MD6-+Using+Rubrics+for+Assessment

=Alternative Rubric Assignment= =__Lesson Summary:__=

Students will complete this lesson by interacting with a WebQuest, which will allow them to use technology to learn more about plants. Students will explore websites and watch online videos to support their learning of plant parts, their functions, and the conditions needed for their survival. Students will also complete a plant journal, which will require them to draw and label plant parts, describe their functions, and list the things plants need to survive. At the end of the lesson students will show their learning through the creation of a plant poster. This can be created electronically (using the computer's Paint program) or in a hard copy format (using poster board and markers). WebQuest URL: []

=__Content Reviews:__=

** #1- **
Suggestions: I honestly can’t suggest one thing for you to do differently. I felt that you covered each area very well. Great Job!
 * Comments:** Heather, I absolutely loved everything about your WebQuest. Your students will definitely learn what it is to be a botanist when learning about the parts of a plant. You had so many ways for them to learn about the different parts of plant. I like how you have different multimedia activities for them to learn through and different task for them to go through. Your Plant Poster Rubric is laid out so that each student will know exactly what you are expecting of them. The 1-4 Rubric scale is great to use with posters because you can automatically see if they understood exactly what you were asking or not. Plus, it allows you to know which students need more help in different areas of the plant assessment. It is very direct and helps students know if they don’t incorporate a certain item what they will get as a score for their poster. Plus, it is a very well organized rubric for the poster assessment.

**#2-**
Heather, Wonderful work! I really enjoyed viewing your WebQuest. Your rubric is very clear and easy to understand. It aligns well to your objectives, making it an appropriate assessment tool to analyze whether or not your students have grasped the concepts taught. The expectations are well defined, which will limit the number of questions and need for clarity in this assessment. Great job!  Also, t he pages were visually appealing and I think students would be very excited to work through this WebQuest. You included all of the areas necessary and the pages were well organized. If I had to give one critique it would just be the amount of information all on one page for the process page may seem a little intimidating to students if they become easily overwhelmed looking at the number of assignments there are for the WebQuest. Other than that, I really couldn't find anything else!! Again, excellent work! :)
 * Comments:**

=__Lesson Objectives and Rubric:__=

__Standards- __

Standard 4- Life Science- Investigate plants and plant growth
 * Students will gain an understanding of Life Science through studying the nature of living things.

__Objectives-__


 * Students will correctly identify and label the four parts of plants, including root, stem, leaves, and flower.
 * Students will predict and accurately describe the functions of each part of a plant.
 * Students will investigate and identify how natural earth elements (food/soil, water, air, sun, space) help to sustain plant life. Students will list five conditions that plants need to sustain life.

(Utah State Office, n.d.)

__ Technology Goals: NETS for Students- __


 * // Creativity and Innovation- // Apply existing knowledge to generate new ideas, products, or processes, Use models and simulations to explore complex systems and issues
 * // Research and Information Fluency- // Plan strategies to guide inquiry. Locate, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
 * // Critical Thinking, Problem Solving, and Decision Making // - Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project.
 * // Digital Citizenship- // Advocate and practice safe, legal, and responsible use of information and technology. Exhibit a positive attitude toward using technology that supports learning and productivity.
 * // Technology Operations and Concepts- // Understand and use technology systems. Select and use applications effectively and productively. Transfer current knowledge to learning of new technologies.

(“NETS for Students,” 2007)

Posters will be assessed based on the criteria included in the rubric below.

=__Curriculum Map:__=

The curriculum map is attached below.

