ACT Project Rubric

Choose what you are evaluating:

Project Name:

Project URL:

Authors/Revisers:

Evaluator:

Author/Reviser E-mail Addresses (one per line):

Evaluator E-mail Addresses (one per line):

 

Criteria

2
Meets

1
Developing

0
Not Present
Learner Outcomes  
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

 
Authentic Task  
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

Hook  
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

Student Direction  
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

Best Use of Technology  
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.

Assessment      
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.

Total Points Earned

50 possible

Comments:

Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Fermilab Friends for Science Education, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.

Authors: LInC Leaders
Created: October 2005 - Updated: June 2008
URL: http://ed.fnal.gov/lincon/act/rubrics/journal.shtml