DOE ACTS Proposal Rubric

Connected to local curriculum, contains items focused on subject areas being taught

Identifies what students should know and be able to do after completing the investigation

Easily and reliably measured

Multiple and varied; performance-based; authentic

Students are provided ongoing feedback through ongoing and seamless assessments and individual conferences.

Students have the opportunity to reflect on their own progress.

Rubrics define a clear target and students have easy access to them.

Assessment standards and tools are discussed, created, and agreed upon. They are used by both teacher and students to judge and report on the quality of their products and performance.

Matches the learner outcomes

Meaningful, requires higher level thinking skills

Issue relevant to student

Has opportunity for multiple solutions

No predetermined or obvious course of action to produce a solution

Grade-level appropriate

Offers an authentic problem or issue that piques student curiosity in the project (invitation to learn)

Motivates students to come up with questions, concerns, issues, hypotheses, or problem-solving suggestion; creates a need for them to pursue the project investigation

Offers an inviting, open-ended challenge

Provides opportunities for students to determine the topic, aspect of topic, problem, or issue about topic to be investigated

Provides opportunities for students to create a product to reflect their learning; the student decides upon an appropriate product that effectively matches his goal.

Provides opportunities for students to ask and answer their own questions related to the problem and issue

Provides opportunities for individual students or groups of students with similar interests to make their own choices for how to proceed and engage at their own pace

Students use the Internet for project research to find new or frequently changing information or for information that is not easily accessible via print resources.

Students use technology to communicate with students in other places. Collaborators have different skills, knowledge, experience, perspective, data or geography than exists locally. Collaborators may be sharing, analyzing, and synthesizing results or working on a joint-product.

Students use technology to communicate with experts. It would not be feasible to communicate and collaborate with these experts without the use of technology.

Students use technology to publish original work to a wider audience.

Total Points Earned