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Assessment is the act of evaluating the extent to which the curricular
goals are being and have been achieved. The evaluation of students'
learning and understanding is best done through evaluation of the work
that students produce in the course of their learning. To evaluate the
quality of student work, the teacher should identify the
evaluation criteria and specific
performance expectations
for the students who produce the work. The evaluation criteria should be
relevant to the learning goals of the unit and reflect performance
expectations that are appropriate for the specific students who are
assessed. The performance expectations are usually elaborated in rubrics
that contain either analytical or more holistic descriptions of
performances. The rubric reflects the specific goals, standards and
expectations that you have for your students. The rubrics allow the
teacher to separate students' performances into different levels, based on
the quality of their work. The state provides an analytic rubric to
evaluate students' lab reports and a holistic rubric to evaluate students'
constructed responses to open-ended CAPT items.
Analytical Rubric for Lab Report
|
Category |
Excellent (4) |
Good (3) |
Fair (2) |
Poor (1) |
|
Problem
definition |
The problem is stated adequately, with clear articulation of
relevant variables and their inter-connections to the problem. |
The problem is stated adequately, with articulation of relevant
variables. |
The problem is stated without articulation of relevant
variables. |
Limited understanding of the problem. |
|
Experimental Design |
The experimental design matches the stated problem. Variables
are controlled, when needed. The procedures are clear, complete and
replicable. |
The experimental design generally matches the stated problem.
Attempt at controlling variables is made. Procedures are generally
complete. Minor modifications or clarifications may be needed. |
The experimental design matches the stated problem to some
extent. Little attempt to control variables. Procedures are
incomplete. Major modifications or clarifications may be needed. |
The experimental design does not match the stated problem, is
very incomplete or missing. There is no attempt to control
variables. |
|
Lab
performance |
Independent, consistent and precise |
Independent, consistent, with minor flaws |
Needs teacher's help, consistent |
Needs teacher's help, careless |
|
Data |
Data are complete, relevant, well organized and presented in an
appropriate manner. |
Data are relevant, organized and presented in an appropriate
manner. Minor errors or omission may be present. |
Data are relevant but poorly organized or misrepresented. Major
omissions or errors may be present. |
Data are irrelevant to problem, or misrepresented, or missing
altogether. |
|
Conclusions |
Conclusions are related to the stated problem and fully
supported by data. Validity of conclusions is thoroughly discussed. |
Conclusions are generally related to the stated problem and
supported by data. Minor errors in interpretation of results may be
present. Discussion of validity of conclusions is limited. |
Conclusions are related to the stated problem and supported by
data to a limited extent. Major errors in interpretation of results
may be present. There is little discussion of validity of
conclusions. |
Conclusions are not related to the stated problem, not
supported by data or are missing. There is no discussion of validity
of conclusions |
|
Overall
performance |
17-20
Points |
13-16
Points |
9-12
Points |
5-8
points |
Holistic rubric for constructed response to CAPTitems
|
Performance level |
Performance description |
|
Excellent |
The
response is an excellent answer to the question. It is correct,
complete, and appropriate and contains elaboration, extension,
and/or evidence of higher-order thinking and relevant prior
knowledge. There is no evidence of misconceptions. Minor errors will
not necessarily lower the score. |
|
Good |
The
response is a proficient answer to the question. It is generally
correct, complete, and appropriate although minor inaccuracies may
appear. There may be limited evidence of elaboration, extension,
higher-order thinking, and relevant prior knowledge, or there may be
significant evidence of these traits but other flaws (e.g.,
inaccuracies, omissions, inappropriateness) may be more than minor. |
|
Fair |
The
response is a marginal answer to the question. While it may contain
some elements of a proficient response, it is inaccurate, incomplete
and/or inappropriate. There is little if any evidence of
elaboration, extension, higher-order thinking or relevant prior
knowledge. There may be evidence of significant misconceptions. |
|
Poor |
The
response, although on topic, is an unsatisfactory answer to the
question. It may fail to address the question, or it may address the
question in a very limited way. There may be no evidence of
elaboration, extension, higher-order thinking, or relevant prior
knowledge. There may be evidence of serious misconceptions.
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