March 14, 2012
Rubrics
I mentioned last time the new idea I had, well we had, about creating course rubrics. Itching for a test run, I created a similar rubric for my chemistry midterm. It ranked concepts on the test by difficulty. The idea was to use this rubric as a checklist, checking off what students had done and what they had not. However, I quickly ran into a problem. While most students had attempted most of the problems, they didn’t succeed at all of them, as one would expect. This meant that I didn’t just want to check off a concept as completed if it wasn’t completed well or correctly. I realized that in addition to the concepts being ranked by difficulty through the ABCD scale, I was also going to have to assign a score (54321) to each section as to how well they demonstrated knowledge of that concept. Well, that lead to a lot of numbers on this rubric. At first, my knee-jerk reaction was that this was getting to complicated. The original rubric where the levels were specific to the question was much more straightforward but as I thought about it and discussed it with colleagues, I realized that this new rubric put into print what I had been doing in my head. Not all concepts are of equal difficulty and I had been struggling with weighting these concepts differently in my mind but not being able to justify it in a written form. What I ended up with was a system that allowed me to create a summary of student knowledge on one page. Even if a concept was assessed multiple times on a test, it need only be recorded once with the overall demonstration of mastery. But then what does a 2 on a C level concept mean? What does a 1 in an A level concept mean? Well, according to the level definitions that we as a group came up with, a 2 is basic level mastery, a 3 is proficient, and a 1 is struggling. This could be applied directly to the letter grades in the form of + and -, which I already had to integrate because of GPA. Thus a 2 on a C level concept becomes a C-. A 1 on an A level concept earns you at best a B+. This also eliminates a problem we were expecting to encounter with the Pinnacle grading system that allowed for SBG. The De Soto folks had rectified this problem by putting all DOK 1 level concepts (vocab, basic recall) in at an earlier date so they would factor less into the trending factor. This meant that regardless of when an assessment was taken, DOK 1 material went in with an August date, DOK 2 went in with an October date and so on. This necessary manipulation did not sit well with several of my colleagues. However, this system of weighing concepts by difficulty circumvents the entire problem by taking the level of difficulty into account within the grade while also indicating the level of mastery of that concept, however basic. Again, it sounds complicated but in the end effectively puts on paper what I was doing in my head all along.
For example, below is a section of the test rubric with random scores inserted.
Standard 2: The Atom | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· __1___Using configurations to describe atomic structure and behavior · ___2__Analysis/Synthesis of atomic behavior in new or unfamiliar situations · __1___ Determine the polarity of bonds and overall molecule · ___1__(HC Only) defend derived molecular structure logically and chemically with at least 3 points of evidence | · __2___Comparing/ contrasting historical and current models of atoms · __2___ 2 step wave equations · __3___(HC Only) Describe a molecule using 3D VSEPR geometry, VSEPR abbreviations, and hybridization and defend your description using electronegativity, formal charge, and resonance · __3___Create Lewis Dot structures for polyatomics | · __5___ Calculating subatomic particles for ions and isotopes · __3___ Definitions of models, especially Schrodinger’s model · __4___Typical configurations with orbital diagrams · __5___1 step wave equations · ____5_Create Lewis Dot structures for simple compounds | · __5___Calculating subatomic particles for atoms · __5___Definitions of some historical models of the atom · __5__Basic configurations · __5___Create Lewis Dot structures for single atoms and ions | |
This student demonstrated mastery of the beginner material (D level) by earning all 5’s (I use a 5 point system this year. Next year will see a 4 point scale, must easier to deal with) meaning they are experts. 1’s and 2’s in the A level material tells me he is not yet to the advanced level concepts. 2’s and 3’s in the B level material tell me he is making progress in the B category. 3’s and up in the C category indicate proficient or better. I would give this student a B- on standard 2 because he had sufficiently mastered the C level material and is beginning to learn the B level information. A B-, according to my current scale, ranges from 3.0-3.2. Thus a 3.1 (I usually take the middle of the range) would be put in the grade book. Next year, if I continue to use this system, I will not have ranges so much as specific correlations between grades and numbers.
This system could be used as a checklist during parent teacher conferences or the assigning of term grades. However, on specific tests, it is necessary to delineate a variety of levels. So far, I am pleased with this idea. I think I will continue to use this approach to rubrics during this school year to see if it can be used across the board next year. Some difficulties I foresee, well again “We” foresee, is the teaching-assessment cycle. Since concepts are ranked by difficulty, assessments cannot be given until all levels have been taught. To give an assessment where the highest grade you can receive is a C+ does not make sense. Formative assessments through a longer teaching cycle will be indispensable in determining student progress and increased mastery.
