iRubric: Code.org Beginning Programming Course 1 rubric

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Code.org Beginning Programming Course 1

Students will solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events. Students will collaborate with each other, investigate different problem-solving techniques, persist in the face of difficult tasks and will create their an animated, interactive story.

Rubric Code: G23XA23

By sparlingk

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Public Rubric

Subject: Computers

Type: Project

Grade Levels: K-5

Code.org
	Exceptional 4 pts	Proficient 2 pts	Developing 3 pts	Beginning 1 pts
1. Program Sequencing Students solve problems (using Ipads for Code.org problems, using paper arrows and a grid, giving oral instructions for the teacher to move around the class) and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events.	Exceptional Shows advanced understanding of blocks and procedures by using programming techniques (Coding in code.org, Beaver Achiever, Angry Birds...) -Student creates a complex code on paper with appropriate arrows. -Student is able to give clear oral instructions for the educator to follow in an order that makes sense.	Proficient Shows understanding of blocks and how they work together by creating movement commands in a sequential and accurate manner to move a character around a maze, with little to no assistance (code.org). -Student creates a code on paper with appropriate arrows. -Student is able to give oral instructions for the educator to follow in an order that makes sense.	Developing Shows some understanding of blocks and how they work together in a mostly sequential and accurate to move a character around a maze with some assistance. -Student creates a simple code on paper with some appropriate arrows. -Student is able to give a few oral instructions for the educator to follow in an order that makes some sense.	Beginning Student shows little understanding of blocks and how they work together. Student has a difficult time moving a character around a maze on their own. -Student needs assistance to create a code on paper with appropriate arrows. -Student is unable to give oral instructions for the educator to follow. No sequential order.
Read and alter existing code Students worked in partners to create a story on a grid, wrote a code for their character, and passed the grid to a peer. The peer attempted to write the code. The partners compared the codes to see if they were similar, and if both codes would work to solve the problem (learning different codes can produce the same outcome)	Exceptional Student accurately reads and alters existing code, including code that involves sequential events, and describes clearly how changes to the code affect the outcomes.	Proficient Student reads and alters existing code, including code that involves sequential events, and describes well how changes to the code affect the outcomes.	Developing Student reads and alters existing code with some success, including code that involves sequential events, and occasionally describes how changes to the code affect the outcomes.	Beginning Student is unable to successfully read and alter existing code, including code that involves sequential events, and cannot describe how changes to the code affect the outcomes.
Program Writing	Exceptional 1. Shows advanced understanding of loops, events that makes their program extremely efficient.	Proficient 1. Shows some understanding of loops, events but does not always use them or improperly uses them and their program is not written as efficiently as it could be.	Developing 1. Shows understanding of loops and events to make the program efficient.	Beginning 1. Shows little understanding of loops and events and makes little accurate attempts to write their program efficiently
Program Creation	Exceptional 1. Shows advanced understanding of beginning programming by creating an animated, interactive story with multiple backgrounds, loops and events handlers that create a sequential story.	Proficient 1. Shows some understanding of beginning programming by creating an animated, interactive story with some sequences, loops and event -handlers to create a story that is mostly sequential.	Developing 1. Shows understanding of beginning programming by creating an animated, interactive story with backgrounds, sequences, loops, and event-handlers to create a sequential story.	Beginning 1. Shows little understanding of beginning programming. Attempts to create an animated, interactive story, but has few to no working loops and/or event-handlers.
Collaboration and Cooperation	Exceptional 1. Student provided assistance in an effective manner to group mates. 2. Used project time constructively, finished early and added additional elements 3. Found ways to collaborate and work beyond class time	Proficient 1. Student tried to assist others when able. 2. Used project time well sometimes and met some deadlines, but final story may be missing backgrounds or a final completed ending. 3. Collaborated at times	Developing 1. Student provided assistance to group when needed. 2. Used project time constructively, met deadlines 3. Collaborated appropriately	Beginning 1. Student required assistance from others. 2. Did not use project time well and did not meet most of the deadlines 3. Student did not/could not collaborate effectively
Other	Exceptional	Proficient	Developing	Beginning

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