concepts are makes the work easy accurate. apparent and covered with to follow. There is well-supported. adequate detail to no redundancy. enhance the work. 3 Most fundamental Generally clear Most facts Reasoning is concepts are presentation, but are generally covered with some lapses are accurate. apparent and adequate detail, or distracting. There supported. all concepts are are some easily covered but details eliminated are minimal. redundancies. A few fundamental Many lapses in Some of the Reasoning is 2 concepts are clarity, but the work facts are sometimes covered with can be followed with accurate, apparent and adequate detail, or a some effort. There but many supported, and most concepts are is excessive are other times covered with few, if redundancy. inaccurate. confusing or any, details. unsupported. 1 No concepts are Lack of clarity Any facts Reasoning is covered, or a few makes the work very presented confused or concepts are difficult to follow. are totally covered with no Almost all of the inaccurate. unsupported. details. work is redundant. Decision Making Short open-ended items can ask students to make a decision and justify the decision with factual information they have covered in class and reasoned opinions. As with other written responses, graphic organizers may be used to help students extend their answers. Multiple questions may be given and scored as a single work. This often works for younger students who seem to be able to focus on only one process at a time and older students just learning the basics of a well-supported decision. At some point these crutches should be removed and students should be asked to respond to similar items making their own organizers or utilizing other techniques to ensure complete answers. The example below can be used after a unit on ecosystems. Example: Imagine that there is a pond on the school grounds. Next year there will be 100 new students in the school and the pond is the only place left to build a play area. Give
concepts are covered with adequate detail to enhance the work. makes the work easy to follow. There is no redundancy. accurate. apparent and well-supported. 3 Most fundamental concepts are covered with adequate detail, or all concepts are covered but details are minimal. Generally clear presentation, but some lapses are distracting. There are some easily eliminated redundancies. Most facts are accurate. Reasoning is generally apparent and supported. 2 A few fundamental concepts are covered with adequate detail, or most concepts are covered with few, if any, details. Many lapses in clarity, but the work can be followed with a some effort. There is excessive redundancy. Some of the facts are accurate, but many are inaccurate. Reasoning is sometimes apparent and supported, and other times confusing or unsupported. 1 No concepts are covered, or a few concepts are covered with no details. Lack of clarity makes the work very difficult to follow. Almost all of the work is redundant. Any facts presented are inaccurate. Reasoning is confused or totally unsupported. Decision Making Short open-ended items can ask students to make a decision and justify the decision with factual information they have covered in class and reasoned opinions. As with other written responses, graphic organizers may be used to help students extend their answers. Multiple questions may be given and scored as a single work. This often works for younger students who seem to be able to focus on only one process at a time and older students just learning the basics of a well-supported decision. At some point these crutches should be removed and students should be asked to respond to similar items making their own organizers or utilizing other techniques to ensure complete answers. The example below can be used after a unit on ecosystems. Example: Imagine that there is a pond on the school grounds. Next year there will be 100 new students in the school and the pond is the only place left to build a play area. Give
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