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iRubric: Response to Formative Assessment Inquiry Experience rubric

iRubric: Response to Formative Assessment Inquiry Experience rubric

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Response to Formative Assessment Inquiry Experience 
Response to Formative Assessment Inquiry Experience
The rubric describes essential ingredients of how to reflect on and synthesize your learning from the Formative Assessment (mini)Inquiry assignment. Your response should synthesize your experiences by concentrating on the following components: 1) Identify 2-3 KEY IDEAS or components of your experience upon which to concentrate your reflection and discussion. 2) Clearly introduce the focus of your synthesis/reflection. 3) Clearly discuss the 2-3 key ideas. Tell us why they are important and provide enough detail, example, or extended explanation to demonstrate their importance and/or what you have learned. 4) Your discussion should demonstrate that you have reflected upon these key focal points. (Note: This reflection is part of the process of the overall assignment. If you have pulled out key points and have seriously reflected upon them, writing your synthesis response should be fairly easy)
Rubric Code: UXX87A4
By jerictelen
Draft
Public Rubric
Subject: Social Sciences  
Type: Assignment  
Grade Levels: Graduate

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  Poor

1 pts

Fair

2 pts

Good

4 pts

Exemplary

5 pts

Clarity of Focus

Poor

The focus is unclear to the reader, it may become clear by the end of the response, but the reader must do a significant amount of work to determine the main points that the author is trying to make.
Fair

The intro of the response refers to an unspecified task and the main points of the response are vague or unclear.
Good

In the intro the focus of the mini-inquiry and the main focal points of the response are generally clear in the response -- though some or all of it may not be explicitly stated.
Exemplary

In the intro, the response clearly states 1) The focus of the mini-inquiry or the main activity conducted during the mini-inquiry and 2) the the main focus points of the response.
Support

Poor

Support information is not related to and supportive of the topic/subject.
Fair

Support information has major weaknesses in relatedness to and/or support of the topic/subject.
Good

Support information has minor weaknesses in relatedness to and/or support of the topic/subject.
Exemplary

Support information is related to and supportive of the topic/subject.
Ideas & Content

Poor

Little focus is evident. Discussion is just a recounting of the process with almost no details or added information.
Fair

Two or three main ideas are clear, but elaboration consists of general and/or undeveloped details.
Good

Two or three key ideas related to the writer's experiences are clear. Elaboration consists of some specific details.
Exemplary

1. From his or her experience, the writer is able to pull out two or three focal ideas to explore and reflect on. 2 Discussion of the focal points is clear and supported by specific, developed details so that the reader can understand the importance of each.
The Reflective Process: SELF-ASSESS

Poor

This category is for the writer to self-asses. I don't really like to reflect. I have just a vague sense of the process/mini-inquiry project. This may because I was busy, or because I just went through the motions. For whatever reason, I barely reflected at all.
Fair

This category is for the writer to self-asses: I've pulled out some key "nuggets", but I did this when I sat down to write my synthesis and I did not spend too much time writing.
Good

This category is for the writer to self-asses: I have reflected on the process and what I've seen. I've pulled out key "nuggets" but spent just a bit of time reflecting on my experiences with them.
Exemplary

This category is for the writer to self-asses: I reflected carefully on what I experienced and devoted some time attention to reflecting--by thinking aloud, journaling, or discussing. I looked for connections across variables, between the readings and the processes of formative assessment and what I saw. I reflected sufficiently that I can see pull out "nuggets" that are worthy of further pursuit--about the students, teaching, assessment, or the process of self-inquiry.





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