Assessment
Overview
Week C: Teacher As Designer—Individual
PBL Design Rubric
Weeks
6, 9,
12, and 15
Goal:
Individually design a PBL lesson for your students and
post it for feedback from your teammates who will act as
"critical friends". Then, be a good critical friend by
providing feedback on two teammates' PBL lessons.
Background:
During Week A and Week B, you experienced all the steps of
the PBL Model. Now you will apply what you have learned about
Problem-Based Learning to a PBL lesson you will design on your own for
your students. Your PBL lesson should be focused on an Earth
system science event, preferably one that is related to or
derived from the event you studied in Week A and Week B of each
three-week cycle. However, if you cannot think of a related event, you
may focus your PBL lesson on another Earth system science event.
This week you will use the criteria in
the rubric below as a guide to creating a PBL
lesson for your students. You have seen the value of stating
your own theories up front and then working between reflection
and discussion to refine them. You have used rubrics to look
objectively at how you are progressing.
This
week you will use the criteria in the rubric below to create
a PBL lesson for your students. Think about a scenario that
will engage them and how you will structure and reward reflection
and discussion. The power of a PBL lesson is how it helps students
construct new knowledge and build skills. Once you have completed
your own lesson, be a "critical
friend" to your teammates by assessing their lessons.
Rubric
You can earn as many as six points for this assignment. You
will automatically earn one point for submitting your assignment
on time (see the Time Rubric). Being
on time means you can review each other's lessons before moving
on to the next week's assignments. Use the criteria and indicators
below to gauge your success in earning the remaining four points.
Rate yourself in your Portfolio in the Classroom.
| Goal
Focus: Setting expectations |
4
Rating:
Goals are clear and understandable and focused on a few
pivotal concepts. |
3
Rating:
Goals
are clear and understandable to your students.
|
2
Rating:
Goals
are understandable to your students.
|
1
Rating:
Goals
are clearly stated. |
| Rethinking:
Scenario and instructional plan |
4
Rating:
The scenario and activities are powerful in drawing out students’ private theories about Earth Systems Science, causing them to rethink their ideas and to work together to build strong arguments for the conclusions they draw. |
3
Rating:
The scenario and activities are designed to draw out students’ theories about Earth Systems Science, cause them to rethink those ideas, and to think out loud together. |
2
Rating:
The scenario and activities are designed to cause students to rethink what they think they know and ask questions about what they don’t know about Earth System Science. |
1
Rating:
The scenario and activities are designed to make Earth System Science intriguing to students so they want to learn more. |
| Resources:
For student use |
4
Rating:
List of a variety of multiple resources (Books, Journals,
CD ROMS, Internet, etc.) with interesting annotations. |
3
Rating:
List of multiple resources for student use from more than
one source with a reason to use each. |
2
Rating:
List
of resources for student use from one source (e.g. Internet
URLs). |
1
Rating:
List of
3-4 resources for student use.
|
| Assessment:
Criteria and indicators of success
(for example, a rubric |
4
Rating:
Assessment is ongoing and standards-based involving students
in seeing their own growth against clear criteria and
indicators along a continuum of progress (Rubric). |
3
Rating:
Assessment is ongoing, authentic and standards-based. |
2
Rating:
Assessment is ongoing and standards-based. |
1
Rating:
Assessment is a test and an evaluation of the final presentation. |
| Personal
Reflection: What you have learned |
4
Rating:
A detailed comparison of your initial theories with your
current ones with an explanation of what caused the evolution
of your thinking. |
3
Rating:
A comparison of your initial theories from Week A and
your current theories with evidence to support your current
understanding. |
2
Rating:
An
explanation of why you think your current theory is more
supportable than your original theory.
|
1
Rating:
A
description of the ideas that support your current theory.
|
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