Student Individual Performance Rubric Used with permission from Dr. R. Custer email on 22 June, 2018: rodney.custer@bhsu.edu Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Problem & Design Clarification Expert Proficient Competent Beginner Novice Poses pertinent questions Poses questions. Asks some pertinent Expresses limited Tends to hone in on for clarification. questions. knowledge of context or wrong problem, isolated Examine Identifies sub-problems problem; problem is subset, or easiest part to Identifies and prioritizes but does not prioritize. Identifies key content. context & defined but needs solve. (within the larger clarification. define Defines problem Ignores context. problem). Begins to solve without adequately. Asks questions but not clarification or questions. problem Explores context. pertinent and too few. Ignores context. Doesn’t see context. Ignores context. Exhibits considerable Exhibits some indifference indifference or or frustration. frustration. Explains key constraints in Clarifies constraints in Clarifies constraints Recognizes constraints but Does not identify detail; expresses their and accepts them as seeks minimal clarification. constraints or criteria; detail. Develop, relationship to the presented and does not grasp the Accepts constraints as is. Tries to negotiate or clarify, & problem solution. understood. significance of circumvent constraints. Clarifies constraints late in constraints. negotiate Engages in limited design process as failures Clarifies criteria prior to negotiation of the occur. Sees constraints as constraints solving problem or posing constraints. insignificant. solutions. and criteria
Student Individual Performance Rubric Used with permission from Dr. R. Custer email on 22 June, 2018: rodney.custer@bhsu.edu Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Problem & Design Clarification Expert Proficient Competent Beginner Novice Examine context & define problem Poses pertinent questions for clarification. Identifies and prioritizes (within the larger problem). Explores context. Poses questions. Identifies sub-problems but does not prioritize. Ignores context. Asks some pertinent questions. Identifies key content. Defines problem adequately. Ignores context. Expresses limited knowledge of context or problem; problem is defined but needs clarification. Asks questions but not pertinent and too few. Ignores context. Exhibits some indifference or frustration. Tends to hone in on wrong problem, isolated subset, or easiest part to solve. Begins to solve without clarification or questions. Doesn’t see context. Exhibits considerable indifference or frustration. Develop, clarify, & negotiate constraints and criteria Explains key constraints in detail. Tries to negotiate or circumvent constraints. Clarifies criteria prior to solving problem or posing solutions. Clarifies constraints in detail; expresses their relationship to the problem solution. Engages in limited negotiation of the constraints. Clarifies constraints and accepts them as presented and understood. Recognizes constraints but seeks minimal clarification. Accepts constraints as is. Clarifies constraints late in design process as failures occur. Does not identify constraints or criteria; does not grasp the significance of constraints. Sees constraints as insignificant.
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