Reflection: Self-Graded Rubrics Frogger (Day 2) - Section 2: Explain


Sometimes rubrics can be confusing for students.  I have found that having students provide input when making a rubric helps them take ownership over the project and provides them with a voice in how they are assessed.  The initial process of creating a rubric with students can be time consuming, but it is important for them to understand the process and how to develop accurate project criteria.  I teach several sections of the same class, so sometimes I have each section work on one portion of the rubric and then have all of the classes examine the overall rubric the following day.  Another variation is to create separate rubrics for each class.  For this particular project, I had each class work holistically with the rubric with subsequent sections modifying information written by previous classes.

This video explains the process of creating the class rubric.

  Student Created Rubrics
  Self-Graded Rubrics: Student Created Rubrics
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Frogger (Day 2)

Unit 1: Problem Solving
Lesson 7 of 16

Objective: SWBAT develop scientific questions about their engineering choices.

Big Idea: Help your students learn how to ask reflective questions because the first idea is not always the best idea.

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