Rubrics
Here is a page of most of the rubrics we have been using this year. Some things you will notice in these rubrics:
The following file is a Numbers document with the rubrics on a single tab. A PDF of it is also included.
- The rubrics are essentially the same in our vertical alignment for courses from 9-12. The difference is the state standard that is being applied. In some cases, our vertical state standards are almost identical vertically as well. This facilitates a spiraling curriculum that prioritizes depth of knowledge over width. Instead of knowing a little bit about a lot of things, we focus on learning a great deal about the most important things and then learning to apply them to various situations. Our learners are more adept at applying their learning to new situations instead of being "paralyzed" because they are confronted with something new.
- We use a lot of the same language over and over. Consistency helps our learners grow in confidence and ability. Learners can hit a target if it is clearly defined and doesn't move.
- You'll notice that there are not "facts" or "knowledge items" in the rubric. This isn't a checklist of the minimum things to include in the assignment. The rubric is about quality of thinking, reflection, and communication. In order for the assignment to be accepted and scored, learners must meet the minimum requirements for the assignment. For example, we do not give points for having 3-5 sources in their research. If the research does not include 3-5 documented sources, learners have to go back and fix the assignment. If the work technically meets the minimum needed but is of poor quality, students get a 1. We know they have done work, but cannot state the mastery of the material. All of our assignments are posted in the learner's ePortfolio. We are grading the students reflection of their learning and work. In the reflection, they must demonstrate that they learned the skills and knowledge identified in the assignment. We grade the quality of their ePortfolio reflection. This allows us a great deal of differentiation on the same assignment. In our 3rd-4th year courses this year, we have students who are taking their first engineering course. We also have English Language Learners, special education learners, and students under the 504 program. We can easily adjust the requirements of the assignment to meet the needs of each of these learners while using the same rubric and holding high standards for everyone. These rubrics also allow for a wide range of assessments and learner evidence of learning. Many times, learners write out their reflections. At the same time, we have a lot that will do videos and screen recordings. In all of these, the reflection of what they did to complete the work, what they learned, and why it is important for their education is in their own words. We don't worry about our learners helping each other. In fact, we encourage it. In the end, they still have to put everything in their own words and show they did the final work. At that point, they have gone over this at least twice and it is starting to stick with them.
- We only give a score on a 100 point scale for items going in the grade book. These rubrics, though are used for every assignment. Again, we want our students working to these standards at all times. We don't give tests. We don't grade code when working on coding. We don't grade CAD drawings. We do score these things and give a lot of feedback as they are learning, but we don't grade it. When everyone is working on the exact assignment that will produce the exact same results cheating is a temptation if this is a high stakes situation. We take the pressure off of this. The grades come from creative self-reflection and documentation of the work.
The following file is a Numbers document with the rubrics on a single tab. A PDF of it is also included.
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Curriculum Planning Documents
Below are several of our curriculum planning documents that we using in our program. You can see how we work from our learning target and move toward the final assessment.
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