Project Rubric Draft

criteria

PROJECT RUBRIC Developing

The driving question is not based on content standards The driving question has little or no connection to the outside community. The driving question is not meaningful or relevant to students. The driving question has only one correct solution, and can be solved in a limited number of ways. The project is not based on content standards The product is only vaguely related to the driving question. The product is not tangible.

Kristina Lestik UTeach Summer 2010

Proficient
The driving question is based on content standards. [3,4] The driving question has a connection to audiences outside the classroom. [3,4,5] The driving question is accessible and meaningful to students. [3,4,5,6] The driving question has multiple correct answers or solutions. [4,5] The driving question can be solved using multiple methods. [5]

Advanced
In addition to Proficient attributes: The driving question creates a sense of urgency, a need to know. [1,4] The driving question is open-ended, with no specific correct answer or method of solving. [5] The answer or product derived from the driving question is relevant to audiences outside the classroom. [3,4,7] There is an authentic external audience to motivate the driving question. [3,4,7] In addition to Proficient attributes: The product is used or evaluated by audiences outside the classroom. [4,7] The product includes multiple representations of knowledge. [3,5] The product includes a written or oral presentation to professionals in the outside community. [4] The product requires students to integrate new knowledge and skills with their existing skill set. [3,4,5,7] In addition to Proficient attributes: Most or all of data used is authentic or student-collected data. [4,5] Students are investigating authentic questions that have uncertain or unknown solutions. [1,5] Students interact with persons outside the classroom to gain knowledge or skills that are relevant to the driving question and product. [3,4] Students often use primary sources to collect information. [2,3,4] Students develop and expand metacognitive skills to successfully complete the project. [3,4,5] In addition to Proficient attributes: Students are allowed a great deal of autonomy in the project design and completion. [6,7] Scaffolding is academic, social, and metacognitive. [3,4,5]

Driving Question

Learner Product

The product is based on content standards. [3,4] The product is directly related to the driving question. [3,4,5] The product is tangible. [5,6] The product requires students to apply new knowledge and skills. [3,4,7] The product includes a written or oral presentation. [4,6]

The knowledge and skills being learned are not based on content standards. The project takes one week or less to complete. The project is primarily teacher-driven or directed. The majority of information is conveyed to students through direct teach methods. The knowledge and skills being learned are not based on content standards. Scaffolding is inconsistent or rarely used. Students are allowed little choice, or only choices that are relatively unimportant to the project.

The knowledge and skills learned are based on content standards. [3,4] The project is student-driven. [3,4,5] The project includes constructive inquiry opportunities that are relevant to the driving question and product. [1,2,3,4,5,6,7] Students must apply the intended knowledge to successfully complete the project (and not merely rely on what they already know). [3,4,6] The project takes place over an extended period of time. [1,4]

Academic Rigor

Scaffolding

Knowledge and skills are heavily scaffolded in the beginning of the project, but these scaffolds can be removed over time. [1,6] The project requires students to use technology to address the driving question, or to create the final product. [2,4] Students are allowed choice in one or more meaningful areas of the project. [3,4,5] Scaffolding is academic and social. [3,4,5] Successful completion of the project requires student interaction with peers. [1,2,3,4,5,6,7]

Collaboration

Students work primarily by themselves. Collaborative work is often not related to the driving question or learner product.

In addition to Proficient attributes: Successful completion of the product requires interaction with persons outside the classroom. [4,5] The learner product is used or evaluated outside of the classroom. [3,4,5] In addition to Proficient attributes: Students interact with multiple knowledgeable adults in the outside community; they are able to see them interact in their place of employment. [3,4] Students are investigating a problem that relates to themselves, their community, and the world. [3,4,5,7] In addition to Proficient attributes: Assessments are frequent. [1,3,4] Students help design part(s) of assessments. [3,4] Assessments include multiple student self-assessments. [3,4]

Community

Students interact only with teachers on their campus. Students do not feel a connection to the project or the driving question, and have difficulty relating to it. Assessments are primarily summative. Assessments are not related to the driving question or the product.