=__Summary of Learning/Performance Theories:__= <span style="font-family: Arial,sans-serif; font-size: 12pt;">In this lesson, students will be required to use technology to enhance their learning of plants. The students will participate in a WebQuest, allowing them to explore websites, watch online videos, and take online quizzes relating to plant parts, functions, and conditions needed for survival. Each day, students will complete a small portion of the overall lesson. They will understand how to click on website links, navigate through the WebQuest lesson and websites, open and close documents, and print materials. Students will also be given a plant journal, which they will use to record information and document their learning.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">The format of this lesson will allow students to take control of their learning as they become responsible for completing each task and assignment. The lesson is designed to be easily accessible for the first grade students. The provided links are clearly labeled, with simple descriptions. Multiple resources are also used within the WebQuest to complement a variety of learning styles and the tasks are kept simple and structured to support the ability and learning level of the students. In addition, there are a variety of formative assessments included within the lesson. These are in the form of online quizzes, worksheets, writing, and drawing. As part of a summative assessment, the students will show their overall learning and ability to meet the lesson’s objectives through the creation of a plant poster, which will also fos <span style="font-family: Arial,sans-serif; font-size: 16px; line-height: 1.5;">ter the students' creativity. <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 1.5;">Students will be assessed on their ability to identify and label each plant part, describe their functions, and recognize the conditions plants need for survival. Students will also be observed as they interact with technology to determine their ability to effectively use tools, software, and websites to enhance their learning.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Since first graders’ technology skills may vary, the students are given the opportunity to select if they want to use technology or paper to complete their summative assessment. Allowing students to select which tools they will use to create their poster helps to individualize the task for the students. Some of the students may be more advanced and comfortable using computers to create a poster, where others may be able to more effectively show their learning through using paper and drawing materials. First graders also require step-by-step, detailed instructions for completing assignments. As a result, the details for the poster completion are given in small steps, and further expectations are included within the rubric. First grade students also learn best through visual examples and hands-on experiences. Many of them enjoy learning new skills and interacting with technology tools. The assessments in this lesson compliment these needs by allowing students to use technology and websites to show their understanding and ability to meet the lesson’s objectives. The assessments are not too advanced for the students and those requiring additional support will be accommodated as needed.

=__Reflection:__= <span style="font-family: Arial,sans-serif; font-size: 12pt;">I feel that the use of a WebQuest for this lesson is an effective way to allow students to learn about plants while interacting with technology, and gaining 21st century skills. The integration of websites, online videos, and quizzes helps to motivate the students to participate. The students will be engaged throughout the lesson as they explore websites and investigate plants. WebQuests are also an effective way to assess students as they learn and progress throughout the lesson. This tool allows the integration of online quizzes, document attachments, and questions to prompt reflection and evaluation. They can also be used to encourage collaborative learning, enabling high and low students to work together.

<span style="font-family: Arial,sans-serif; font-size: 16px; line-height: 1.5;">This experience has also helped me realize the benefits of open-ended assessments. For example, as <span style="font-family: Arial,sans-serif; font-size: 16px;"> students draw, label, and describe their learning of plants they are participating in hands-on learning experiences. Open-ended assessments can also provide more room for students to select how they will present their final project. For this lesson, students are given the opportunity to <span style="font-family: Arial,sans-serif; font-size: 16px; line-height: 1.5;"> select a method for their poster completion (electronically or paper-based). This will effectively help them demonstrate their learning in a way that best meets their ability and needs. <span style="font-family: Arial,sans-serif; font-size: 16px;">Additionally, having students create a poster gives them an opportunity to feel proud of their final product and display their work for others to see. <span style="font-family: Arial,sans-serif; font-size: 12pt;"> I have also come to realize more benefits and guidelines for rubric creation. T <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 1.5;">he information and criteria included within a rubric needs to be detailed and clearly stated for students, and the desired tasks should be on the students' ability level. R <span style="font-family: Arial,sans-serif; font-size: 12pt;">eviewing each criterion before the students begin the assessment and allowing time for them to ask question also helps clear up misunderstandings. The use of <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 1.5;">a scaling system when designing a rubric is a good way for students to understand what their level of performance needs to be in order to receive the maximum amount of points. If students do not understand the initial assignment descriptions, rubrics are a good tool for them to use to receive clarity.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">In addition, using rubrics for open-ended assessments is more effective and results in greater benefits than standardized tests. <span style="font-family: Arial,sans-serif; font-size: 12pt;">The use of the rubric is an effective way to communicate assessment requirements to the students. <span style="font-family: Arial,sans-serif; font-size: 16px;">They allow students to understand what is expected of them in a detailed format. They can be adapted to fit the needs and abilities of the students. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Rubrics also allow teachers and students more flexibility for grading and project completion than standardized tests. They provide a way for teachers to present the lesson's objectives in a way that can encourage higher-order thinking, and promote student creativity. Students are given basic guidelines and requirements of criteria within a rubric that needs to be included, but ultimately the end result depends on the individual student. Rubrics for open-ended assessments allow students to decide how they will organize and present their information in a way that fits their ability and understanding. Teachers can use rubrics to provide students with specific feedback on what they did well and areas they can improve. <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 1.5;">These results are difficult to achieve when students are taking standardized tests. There is no room for creativity or hands-on learning. Students are not able to create a product to demonstrate their learning or educate others. Standardized tests are a “one size fits all” approach that do not allow students to participate in assessments that aligns with their learning or fits their needs.