7.+Group-Designed+Rubric

__PERFORMANCE QUALITIES RUBRIC FOR ASSESSMENT PHOTO ALBUM __ Designed by Group 4

Members: Heather Hawkins, Okemia June, Susan Lightweis, Jessica Long


 * ** Performance Indicators ** || ** Developing (1 pt.) ** || ** Competent (2 pts.) ** || ** Exemplary (3 pts.) ** ||
 * ** Diagnostic Assessment: **
 * clearly identifies information useful to teacher and student ** || Assessment does not clearly identify information a teacher or student could use to improve mastery of standards || Assessment clearly identifies information a teacher or student could use to improve mastery of standards. || Assessment provides explicit information a teacher or student could use to improve mastery of standards. ||
 * ** Formative Assessment: **
 * allows for student self-evaluation, revision, and scaffolding ** || Assessment does not allow for self-evaluation or revision;

assessment does not allow students to track their own learning;

assessment does not allow for goal setting for further progress towards the summative goals;

assessment provides little or no scaffolding to lead learning toward unit standards;

assessment provides no peer or teacher feedback. || Assessment allows for minimal self-evaluation or revision;

assessment allows students to sporadically or minimally track their own learning through a portfolio or performance checklist;

assessment allows for student goal setting without a plan for improvement or achievement;

assessment indicates some scaffolding toward unit standards;

assessment provides minimal peer or teacher feedback. || Assessment allows for self-evaluation or revision;

assessment allows students to accurately track their own learning through a portfolio or performance checklist;

students can plan for improvement and set their own goals;

assessment scaffolds learning toward unit standards;

assessment provides peer or teacher feedback for specific improvement of student work. ||
 * ** Summative Assessment **
 * student learning is demonstrated through the completion or mastery of learning objectives. ** || Assessment has little variety in choice of expression;

Assessment does not have either a genuine context or audience;

Assessment is not well aligned to unit standards in a consistent way;

Assessment does not require or address mastery of enduring understandings/essential questions. || Assessment has minimal variety in expression, or has some extraneous choices;

Assessment clearly identifies a genuine context //or// audience, and begins to identify the missing aspect (audience or context).

Assessment is predominantly aligned to unit standards;

Assessment addresses, but may not require mastery of, enduring understandings/essential questions || Assessment allows for a wide, appropriate variety in choice of expression;

Assessment identifies both genuine context and audience;

Assessment is clearly and completely aligned to unit standards;

Assessment requires mastery of enduring understandings/essential questions ||
 * ** Presentation of Assessments **
 * ensures that student learning occurs through appropriate, engaging presentation of unit ** || The presentation does not engage or interest the audience, nor address their educational needs.

A presentation that (remove: could develop liveliness, or,) is difficult for the viewer to understand or follow;

Information presented in an overwhelming or underdeveloped way;

A lack of visual coherence, each section seems visually disjointed or unrelated. (remove: to each other section overall). || A presentation that lacks some student engagement or may lack appropriate sense of target audience;

A presentation that works, but may lack focus or be too distracting;

Information is understandable, but could be overwhelming or underdeveloped in some areas;

Some areas lack visual coherence with the rest of the presentation. || A colorful presentation engaging to the grade level of the audience;

A presentation that is lively, but not distracting from the essential information;

Information presented in manageable chunks in audience-friendly language;

A visual coherence that reflects a professional presentation. ||