I like that you gave specific percentage numbers for the completion so that there is no ambiguity there. I'm curious as to why you decided to split up the work and correct answer into two separate categories as well as the difference between the "Effort/Work Completion" and "Showed the work for each problem" categories. The "Effort/Work Completion" and "Showed the work for each problem" categories seem too similar to be two separate categories because to me they are assessing the same things and could be combined into a single category to simplify the rubric. Some context as to the assignment the students are completing that this rubric is for would also be beneficial for us so that we can see how well the rubric matches up with what the assignment is asking for and trying to achieve.
Minh, I see effort/work completion as different from showing the work. A student could put forth effort by at least attempting each problem or by simply giving an answer (completing the work), without showing each of the necessary steps to arrive at the answer. Both are important and I wanted to differentiate the two. In addition, I split up the "effort/work completion" and the correct answer because typically students who misunderstand a concept would get all of the problems incorrect because of a flaw in how they work out the problem. However, they may have put forth a lot of effort and completed their work. I want to make sure that I reward students for their efforts, not only for getting the correct answer. On the flip side, getting the correct answer is important too and I want to emphasize that as well. For these reasons, I separated effort from correct answer. I hope this explains my reasoning to you a little better.
I am a little confused with the critical thinking section. I am just trying to figure out how you would measure it. I do think that it is a good idea to include it because today's STEM curriculum is geared towards critical thinking/evaluating. I am just not sure how we can go about grading it.
I like that you gave specific percentage numbers for the completion so that there is no ambiguity there. I'm curious as to why you decided to split up the work and correct answer into two separate categories as well as the difference between the "Effort/Work Completion" and "Showed the work for each problem" categories. The "Effort/Work Completion" and "Showed the work for each problem" categories seem too similar to be two separate categories because to me they are assessing the same things and could be combined into a single category to simplify the rubric. Some context as to the assignment the students are completing that this rubric is for would also be beneficial for us so that we can see how well the rubric matches up with what the assignment is asking for and trying to achieve.
ReplyDeleteMinh, I see effort/work completion as different from showing the work. A student could put forth effort by at least attempting each problem or by simply giving an answer (completing the work), without showing each of the necessary steps to arrive at the answer. Both are important and I wanted to differentiate the two. In addition, I split up the "effort/work completion" and the correct answer because typically students who misunderstand a concept would get all of the problems incorrect because of a flaw in how they work out the problem. However, they may have put forth a lot of effort and completed their work. I want to make sure that I reward students for their efforts, not only for getting the correct answer. On the flip side, getting the correct answer is important too and I want to emphasize that as well. For these reasons, I separated effort from correct answer. I hope this explains my reasoning to you a little better.
DeleteI am a little confused with the critical thinking section. I am just trying to figure out how you would measure it. I do think that it is a good idea to include it because today's STEM curriculum is geared towards critical thinking/evaluating. I am just not sure how we can go about grading it.
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