rubric gallery

See a more detailed version here: https://www.rcampus.com/rubriceditf.cfm?code=H24AWW8&sp=true

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

This rubric will be used to assess a 10th grade English curriculum map. References: University of Hawaii. (2008). "Learning outcomes and curriculum maps." Retrieved from the website: https://manoa.hawaii.edu/assessment/workshops/pdf/SLOs_curriculummaps2008-1 0.pdf NYC DOE. (2011). "Curriculum mapping and alignment coaching rubric." Retrieved from the website: http://www.curriculum21.com/z-docs/CMimplementationRubric.pdf

The following rubric has been adapted by the ePortfolio Portal team as an example of the evaluation of eportfolios. The exact criteria will depend on the purpose of the evaluation. Source: http://www.danwilton.com/eportfolios/rubric.php

Rubric for Evaluation of Department/Unit Planning and Assessment Process

Plan of Care for Mechanically Ventilated Patient Requiring Sedation

Students analyze their chosen business for key ethical issues. Prior to this exercise, they will have created a 10 point code of ethics to address specific areas that need ethical guidance. They create a policy manual that uses the 10 point code to convey desired ethical behavior to their employees.

Students demonstrate their ability to play the piano/keyboard using repertoire of various styles, genres, and degrees of difficulty.

Derived from form provided by University of Chicago Medical Center

Using text, perform the following: 1. Evaluate the student's knowledge of accounting cycle 2. Demonstrate the use of documentation 3. Understand a complex accounting problem.

Using text, perform the following: 1. Evaluate the student's knowledge of accounting cycle 2. Demonstrate the use of documentation 3. Understand a complex accounting problem.

Derived from AAC&U VALUE rubrics for Critical Thinking, Communication, and Personal Responsibility

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Derived from AAC&U VALUE rubrics for Critical Thinking, Communication, and Personal Responsibility

test description