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Rigor and Relevance
Rigor and Relevance
Tool for monitoring implementation of rigor and relevance in the secondary classroon
Rubric Code:
J53B56
By
jagranio
Draft
Public Rubric
Subject:
(General)
Type:
(Other)
Grade Levels:
6-8, 9-12
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Rigor and Relevance
1 pts
2 pts
3 pts
4 pts
AZ Science Standards
1
The link between the learning experience and the standards is not explicit.
2
The relation between the learning experience and the standard is cited in the classroom and in lesson plans
3
The learning experience clearly links to performance indicators/ topics/ benchmarks for the specified learning standard.
4
The learning experience requires students to understand and use ideas, perspectives, tools and or methods that are central to the learning standard.
Rigor
1
A majority of the instructional tasks are focused on students gathering and storing knowledge and information
2
Instructional tasks reflect increasing levels of analysis and application based on Bloom's Taxonomy
3
Instructional tasks reflect increasing levels of synthesis and evaluation based on Bloom's Taxonomy.
4
A majority of instructional tasks are focused on assimilation of knowledge. Students solve multistep probelms and create unique work or solutions
Relevance
1
Instruction is focused primarily on acquiring knowledge within a discipline for its own sake
(Quad A)
2
Instruction incorporates opportunities for students to apply their content knowledge within the discipline they are studying (Quad B)
3
Instruction incorporates frequent opportunities for students to apply content knowledge within and across disciplines
(Quad C)
4
Instruction is guided by big ideas and essential questions. Provides frequent opportunities for students to apply cross- discipline knowledge to real life predictable and unpredictable situations.(Quad D)
Assessment
1
Assessment is primarily summative and dominated by traditional multiple choice and constructed response items, measuring knowledge acquisition.
2
Assessment includes both summantive and formative assessments, designed to provide feedback on work in progress. Criteria for acceptable work are clearly defined.
3
Assessment methods include performance assessments, portfolios, products, interviews and self-reflection. Students are trained to apply the criteria to their work and make judgements about it's quality.
4
A balanced assessment plan, matched to learning objectives is incorporated into the learning experience. It includes clear critieria to guide work, feedback and reflection. Student participation in assessing and evaluating.
Keywords:
Rigorous and Relevant Instruction
Subjects:
(General)
Types:
(Other)
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