Students interact at least once with adults outside the classroom. [3,4] Students are investigating a problem that relates to themselves, their community, or the world. [3,4,5,7]

Assessment

Assessments are primarily formative. [1,3,4,5] Assessments are related to the intended knowledge and skills students need to obtain to successfully complete project. [1,3,4,5,7] Students are assessed on non-academic skills: collaboration, work ethic, etc [3,4] Students are given rapid feedback on most/ all assessments [1,3,4]

References 1. 2. 3. 4. 5. 6. 7. Barron, et al. (1998). Doing with understanding: lessons from research on problem- and project-based learning. Journal of Learning Sciences, 7(3&4): 271 312. Linn, M. (2003). WISE design for knowledge integration. Science Education, 87: 517 538. Markum, T. (2003). Project Based Learning: A Guide to Standards-Focused Project-Based Learning for Middle and High School Teachers . Buck Institute for Education: Novato, CA. New Technology Foundation Project Idea Rubric . New Technology High School & New Technology Foundation: 2009. Petrosino, A.J. et al (2010). Preservice teachers conceptions and enactments of project-based instruction. Journal of Science Education and Technology, published online, 19 Feb 2010. Prince, M., Felder, R. M. (2006). Inductive teaching and learning methods: definitions, comparisons, and research bases. Journal of Engineering Education, 95(2): 123 138. Thomas, J.W. (2000). A Review of Research on Project-Based Learning, San Rafael, CA: Autodesk Foundation, 2000.

Potential Criteria for Project Rubric Criteria

Driving question
(knowledge, learner, community)

New Tech
Driving question that is authentic, meaningful to students, and creates a clear need-to-know Simulates the real world, tangible, with a written or oral report Active exploration from authentic or studentcollected data Use of technology Collaborative groups

Petrosino (2010)
Interdisciplinary, real-world driving question, accessible to students Tangible product that represents knowledge in multiple ways Student-driven Investigation/ complex task Cognitive tools that support collaboration and visualization Collaborative activity

Prince and Felder (2006)

Focus question designed to elucidate student misconceptions Tangible product and a written or oral report 3 levels of inquiry: task (low), discipline (medium), and problem (high)

WISE/ Linn (2003)

Focus question given by pre-written curriculum

Thomas (2000)
Driving question or illdefined problem aimed towards central discipline concepts

Barron (1998)
Driving question

Learner product
(all)

Connected to driving question Investigation, (data and simulations given by computer) WISE system for data manipulation and simulations Pairs Constructive investigation on realistic problems Learning goals tied to deep inquiry SMART scaffold *none, instead specifies need for student autonomy Collaboration

Inquiry
(knowledge, learner, community)

Tools
(knowledge)

Collaboration
(knowledge, learner)

Usually collaborative

Assessment
(learner, assessment)

Scaffolding
(learner, assessment)

Ongoing formative assessment, clear project rubrics Structures learning logs, group contracts, project rubrics Adult connections, communication with adult experts Focus on habits of mind and depth of content understanding Extended length

Authentic formative and summative assessments Academic and collaborative scaffolding Learning community Authentic problems with multiple representations of knowledge Applying or integrating knowledge to create a product Heavy scaffolding at first, and then withdraw scaffolding over time

WISE-provided online assessments Linear curriculum builds upon previous concepts; computerized note system, whole-classroom debriefs Scaffolding

Ongoing formative assessment and revision opportunities Start problem-based to scaffold up to full project, Embedded scaffolding Sense of urgency Learning goals tied to deep inquiry Extended length

Community
(community)

Solutions have potential to be implemented in real-life Students must gain new knowledge, not merely use what they already know 1 week

Academic Rigor
(knowledge, learner)

Length

(knowledge, learner) How People Learn: knowledge-centered, learner-centered, assessment-centered, and community-centered