iRubric: Computational Thinking and Reasoning 1-3 rubric

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Computational Thinking and Reasoning 1-3

Using Mathematics and Computational Thinking G 3-5

Computational Thinking and Reasoning for Grades 1-3 extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze, decompose and problem solve

Rubric Code: EX732A4

By lynnsmargis

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Public Rubric

Subject: Computers

Type: Assessment

Grade Levels: K-5, 6-8

Math and Computational Thinking
	Excellent 5 pts	Very Good 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Problem Solving	Excellent The student selects the solution that is the most effective for overcoming the obstacle or constraint and accurately explains why it is the most effective of the possible solutions.	Very Good The student selects the solution that is the most effective for overcoming the obstacle or constraint but does not completely explain why it is the most effective of the possible solutions.	Good The student selects a solution that overcomes the obstacle or constraint but is not the most effective solution given the options.	Fair The student selects a solution that does not overcome the obstacle or constraint.	Poor The student does not give any possible solution.
Decision Making	Excellent The student uses relevant criteria to select the most appropriate option. The student explains why the option selected is the most appropriate.	Very Good The student uses relevant criteria to select the most appropriate option but does not completely explain why the option selected is the most appropriate.	Good The student uses criteria that are related to the situation but not the most relevant, or the student selects an option that is not the most appropriate given the criteria.	Fair The student uses criteria that are unrelated to the situation.	Poor The student does not start to think about decision making.
Sequencing	Excellent Organize simple sequences sets to reveal patterns that suggest relationships.	Very Good Can organize simple sequences sets with assistance to reveal patterns that suggest relationships.	Good Can organize simple sequences sets with added student guidance to reveal patterns that suggest relationships.	Fair Trouble organizing simple sequences sets, even with teacher guidance, to reveal patterns that suggest relationships.	Poor Trouble organizing simple sequences sets, even with a lot of teacher guidance, to reveal patterns that suggest relationships.
Algorithm Formation	Excellent Create, generate or use symbols to form simple algorithms to compare alternative solutions to a computational problem.	Very Good Create, generate or use symbols, with assistance, to form simple algorithms to compare alternative solutions to a computational problem.	Good Create, generate or use symbols, with assistance, to form simple algorithms to compare alternative solutions to a computational problem.	Fair Use symbols, with assistance, to form simple algorithms to compare alternative solutions to a computational problem.	Poor Student is unable to use symbols to form simple algorithms to compare alternative solutions to a computational problem.
Quantitative Measurement	Excellent Describe, measure or estimate quantities such as number of blocks, number of moves and time to address spacial questions and problems.	Very Good Describe or measure quantities such as number of blocks, number of moves and time to address spacial questions and problems.	Good Describe or measure quantities such as number of blocks, number of moves to address spacial questions and problems.	Fair Describe quantities such as number of blocks and number of moves to address some spacial questions and problems.	Poor Attempt to describe quantities such as number of blocks and number of moves does not address most spacial questions and problems.

Keywords:

computational thinking, reasoning, problem solving

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