RUBRICS PACKET: 2016 WORKSHOP: Dannelle D. Stevens, Ph.D., stevensd@pdx.edu Contents: 1. Example of a rubric 2. rubric: 3 to 5 level (2 pages) 3. Stickies to descriptions: Explanation 4. Bloom’s taxonomy: Old and new- three examples 5. References on rubrics Changing Communities in Our City Task Description: Each student will make a 5 minute presentation on the changes in one Portland community over the past 30 years. The student may focus the presentation in any way s/he wishes, but there needs to be a thesis of some sort, not just a chronological exposition. The presentation should include appropriate photographs, maps, graphs, and other visual aids for the audience. Excellent Competent Needs work Knowledge/ The presentation demonstrates a depth of The presentation uses knowledge which is The presentation uses little relevant or accurate Understanding historical understanding by using relevant and generally accurate with only minor information, not even that which was presented accurate detail to support the student’s thesis. inaccuracies, and which is generally relevant to in class or in the assigned texts. Research is thorough and goes beyond what was the student’s thesis. Little or no research is apparent. 20% presented in or in the assigned texts. Research is adequate but does not go much beyond what was presented in class or in the assigned text. Thinking/ The presentation is centered around a thesis The presentation shows an analytical structure The presentation shows no analytical structure Inquiry which shows a highly developed awareness of and a central thesis, but the analysis is not and no central thesis. historiographic or social issues and a high level always fully developed and/or linked to the of conceptual ability. thesis. 30%
RUBRICS PACKET: 2016 WORKSHOP: Dannelle D. Stevens, Ph.D., stevensd@pdx.edu Contents: 1. Example of a rubric 2. rubric: 3 to 5 level (2 pages) 3. Stickies to descriptions: Explanation 4. Bloom’s taxonomy: Old and new- three examples 5. References on rubrics Changing Communities in Our City Task Description: Each student will make a 5 minute presentation on the changes in one Portland community over the past 30 years. The student may focus the presentation in any way s/he wishes, but there needs to be a thesis of some sort, not just a chronological exposition. The presentation should include appropriate photographs, maps, graphs, and other visual aids for the audience. Excellent Competent Needs work Knowledge/ Understanding 20% The presentation demonstrates a depth of historical understanding by using relevant and accurate detail to support the student’s thesis. Research is thorough and goes beyond what was presented in or in the assigned texts. The presentation uses knowledge which is generally accurate with only minor inaccuracies, and which is generally relevant to the student’s thesis. Research is adequate but does not go much beyond what was presented in class or in the assigned text. The presentation uses little relevant or accurate information, not even that which was presented in class or in the assigned texts. Little or no research is apparent. Thinking/ Inquiry 30% The presentation is centered around a thesis which shows a highly developed awareness of historiographic or social issues and a high level of conceptual ability. The presentation shows an analytical structure and a central thesis, but the analysis is not always fully developed and/or linked to the thesis. The presentation shows no analytical structure and no central thesis.
Rubrics-Workshop1-Packet1-SyracuseNY-09_23_2016.docx