Formative Assessments
I wanted to put a separate section in this post about formative assessments because with this new proposed rubric format, they are more important than ever. Formative assessments act as diagnostics in my class, allowing me to assess student mastery of a concept without it being a set-in-stone value that affects their term average. This allows the student to assess their own learning and take the time to focus on weakness, encouraging true mastery of content material that can then be demonstrate on an assessment. Because this new rubric system will probably require a longer teaching/instruction cycle, it will be paramount that teacher repeatedly assess student mastery of content material to keep it from being lost in the shuffle as more advanced information is introduced. I had worked so hard to combine my smaller standards into power standards but now I fear the “chunks” may be too big. I will have to wait until midterms and finals to assess student mastery on all levels. I’m not sure I’m ok with that. I will have to revisit my standards. See my physics standards below for an example of what I mean. See how I only have 3 “standards”. It will take a fair amount of time to teach all of the levels in one standard.
Closing
This is truly a work in progress. I am pleased with all the progress that has been made towards a grading system that adequately relates to the student and teacher the level of student understanding instead of creating yet another system to be played. It’s all so exciting!
CCOI : Students will be able to explain the world around them in terms of force interactions pictorially, mathematically and theoretically. | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Struggling (D) | Not There Yet |
Newton · ____Utilize Newton’s 3 laws of motion in calculations and explanations of motion (2.2D.a-c, 2.2.D.f-h) · _____Determine the net force, velocity and acceleration of an object given the forces acting on an object (2.2A.a) · _____Build and explain bridge based on schematic designs Bernoulli · _____Apply Bernoulli’s principle to real world applications and student made creations Electromagnetism · _____Identify and calculate how a changing magnetic field induces current (2.2.C.a) · _____Construct combined circuits, identifying all parts · _____Calculate the voltage, amperage and resistance of the parts of a complex circuit. · _____Explain the workings of a simple motor | Newton · _____create force diagrams to explain both motion and the state of an object (2.2A.a) · _____Determine the necessary components to yield a zero net force (2.2A.a) · _____Explain behavior/motion of the Newton Scooter · _____Build bridge meeting in class requirements Bernoulli · _____Apply Bernoulli’s principle to word problems Electromagnetism · _____Describe the electromagnetic force’s effect on motion (2.2.C.b) · _____Construct complex parallel and series circuits, identifying all parts · _____Calculate the voltage, amperage and resistance of the parts of a complex circuit. · _____Reconstruct and explain the function of a simple motor. | Newton · _____label and describe forces acting on an object-such as tension, applied, static friction, kinetic friction and gravity- · _____Build Newton Scooter Bernoulli · _____Define Bernoulli’s principle Electromagnetism · _____Describe the behavior of electrons in terms of the conservation of charge. · _____Calculate the electric force between two particles. · _____Describe how a magnet is magnetic. · _____Construct simple parallel and series circuits and identify the resistors, voltage source and switch of a circuit. · _____Calculate the voltage, amperage and resistance of the parts of a complex circuit. | Newton · _____Have an understanding of the force of gravity and be able to calculate weight of an object. (2.2.B.a-c) Electromagnetism · _____Explain how conductors, insulators, semiconductors and superconductors work in terms of charge and electrons and apply the behavior of electrons to the concept of induction of charge. · _____Construct basic circuits. | |
CCO II: Students will be able to describe the motion of objects linearly (in 1 or 2 dimensions) or circularly. (Kinematics) | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Struggling (D) | |
1 Dimensional Motion · _____Graph velocity, speed, acceleration and distance relationships and interpret these graphs. (2.1.A.a-b) · _____Utilize terminal velocity, acceleration, speed and distance to describe the motion of a student made “egg saver” (Egg must survive) Vectors · _____Determine the equilibrating vector given 2 or 3 vectors. 