EDUC 626 This document was a proposal for changing the A-F grading scale in the PYP, which was inconsistently applied, to a concurrent assessment system more aligned to IB philosophy and th…Full description
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dance rubric for pe
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music educ
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Grading rubric for intro Scratch programming unit; design your first game.
Finally my secret rubric for gauging a woman's level of investment into a relationship.
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Rubric for evaluating translations for a college-level translation course. Based on ATA guidelines.Full description
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mathematics exercise
Rubric for +Maths ProjectDescripción completa
Students are going to make an original game using Scratch and they are going to assess each other using this rubric guide
giving grades to a freehand drawing with shading and applying the light and shadow effects.Full description
PYP Mathematics Rubric Sort
Scale Level 4—Student demonstrates independence and has an advance level of understanding
Got It!
Strategy and implementation extend concept and content processes, and qualitative demands of the task. Communication of strategy is judged on effectiveness and elaboration, not length.
Evidence shows that the student essentially has the target math concept or mathematical idea; and demonstrates consistency and Level 3—Student demonstrates consistency and application of concepts and evidence of learning procedures. Evidence of application of concept, able to work to full accomplishment with minimal feedback. Errors are minor so teacher is confident that understanding is adequate to accomplish the objective.
Level 2—Student is developing and making positive progress
Not Yet! Evidence shows that the student demonstrates inconsistency; has misunderstandings in concept; incorrect procedures; and failure to engage in the mathematical task.
Part of the task is accomplished, but there is lack of evidence of understanding. Explicit and direct input and further teaching is required. Notify parent about inconsistency and the need for more support.
Level 1—Student needs more support, time and experiences to develop The task is attempted and some mathematical effort is made; however there are fragments of accomplishment. Little or no success in mathematical concept is present and there is evidence of not understanding.
