Module+6+Using+Rubrics+for+Assessment

=Module 6 Using Rubrics for Assessment =

Students will demonstrate their knowledge of writing and solving proportions by creating a scale drawing of their bedroom. The teacher will demonstrate several ways to solve for an unknown in a proportion. After guided practice, the students will have access to computers and a proportions self- help sheet. The sheet will provide links to a variety of web sites for them to choose from. The sites will provide further examples of everyday uses of the skill, including photography, reading maps, and blue prints. Finally the students will create a scale drawing of their bedroom.

Day one: in class instruction and guided practice

Day two: computer lab independent proportions self-help

Day three: in class instructions, examples, and directions on creating a scale drawing

Day four: write and solve for the scale measures of their rooms

Day five and six: create the scale drawing and complete the handout

Standards addressed in the Scale it project

Student handouts and directions:
﻿Scale it worksheet and directions Student self-help with scales and proportions

Grading rubric:
Rubric was made with the assistance of [|Rubistar].

Student artifacts:
Student A completed handout and scale drawing Student B completed handout and scale drawing <span style="font-family: Arial,Helvetica,sans-serif;">Student C completed handout and scale drawing
 * <span style="color: #1e9456; font-family: Arial,Helvetica,sans-serif;">*Note: student A special education student, student B regular eduction student, student C advanced education student **
 * <span style="color: #1e9456; font-family: Arial,Helvetica,sans-serif;">The following are links to wiki pages. **

<span style="font-family: Arial,Helvetica,sans-serif;">Graded rubrics:
<span style="font-family: Arial,Helvetica,sans-serif;">Student A rubric: <span style="font-family: Arial,Helvetica,sans-serif;">Student B rubric: <span style="font-family: Arial,Helvetica,sans-serif;">Student C rubric:
 * <span style="color: #3aa175; font-family: Arial,Helvetica,sans-serif;">*Note: I did take the information from the graded rubrics and made digital copies. **

DeBacker lesson reflection:
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 115%;">Overall the lesson was engaging and motivating for the students. I did not give the students a quiz on proportions. I only used the rubric and classroom observations to determine if the students mastered setting up and solving proportions. As a result of the authentic task of creating a scale drawing of their own bedroom, the students were excited and motivated to learn how to find the scale measures; hence they ‘got’ it! The rubric really was enough to for me to determine mastery. I was able to really see the work and evaluate with an authentic measure. That measure being more personal than a run of the mill quiz. The students benefited from the self-grading portion of the handout because it provided them the opportunity to examine and reflect on their own work. In addition, they knew how I would be grading them. I thought I created a really good rubric, but when I got into evaluating the work I realized that there is definite room for improvement. //See figure A.// Creating good rubrics will come with experience and practice. I was pleased with the lesson and the assessment. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 115%;">