Reflection: Self-Graded Rubrics Designing a Nuclear Waste Facility Part 4 - Section 3: Defending the Design


I use a strategy called Create The Rubric rather than making a rubric and handing it out to students. The students have conducted research, determined the criteria, and they have shared design ideas. I say, "How should I grade this? What is the most important criteria for success?" Table groups discuss ideas. I sometimes have to prompt the students to consider the criteria they developed. After we discuss what components are necessary for an Average and Above Average grade, I add the Common Core Writing Standards.

I type up ideas and create a Nuclear Waste Design Defense Rubric Checklist using the student ideas. Before students are allowed to hand in the Technical Report, they must self-assess. I tell them to check off the work they have evidence of in their design defense. The checklist has a dual function. The students read the rubric to self-assess and they are double checking their work. Many times a student will say, "I forgot. Can I turn it in later?" I allow it because it is natural for some students to miss components the first time. The component is more important than the deadline to me. 

  Self-Graded Rubrics: Creating Rubrics
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Designing a Nuclear Waste Facility Part 4

Unit 8: Designing for the Future: Nuclear Waste Facility
Lesson 4 of 5

Objective: SWBAT draw a model of their nuclear waste facility and defend their design.

Big Idea: Creating the model is great fun but how can you know it can pass the mustard with a client? Students are given a real life situation and must explain why their design is the best design solution.

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copy of nuclear
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