Criteria |
2
Meets
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1
Developing
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0
Not Present
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Learner Outcomes |
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Connected to local curriculum, contains items
focused on subject areas being taught
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Identifies what students should know and be able to
do after completing the investigation
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Easily and reliably measured
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Assessment |
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Multiple and varied; performance-based; authentic;
tied to learner outcomes
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Students are provided ongoing feedback through
ongoing and seamless assessments and individual
conferences. (Assessment FOR Learning)
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Students have the opportunity to reflect on their
own progress.
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Rubrics define a clear target and students have
easy access to them.
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No predetermined or obvious course of action to
produce a solution
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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.
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Authentic Task |
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Matches the learner outcomes
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Meaningful, requires higher-level thinking skills
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Issue relevant to student
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Has opportunity for multiple solutions
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No predetermined or obvious course of action to
produce a solution
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Grade-level appropriate
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Hook |
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Offers an authentic problem or issue that piques
student curiosity in the project (invitation to
learn)
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Motivates students to come up with questions,
concerns, issues, hypotheses, or problem-solving
suggestion; Creates a need for them to pursue the
project investigation
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Offers an inviting, open-ended challenge
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Student Direction |
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Provides opportunities for students to determine
the topic, aspect of topic, problem, or issue about
topic to be investigated
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Provides opportunities for students to create a
product to reflect their learning; the student
decides upon an appropriate product that
effectively matches his goal.
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Provides opportunities for students to ask and
answer their own questions related to the problem
and issue
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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
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Best Use of Technology |
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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.
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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.
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Students use technology to communicate with
experts. It would not be feasible to communicate
and collaborate with these experts without the use
of technology.
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Students use technology to publish original work to
a wider audience.
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