2011 #2

Part 2 - Beginning Work on Rubrics

As a team, we decided to select parts of different rubrics that dealt with each of the areas we identified - crosschecking for duplicate descriptors.  The process took us several hours and stimulated an in depth discussion of what each descriptor looked like at various grade levels.  Following is our first draft.

For those of you who are looking for specific areas, please scroll down through and see what we have included.  You might want to think about how you would define the process at the age appropriate level you teach. 
             Collaboration – Through Guided Inquiry - in the 21st Century




CATEGORY 5 points Expert4 points Master3 points Apprentice1 point Novice

Technology:
Critical Thinking

Use of technology/ product demonstrates
use of upper level thinking (analysis, synthesis, and
evaluation) and illustrates a thoughtful approach to the content.

Author demonstrates
growth in their thinking.
Use of technology/ product shows
evidence of preparation
through reading and
reflection with some
integration of ideas.


Author speaks as one
who has knowledge to
share but at minimal
depth or breadth
Use of technology/ product shows little
evidence of preparation
through reading and
reflection.



Author speaks as one
who has knowledge to
share but without depth
or breadth
Use of technology/product shows no
evidence of preparation
through reading or
reflection.



Author speaks as one that
has nothing to offer.
Technology:
Creative Thinking
Use of technology/ product conveys evidence of creative thinking through original ideas and the integration of various forms of media to supplement the use
throughout the entire presentation/
product/process.

Author demonstrates a new way of looking at an idea.
Use of technology/ product conveys evidence of creative thinking through some original ideas and the integration of some
forms of media.




Author demonstrates
an intriguing but not
necessarily new way of
looking at an idea.
Use of technology/ product conveys an attempt at creative thinking but the ideas are lacking and additional forms of media add little to the entry.





Author demonstrates an
effort to be original but
needs to further develop
their ideas.
Use of technology/ product conveys no creative thinking.








Author demonstrates a
lack of interest or ability
to present a new way of
looking at an idea.
Technology:
Culture of technological environments


Student has substantial and sophisticated knowledge about the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and can participate fully in these forums.Student is reasonably fluent in the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and can participate frequently in these forums.Student has some basic knowledge about the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and participates minimally in these forums.Student has no knowledge about the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and, does not participate in these forums.
Technology:
Awareness of the way that  technology influences worldviews
Student has an insightful understanding of the way technology impacts his/her own and others’ worldviews (e.g., by allowing individuals to access pop culture, news, ideas, from other societies).Student has some understanding of the way technology impacts his/her own and others’ worldviews.Student understands that technology allows access to other cultures, but does not understand the impact of this access on worldviews or societies.Student does not understand that technology impacts his/her own and others’ worldviews.
Collaborative Strategies:
Listening, Questioning  and Discussing
Respectfully listens, interacts, discusses and poses questions to all members of the team during discussions and helps direct the group in reaching consensus.Respectfully listens, interacts, discusses and poses questions to others during discussions.Has some difficulty respectfully listening and discussing, and tends to dominate discussions.Has great difficulty listening, argues with teammates, and is unwilling to consider other opinions. Impedes group from reaching consensus.
Collaborative Strategies:
Problem-Solving
Actively looks for and suggests solutions to problems.Refines solutions suggested by others.Does not suggest or refine solutions, but is willing to try out solutions suggested by others.Does not try to solve problems or help others solve problems.
Collaborative Strategies:
Teamwork
Consistently makes necessary compromises to accomplish a common goal.


All team members contributed equally to the finished project.
Usually makes necessary compromises to accomplish a common goal.


Assisted group/partner in the finished project.
Occasionally makes compromises to accomplish a common goal, and sometimes helps keep the group working well together.

Finished individual task but did not assist group/partner during the project.
Rarely makes compromises to accomplish a common goal and has difficulty getting along with other group members.

Contributed little to the group effort during the project.
Collaborative Strategies:
Empathy
Helps group identify necessary changes and encourages group action for change.Values the knowledge, opinion and skills of all group members and encourages their participation. Is sensitive to the feelings and learning needs of all group members.Consistently and actively contributes knowledge, opinions, and skills.
Collaborative Strategies:
Team Roles
Works towards group goals without prompting.

