Evaluation


Student Guide
Task
Process
Resources
Learning Advice
Technology
Product(s)
Evaluation

Council of:
Arts
Commerce
Knowledge
Religious Faith
Transportation


Teacher Guide
The Standards
Introduction
Task
Process
Resources
Product(s)
Evaluation
Technology
Vocabulary

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Rubrics

Rubrics provide a detailed evaluative tool which helps both the student and the teacher recognize quality work. Included in the introduction of any major assignment should be a clear understanding of the goals, objectives and product(s) of the assignment.

Students are empowered to succeed when they have participated in the process of designing the evaluation tool. Successful rubrics can be developed with the students, through a discussion of what constitutes acceptable quality work. This method of creating a rubric with student participation makes certain assumptions about the maturity level of 7th grade students. Through careful discussion and a clear idea about quality work on the part of the teacher; a group of students can be nurtured to help create an evaluative rubric which outlines benchmarks from excellence to unacceptable.

There are many excellent sources on the web for information on designing rubrics. Here are two to try first:

    Empowering Students through Negotiable Contracting to Draft Rubrics for Authentic Assessment © 1996 Andi Stix, Ed.D., US Department of Education: ERIC #TM027247 http://www.interactiveclassroom.com/

    A good site for a basic rubric template.
    San Diego State University College of Education WebSite
    http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html

Because each instructional unit and situation is unique, it is very hard to use a 'pre-made' rubric. However it is useful to look at various rubric formats in preparation for developing a 'tailor-made' evaluation tool. With this thought in mind, several rubrics have been included for reference.

Periodic Assessment
To keep students focused and on-track, it is advisable to have a series of periodic due dates for certain stages of the unit. This will allow the teacher to check on student progress and redirect a student if needed. This approach breaks down the total assignment into less overwhelming small steps and simulates real world deadlines.



Peer Assessment
Cooperation and collaboration are essential skills in the real world workplace. Collaborative learning is always more successful when students have a clear idea of their roles, obligations, process and products. After each major step in the unit process, peer assessment is a valuable way for students to affirm who is working collaboratively and who is not. Included in the rubrics is an example of a Collaboration Rubric. 



The Product(s)
While this unit is developed for presentation through web pages or multimedia presentations such as Hyper Studio or Power Point, low-tech alternatives such as posters, oral reports, short skits, interviews and written reports can be substituted. These authentic assessment alternatives can be very appropriate for resource, inclusion and ESL students.

The web page and multimedia presentation products assume that your students have an appropriate level of word-processing and web page design skills. It is not the intent of this unit to include direct instruction and time to teach the basics of web page design and multimedia presentations to students.









 

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Collaboration Rubric

Name___________________________________________________________________________Period_________


Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Contribute





Research & Gather Information
Doesn't collect any information that relates to the topic.
Collects very little information--some relates to the topic.
Collects some basic information--most relates to the topic.
Collects a great deal of information--all relates to the topic.

Share Information Doesn't relay any information to teammates. Relays very little information --some relates to the topic. Relays some basic information--most relates to the topic. Relays a great deal of information--all relates to the topic.
Be Punctual
Doesn't hand in any assignments.
Hands in most assignments late.
Hands in most assignments on time.
Hands in all assignments on time.

Take Responsibility





Fulfill Team Role's Duties
Doesn't perform any duties of the assigned team role.
Performs very little duties.
Performs nearly all duties.
Performs all duties of assigned team role.

Participates in Group Discussion
Doesn't speak during group discussion.
Either gives too little information or information which is irrelevant to topic.
Offers some information--most is relevant.
Offers a fair amount of important information--all is relevant.

Share Equally
Always relies on others to do the work.
Rarely does the assigned work--often needs reminding.
Usually does the assigned work--rarely needs reminding.
Always does the assigned work without having to be reminded.

Value Others' Viewpoints





Listens to Other Teammates
Is always talking--never allows anyone else to speak.
Usually does most of the talking--rarely allows others to speak.
Listens, but sometimes talks too much.
Listens and speaks a fair amount.

Cooperates with Teammates
Usually argues with teammates.
Sometimes argues with teammates.
Rarely argues.
Never argues with teammates.

Makes Fair Decisions
Usually wants to have things their way.
Often sides with friends instead of considering all viewpoints.
Usually considers all views.
Always helps team to reach a fair decision.





TOTAL




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Mali to Mecca Rubric

Student Objective
Lead
Bronze
Silver
Gold
Student is knowledgeable about the achievements of the Empire of Mali Almost no knowledge of achievements. Weak examples, no depth to facts. Some knowledge of basic achievements. Some examples, some depth to facts. Demonstrates a good knowledge of achievements in a broad range of areas. Good examples with well-researched facts. Demonstrates a broad and in-depth knowledge of achievements. Great examples with detailed, interesting, well-researched facts.
Student is knowledgeable about the achievements of the Islamic Empire Almost no knowledge of achievements. Weak examples, no depth to facts. Some knowledge of basic achievements. Some examples presented in broad outline, some depth to facts. Demonstrates a good knowledge of achievements in a broad range of areas. Good examples with well-researched facts. Demonstrates a broad and in-depth knowledge of achievements. Great examples with detailed, interesting, well-researched facts.
Student demonstrates knowledge about the geography of Africa and the Arabian Peninsula. Preparation of maps and charts are missing or weak. No labels present. Maps and charts presented but with some errors or unclear information. Some labeling present. Maps and charts are clear, detailed and add to the presentation. Maps are labeled with countries, bodies of water. Maps and charts are rich in detail and precise. Countries, major cities, bodies of water are accurately labeled.
Student demonstrates knowledge of trade routes and trade goods in Africa, Eurasia and Europe. Preparation of maps and charts are missing or weak. No labels present. Some trade routes are marked and labeled. Maps and charts presented, but with some errors or unclear information. Trade routes are clearly marked and labeled. Maps and charts are clear and detailed. Some trade goods are listed. All major trade routes are clearly marked and labeled. Maps and charts are clear and detailed. trade goods are listed for each major country or region.
Student predicts the short- and long-term effects of the pilgrimage on the future of Mali. Prediction is weak and inconclusive. Doesn't take into consideration world economy, political ambitions of foreign governments. No facts given to back up prediction. Prediction is general with few details or facts. There is some consideration of world economy and political ambitions of foreign governments. Prediction is well organized, logical and based on researched facts. The role of world economy and political ambitions of foreign governments is included. Prediction is realistically based in researched fact. The prediction is well-organized, logical and detailed. The role of world economy is presented in depth. Foreign powers who might threaten Mali are identified.
Student demonstrates research skills Very few research information sources are listed. Some research listed but not from a wide variety of sources. Research comes from a wide variety of sources including primary sources. Sources are documented. A wide variety of sources including several primary sources and pieces of cultural literature. All sources are correctly documented and cited.
Multimedia, web page or poster presentation Presentation lacks preparation. Poster or multimedia provides little information and few graphics. Poster or multimedia and oral presentation shows main ideas, but little detail is included. Errors are evident. Presentation is well organized and designed. Poster or multimedia includes graphics and artifacts. Powerful presentation supplemented with strong design principles, good use of color and graphics from each empire. Exceptional facts and vivid descriptions are displayed in an artistic manner.

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