Assessing Projects : Demonstrating Understanding
Scoring Guide Definitions
Assessing Projects, distinguishes scoring guides from rubrics in that they include points or ratings at each level to help in determining scores. This example looks very similar to a rubric, except for the addition of a multiplier to add weighting for each trait:
4 |
3 |
2 |
1 |
| Key equations and mathematical solution _____ x 8 = _____ | |||
Equations show mastery of understanding and organization. | Equations show good understanding and organization. | Equations show developing understanding and organization. | Equations are limited or nonexistent. |
| Excel graph showing a mathematical representation _____ x 5 = _____ | |||
Graph is logical and has sufficient detail. The visual solution is clearly evident. | Graph is reasonable. All parts are shown, and the solution is evident.
| Graph is limited, and the visual solution is incomplete. | Graph is incomplete or absent. |
| Comments and problem insights _____ x 2 = _____ | |||
Comments are highly effective, and the message enhances the solution. | Comments are relevant, and the message supports the solution. | Comments need additional work, but the message relates to the solution. | Comments are incomplete, and the message does not support the solution. |
This example of a scoring guide looks similar to a checklist, but includes indicators for rating the expectations:
| 5 | 4 | 3 | 2 | 1 |
| Exceeded expectations. Expectations were met and expanded on, well beyond the scope of the project. |
Met all expectations and included some extra elements or details to enhance the project. | Met the expectations. | Came close to meeting the expectations but was missing one or two minor elements or details. | Did not meet the expectations and was missing crucial elements. |
| Expectations | Weight | Score |
| Research paper and presentation provided an overview of genetic engineering in agriculture. | X2 | |
| Research paper and presentation provided a supported investigation of the social, ethical, and monetary issues around the benefits and risks of GE agriculture, especially related to the concerns of Ixtapa. | X5 |
This example of a scoring guide below asks foundation phase learners to rate how well they worked on a project. The key provides some information for rating, but is not as detailed as rubric descriptors or the indicators for the scoring guide example above.
Scoring Guide Key
 |
= Always |
 |
= Sometimes |
 |
= Never |
| I worked hard |
|
|
|
| I helped my group complete the slide with the correct information |
|
|
|
< Return to Demonstrating Understanding
Assessing Projects, distinguishes scoring guides from rubrics in that they include points or ratings at each level to help in determining scores. This example looks very similar to a rubric, except for the addition of a multiplier to add weighting for each trait:
4 |
3 |
2 |
1 |
| Key equations and mathematical solution _____ x 8 = _____ | |||
Equations show mastery of understanding and organization. | Equations show good understanding and organization. | Equations show developing understanding and organization. | Equations are limited or nonexistent. |
| Excel graph showing a mathematical representation _____ x 5 = _____ | |||
Graph is logical and has sufficient detail. The visual solution is clearly evident. | Graph is reasonable. All parts are shown, and the solution is evident.
| Graph is limited, and the visual solution is incomplete. | Graph is incomplete or absent. |
| Comments and problem insights _____ x 2 = _____ | |||
Comments are highly effective, and the message enhances the solution. | Comments are relevant, and the message supports the solution. | Comments need additional work, but the message relates to the solution. | Comments are incomplete, and the message does not support the solution. |
This example of a scoring guide looks similar to a checklist, but includes indicators for rating the expectations:
| 5 | 4 | 3 | 2 | 1 |
| Exceeded expectations. Expectations were met and expanded on, well beyond the scope of the project. |
Met all expectations and included some extra elements or details to enhance the project. | Met the expectations. | Came close to meeting the expectations but was missing one or two minor elements or details. | Did not meet the expectations and was missing crucial elements. |
| Expectations | Weight | Score |
| Research paper and presentation provided an overview of genetic engineering in agriculture. | X2 | |
| Research paper and presentation provided a supported investigation of the social, ethical, and monetary issues around the benefits and risks of GE agriculture, especially related to the concerns of Ixtapa. | X5 |
This example of a scoring guide below asks primary learners to rate how well they worked on a project. The key provides some information for rating, but is not as detailed as rubric descriptors or the indicators for the scoring guide example above.
Scoring Guide Key
|
= Always |
|
= Sometimes |
|
= Never |
| I worked hard |
|
|
|
| I helped my group complete the slide with the correct information |
|
|
|