Willingly participates in needed changes
Accepts and fulfills individual role within the group.Shows sensitivity to the feelings of othersContributes knowledge, opinions, and skills without prompting.
Global Awareness:
Participation in the Global Society
The student is aware of how his/her actions and the actions of his/her country exert influence globally.  He/she seeks to understand the global impact of personal actions (e.g., consumerism based on company policies, consumption of energy, or recycling), and acts accordingly.The student recognizes his/her own role as an individual in a global society.  As such he/she - when guided -participates locally through economic, political, or social means (e.g., donations to relief efforts, contributions to international social, health, or environmental concerns).The student has a growing awareness of the global nature of the world.  He/she is interested in the study of international policy and affairs—but action is limited to learning and reflection.In many cases it has not occurred to the student that persons in other nations directly influence his/her life socially, politically, and economically.
Global Awareness:
Understanding the Impact of  Culture on Political Relationships.
Student has an excellent understanding of the ways in which culture impacts decision-making of specific nations/groups.  This understanding is fair and takes into account multiple cultural perspectives.Student understands some specific ways in which culture impacts national/personal political decision-making.Student understands that culture impacts national/personal political decision-making, but his/her view tends to cast these issues in black and white.  Knowledge is either sparse or includes significant misconceptions.Student is unaware of the ways in which culture impacts national/personal political decision-making.
Global Awareness:
Understanding of the Inter-connectedness of the Global Economy
Student understands – beyond grade-level expectations – how economies impact each other; he/she can think critically about political/ social/ environmental issues raised by economic interdependence.Student is aware that economic conditions of one nation can impact those of other nations, but he/she is not aware of political/social/ environmental issues raised by economic interdependence.Student is aware that national economies impact one another, but this knowledge is general and sparse.Student does not understand that economies of nations impact one another.
Cultural Literacy:
Awareness of Culture
Student is highly knowledgeable about specific cultural beliefs, values, and sensibilities that might affect the way that he / she and others think or behave.Student possesses some knowledge of specific beliefs, values, and sensibilities that contribute to the way that he / she and others behave.Student is aware that culture impacts his / her own behavior and the behavior of others; however, understanding of specific beliefs and value systems is largely superficial or incomplete.Student is largely ignorant of specific value systems that contribute to the way that he / she and others behave, OR he/she possesses negative, stereotyped beliefs about different cultural groups.
Cultural Literacy:
Awareness of History and its Impact
Student has substantial knowledge of history of both mainstream and non-mainstream American cultures, and the history of other nations.  He / she has a sophisticated understanding of how these histories have impacted relationships among groups.Student knows some history of mainstream and non-mainstream American cultures, and of other nations; he / she understands that these histories impact relationships today, but this understanding is unsophisticated.Student possesses basic knowledge about history, mostly focused on mainstream American cultures. He / she is largely unaware of how history has shaped relationships among diverse groups.Student is largely unknowledgeable about the history of his own and others’ cultures, and he/she shows no interest in learning more.
Cultural Literacy:
Interactions with individuals from different cultures.
Student almost always communicates, interacts, and works positively with individuals from other cultural groups; he/she seeks opportunities to learn from diverse perspectives. Student usually communicates, interacts, and works positively with individuals from other cultural groups.Under supervision, student can generally communicate, interact, and work positively with individuals from other cultural groups.Student communicates, interacts, or works poorly with individuals from other cultural groups.
Cultural Literacy:  Use of resources from different cultures
Student regularly uses technology to gain access to individuals or resources from other cultures; these efforts are generally motivated by interest and exceed course requirements.Student sometimes uses technology to gain access to individuals or resources from other cultures; these efforts are sometimes self-initiated and intrinsically motivated.With substantial guidance, student is willing to use technology to gain access to individuals or resources from other cultures; however, these efforts are generally motivated by course requirements.Student avoids using technology to gain access to individuals or resources from other cultures.             

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