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Legislative Simulation Rubric


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Participants will be able to direct their learning/ investigation. Participant is unable to get started and is overwhelmed by lack of a concrete, step-by-step menu from the teacher. He/she is frequently asking the teacher, "What should I do next?" Participant is able to begin the investigation, but is unable to do more than read about the topic. He/she communicates with experts, but is unable to put all the pieces together. Depth of understanding is not evident. Participant is able to ask questions that initiate the investigation. He/she explores the content, communicates with experts and creates a product that represents his/her learning. The participant is unable to draw conclusions from the research and connect it to his/her personal situation. Participant initiates the investigation by posing questions and exploring the multiple perspectives the content affords. The participant reassesses his needs and redirects when needed and draws logical conclusions based on the content learned.
Participants will use the Internet effectively to collaborate with experts/mentors to get and share information. Participant makes no attempt to communicate with experts and mentors. Instead, he/she relies on the research. Participant makes contact with an expert as an information source rather than a collaborator. Participant collaborates with one or two experts/mentors to gain new insights into the issue being investigated. Participant collaborates with a variety of experts/mentors to gain new insights into the issue being investigated. The participant also shares with others what he has learned.
Participants will demonstrate a mastery of the content. Subject knowledge is not evident. Information is confusing, incorrect, or flawed. Some subject knowledge is evident. Some information is confusing, incorrect, or flawed. Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct. Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct. Participant is able to make connections between the information learned and anticipates problems or possibilities.
Participants will produce a multimedia product that represents their learning with an authentic audience. The multimedia product does not match its purpose, intent, and intended audience. Images, video, and sounds are not present or interfere with the message being communicated. The multimedia product matches its purpose, intent, and intended audience. The product is not organized or does not hold the interest of the audience. Images, video, and sounds are not present or interfere with the message being communicated. The multimedia product matches its purpose, intent, and intended audience. The product is organized and holds the interest of the audience. Most images, video, and sounds are used to further communicate the message. The call to action is unclear or ambiguous. The multimedia product matches its purpose, intent, and intended audience. The product is organized, holds the interest of the audience, and clearly states a call to action. Images, video, and sounds are used to further communicate the message.
Group Work The group showed no evidence of collaboration. The group had problems working together and demonstrated little collaboration. The team worked together, but could have utilized each other's skills to a better degree. Each member was aware of his responsibility and followed through with it. The team shared the work equally and the members worked as a cohesive unit capitalizing upon each other's expertise.

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: Sharon Gatz and Stephen Meehan
Created: July 2003 - Updated: July 2006
URL: http://ed.fnal.gov/lincon/act/rubrics/simulation.shtml