2 Dimensional Motion · _____Calculate any and all variables dealing with 1D and 2D projectile motion (2.2.E.b-c) · _____Create a student made launcher that can hit a target of variable distance Momentum · _____State the law of conservation of momentum and solve problems based on this law (2.1.C.b) Circular Motion · _____ Solve for any variable in a situation where the object is vertically traveling | 1 Dimensional Motion · _____Utilize velocity, speed, acceleration and distance equations to solve for the requested info (2.1A.c, 2.1.B.a-b)) · _____explain freefall and calculate terminal velocity of objects (2.2B.d) Vectors · _____Determine the resultant vector given 3 vectors 2 Dimensional Motion · _____determine the x and y components of motion and calculating angles of motion · _____Create a launcher that reliably launches a small projectile 10m Momentum · _____Relate the law of conservation of momentum to Newton’s Third Law (2.1.C.b) · _____Solve problems involving mass, velocity and momentum involving 2 objects (2.1.C.a) Circular Motion · ____Construct force diagrams that display the forces acting on an object undergoing uniform circular motion · ____Solve for unknown quantity w/in torque equation | 1 Dimensional Motion · _____Convert between common imperial and SI units. Vectors · _____add and subtract vector quantities numerically · _____Determine the resultant vector given 2 vectors 2 Dimensional Motion · _____Create a student made launcher Momentum · _____Solve impulse-momentum problems and relate impulse to changes in momentum (2.1.C.a) Circular Motion · _____Distinguish between centripetal and centrifugal force · _____Determine total torque on a system · _____Determine the center of gravity of an object · _____Explain why objects balance or topple in everyday life. · _____Determine the angular momentum of a system · _____Determine the rotational inertia of a system · _____Demonstration application of torque in student made mobile | 1 Dimensional Motion · _____add and subtract vector quantities pictorially 2 Dimensional Motion · _____have a working knowledge of basic trigonometric functions Circular Motion · _____Explain the relationship between Rotational speeds at different positions and Linear speeds at different positions (2.2.E.a) · ______State the mathematical expression that describes the relationship force, mass, radius and velocity | |
CCO III. Students will be able to describe the transfer of energy through multiple forms, detailing its interactions with other materials and manifestations. | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Struggling (D) | Not There Yet |
Machines · _____Interpret changes in motion based on changes in kinetic and potential energy and transfers of energy based on the law of conservation of energy (1.2Fa-d) · _____Explain the laws of physics demonstrated in the Rube Goldberg Machine Sound · _____Describe wave phenomena, such as Doppler Effect, constructive and destructive interference, and beats, using “Wave in a Box” model · _____Create an accurate musical instrument that plays a required song and can be explained using “wave in a box” theory, physics principles and mathematical data. Light · _____Evaluate real world uses of concave/convex lenses and mirrors, verbally and mathematically. Modern Physics · _____Describe the basic principles of string theory | Machines · _____Describe a machine’s efficiency based on kinetic and potential energy inputs and work out · _____Create a 10step Rube Goldberg Machine demonstrating 5 laws of physics Sound · _____Determine frequency, wavelength, etc from word/real world based problems · _____Explain, verbally and mathematically, the relationship between frequency, period, wavelength, amplitude and energy using “Wave in a Box” model Light · _____Explain, verbally and mathematically, the relationship of frequency, period, wavelength, amplitude and energy using “Wave in a Box” as it applies to light · _____Describe light through concave/convex lenses, prisms and mirrors, verbally and mathematically. Relativity · _____Describe and calculate time dilation and relativistic length and energy | Machines · _____Calculate mechanical advantage, power, and efficiency of simple machines (2.2.F.a-d) · _____Calculate kinetic and potential energies as well as work input and work out. (1.2B.a-d) Sound · _____Describe periodic motion of pendulums and springs verbally and mathematically. Light · _____Describe reflection and refraction of light into and through various surfaces. · _____Describe the creation, addition and subtraction of color in terms wavelength, frequency, and energy. Relativity · _____Describe and calculate Newton’s law of gravitational attraction and how it applies to our universe. Modern Physics · _____Calculate the changes in energy and mass near the speed of light. | Machines · _____Identify and describe simple machines. Light · _____Describe light in terms of electromagnetic radiation. · _____Describe the transfer and interpretation of electromagnetic energy from stars and through space (1.2Ca-b) Modern Physics · _____Explain the growth of physics over the last 600 years. · _____Describe the history of E=mc2 | |
Daily scoring Rubric
Advanced (4) | Sufficient (3) | Basic (2) | Below Basic (1) | Not There Yet (0) |
· Fully consistent demonstration of knowledge · Fully independent, No conceptual errors, solid understanding of content and application of content · Synthesis of outside knowledge · Use knowledge in problem solving unique situations and justify your answer | · Can apply knowledge · NO AID, Fully Independent · minimal/occasional conceptual mistakes · justify answers | · Some application, rudimentary application of knowledge · Basic comprehension · Inconsistent/minimal aid use · missing/neglecting some important details | · Minimal Knowledge · Something there; Can do something · Substantial aid required; cannot do it independently | · Not enough information to assess · No relevance to content · Fully inaccurate, inaccurate approach. |
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