a differentiated classroom that is student-centered.

RUBRIC BASED APPROACH ADDENDUM Lesson/Standard S.B:3-5 Demonstrate and describe how the semipermeable membranes regulate the flow of substances in and out of the cell body by using the concept of osmosis. (ISBE 12.11.05) Learning Goal Assessment Students will understand the Section A concept of hypertonic, Selected response isotonic and hypotonic questions osmotic balance in living organisms. Section B Short constructed response questions Section C

Score 4.0 Score 3.67 Score 3.33

Score 3.0 Score 2.67 Score 2.33 Score 2.0

Score 1.67 Score 1.33 Score 1.0 Score 0.5 Score 0.0

Demonstration of the concept of osmosis by generating and testing their hypothesis in plant cells. Students will be able to generate and test their hypothesis that demonstrates an understanding of osmosis in plant cells In addition to score 3.0 performance, high partial success at score 4.0 content In addition to score 3.0 performance low partial success at score 4.0 content Students will be able to predict the flow of substances through the semipermeable membrane, in and out of the cell body, by using the concept of osmosis No major errors or omissions regarding score 2.0 content and high partial success at 3.0 content No major errors or omissions at 2.0 content and low partial success at 3.0 content Students will be able to describe the relationship between the tonicity of the solution and the flow of substances through the semi-permeable membrane. High partial success at score 2.0 content, but major errors regarding scores 3.0 content Low partial success at score 2.0 content but major omissions regarding score 3.0 content With help partial success at score 2.0 content and score 3.0 content With help partial success at score 2.0 content but not at score 3.0 content Even with help no success

RUBRIC BASED APPROACH Student friendly rubric for learning goal: Students will understand the concept of hypertonic, isotonic and hypotonic osmotic balance in living organisms. Score 4.0 We should be able to generate a hypothesis in If.THEN.. BECAUSE format based on what we know about osmosis and cells, and design an experiment to test osmosis in plant cells. For example, we could take potato cores or elodea and test what will happen to them in different solutions to see if osmosis occurs to support our hypothesis. Score 3.67 In addition to score 3.0 performance, high partial success at score 4.0 content Score 3.33 In addition to score 3.0 performance low partial success at score 4.0 content We should be able to predict the movement of substances across the Score 3.0 semi-permeable membrane and how this will affect the cell. For example if we put a cell in salt water what would happen. Score 2.67 No major errors or omissions regarding score 2.0 content and high partial success at 3.0 content Score 2.33 No major errors or omissions at 2.0 content and low partial success at 3.0 content Score 2.0 We should be able to describe what the tonicity means and describe the relationship between osmosis and the hypotonic, hypertonic and isotonic. For example we should be able to draw a picture of osmosis to show what we understand in a picture. Score 1.67 High partial success at score 2.0 content, but major errors regarding scores 3.0 content Score 1.33 Low partial success at score 2.0 content but major omissions regarding score 3.0 content Score 1.0 With help partial success at score 2.0 content and score 3.0 content Score 0.5 With help partial success at score 2.0 content but not at score 3.0 content Score 0.0 Even with help no success