iRubric: Grading with the Brain in Mind rubric

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Grading with the Brain in Mind

Review of teaching strategies to evaluate what worked and what did not work in the classroom.

Rubric Code: XAC4X9

By tepeese

Ready to use

Public Rubric

Subject: (General)

Type: Assignment

Grade Levels: K-5, 6-8

Grading with the Brain in Mind (strategies used in the classroom)
	Did Not Work (little or no success using strategy) 1 pts	Sort of Worked (partial or some success using strategy) 2 pts	Worked Well (proficiency or mastery using strategy) 3 pts
Frontloading (vocabulary & word association)	Did Not Work Students have little or no vocabulary retention, so connections with prior knowledge cannot be drawn in order to connect with new vocabulary.	Sort of Worked Students have some vocabulary development and can partially connect new words learned with past experiences.	Worked Well Students have a good vocabulary enrichment and can make prior knowledge connections to the new vocabulary exposure.
Chunking (connecting to correct prior knowledge)	Did Not Work Students have existing knowledge that is incorrect and continue to chunk misinformation or cannot make new connections.	Sort of Worked Students have some misconceptions, but they begin to chunk information after the incorrect information is corrected in their memory bank and new connections begin to be made.	Worked Well Students did not start with or no longer have any incorrect information stored and they can continue to chunk new learning patterns with correct information already stored.
Homogeneous Grouping (same-level learners)	Did Not Work Most students exhibit lack of motivation or ability to accomplish the task at hand, or other groups do not work well together because they all want to be leaders and do not want to learn from eachother. Also, there are those who do not like working with others.	Sort of Worked Students feel comfortable sharing tasks in their groups because they are all the same level and do not feel intimidated or overwhelmed.	Worked Well Students work well together and to the best of their potential in their assigned groups. All students feel a sense of belonging to that group and feel more comfortable volunteering. Each member learns something from the other.
Heterogeneous Grouping (Different-level learners)	Did Not Work Students feel intimidated and uncomfortable sharing because they are not as intelligent as others in their group. Different level learners become frustrated with learning from or teaching to those of different academic abilities.	Sort of Worked Students begin feeling comfortable working together regardless of academic abilities.	Worked Well Students at each level has something to gain and something to give. They feel a sense of belonging, and are not intimidated to teach eachother or learn from one another .
Collaborative Groups (to assist or be assisted by)	Did Not Work Students do not have the abilty to work independently and the rest of the group suffers, or one person does all of the work.	Sort of Worked Students participate, but the levels of work production and quality are not consistent.	Worked Well Students work well together and help edit eachother's work and progress. Each member understands his or her independent and group role in the group.
Cooperative Groups (all members responsible for group's learning)	Did Not Work Many students are not willing to cooperate and to hold up their end of the duites in the group. Little or no learning and teaching is done.	Sort of Worked Students begin to realize the importance of learning from and teaching eachother. They begin to come together and view repsponsibilities not individually, but as a whole team.	Worked Well Students are being taught by their peers and are more engaged in learning. All students feel a sense of belonging and ownership in their learning and teaching. A learning community is built and all members of the group are heard and realize that they could not have done it without eachother. Teacher is able to visit with each group and offer guidance.
Independent Practice (after direct instruction)	Did Not Work Students who are struggling may not ask for help. This may be where "the squeaky wheel gets the oil" and those who are not motivated or have not paid attention to the lesson do not benefit from this strategy.	Sort of Worked Most students use this time effectively and have paid attention to direct instruction, so they can work independently with minimal help. Small groups can be pulled and reteaching takes place.	Worked Well All students have paid attention to direct instruction and can work independently and show understanding and proficiency of the lesson learned.

Keywords:

chunking, cooperative, collaborative, peer to peer, frontloading, independant, homogeneous, heterogeneous, challenge, tapple

Subjects:

(General)

Types:

Assignment

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