Here is the GoogleDoc link for my evaluative rubric: https://docs.google.com/document/d/1fV6clDLw0hxwOlhZyJmv6Oz-kY0ew6SflyyAnnAy9Ws/edit?usp=sharing
The premise of this project and lesson is about Newton's Laws. The students are to create a device to protect an egg that is dropped from a height of 2m. They are allowed to use any materials except for foam or other similar materials and if they are unsure they are to ask the teacher. Paper and tape is supplied by the teacher whereas all other materials are to be provided by the students. The device must fit on a 8.5"x11" piece of paper as in the length and width of the device can't be larger than 8.5"x11".
Minh, you clearly put a great deal of thought and effort into not only the development of this assignment, but also into the development of the rubric. Your criteria are clear and the difference between meeting the qualifications for one level and another are very distinct. I think it is good to have clear divisions between levels because in my experience, students will argue about which level they deserve if the rubric is not extremely detailed.
ReplyDeleteIs there a difference between the amount of help required for a student to meet a level 3 or 4 in the "participation" category? For example, if two students were both mostly on task but one needed help three times and the other only needed help twice, would they both meet the standard for a level 4, or would the student who needed help thrice be graded at a level 3? Or is it more a "level of help" thing? I know that I will sometimes grade my students based on how independent they are and how hard they try to solve problems on their own before asking me, because I put a great deal of emphasis on independence in my classes.
The main difference between level 3 and 4 is the behavior of the student. Both categories allow the student to get some help if necessary from me, but I put the difference between the levels as level 3 the student is disruptive to others while off task and level 4 the student may be off task at times, but is not disruptive towards others. After looking back at the rubric and your question, I may have to go back and further specify and differentiate between the two levels so that there is less ambiguity there.
DeleteOne suggestion I had for the rubric, which may include an addition to the assignment, is to add an explanation on how the student came about their structure for the egg drop. I think that this could help students explain and show their knowledge about Newton's Laws. I am worried that students might not necessarily understand how they came about making a structure other than just using a lot of trial and error. I think using this could help understand the thought process of a student trying to complete this project.
ReplyDeleteA second part of the project that I didn't include in the description here or on the rubric is a presentation portion where they outline their design process and the physics behind their design. This rubric is just for the actual egg drop device portion of the project that has multiple parts to it. As for the trial and error, that would be fine actually if they would be able to explain why some designs worked and why others didn't.
Delete