TEACHER RESOURCE—The Communication Project—Student Self-assessment Rubrics

The Communication Project— Student Self-assessment Rubrics

DISCOVER SKILLS BC

TEACHER RESOURCE—The Communication Project—Student Self-assessment Rubrics

Student Rubric: Career Search Name ______________________________________________________________ Based on your experience in this activity rate your performance.

This is not easy

I need a little help, but not a lot

This is easy

I can recognize my personal preferences, skills, and strengths related to career decisions. I can use my preferences, skills, and strengths to select careers that might be good for me. I can record my career exploration in a clear and concise way. I can communicate what I leaned from my career exploration with others in a variety of ways. I can listen actively to others when they are sharing their learning. I can recognize that my learning goals require effort and perseverance, and adapting to economic and labour market changes requires flexibility. Explain how your learning goals require effort, perseverance, adaptation, and flexibility.

I can recognize how my career paths reflect the personal, family, community, and educational choices we make. Explain how society and education have an impact on the career paths you choose.

DISCOVER SKILLS BC

TEACHER RESOURCE—The Communication Project—Student Self-assessment Rubrics

Student Rubric: Sharing Name ______________________________________________________________ Based on your experience in this activity, rate your performance.

This is not easy

I need a little help, but not a lot

This is easy

I can demonstrate a product. I can explain my process, using appropriate terminology, and provide reasons for my selected solution and modifications. I can identify how my product contributes to the individual, family, community, and / or environment. I can reflect on my design thinking and processes.

DISCOVER SKILLS BC

TEACHER RESOURCE—The Communication Project—Student Self-assessment Rubrics

Student Rubric: Communications Protocol Prototype Name ______________________________________________________________ Based on your experience in this activity, rate your performance.

I can empathize with potential users to find issues and uncover needs. I can identify key features that are important to the prototype’s potential users. I can share my ideas and build on other people’s ideas to develop a strong solution to the problem. I can design a solution to the problem that meets the criteria. I can listen actively and share my ideas to improve concepts and prototypes.

DISCOVER SKILLS BC

This is not easy

I need a little help, but not a lot

This is easy

TEACHER RESOURCE—The Communication Project—Student Self-assessment Rubrics

Student Rubric: Luminous Communication Device Prototype Name ______________________________________________________________ Based on your experience in this activity rate your performance.

This is not easy

I need a little help, but not a lot

This is easy

I can contribute positively to team projects. I can empathize with potential users and use this to inform my design solutions. I can develop sketches or other visual representations of a solution prior to prototyping. I can explore and test a variety of materials for effective use. I can listen actively and share my ideas to improve concepts and prototypes. I can design a prototype that solves the challenge in an efficient way. I can test and redesign the concept/ prototype to improve it or abandon a design and develop a new solution when the original design concept doesn’t work. I can record changes made to the design concept while prototyping.

DISCOVER SKILLS BC

TEACHER RESOURCE—The Communication Project—Teacher Rubric

The Communication Project— Teacher Rubric

DISCOVER SKILLS BC

TEACHER RESOURCE—The Communication Project—Teacher Rubric

Teacher Rubric: Computational Thinking Success Criteria Students can be assessed on their ability to use computational thinking to design a solution using the following rubric. At the end of this activity, students will present their designed solutions to the class or small groups in a way of their choosing. This might include some time dedicated to self- or peerassessment prior to the teacher assessment. Not yet meeting expectations

Minimally meeting expectations

Meeting expectations

Exceeding expectations

Context

Has yet to empathize with, define, or understand the initial problem

Started to understand the problem and why it should be solved

Understood the problem and identified some criteria for success

Empathized with potential users, identified criteria for success, and has evaluated the personal and social impacts

Prototyping

Has yet to identify sources of information

Used a few sources of information

Gathered information from a variety of sources

Synthesized a wide variety of sources of information to build upon

Used shallow exploration of solutions

Testing

Was challenged to test the original algorithm Used some feedback from test users to iterate/improve solution

Sharing

Needed help to effectively share solution with others Needed help to demonstrate the functionality of solution

Explored a few different methods to solve the problem

Tested original algorithm once Used some feedback from test users to iterate/improve solution

Shared solution with others but explanation of process might be vague Did not suggest new solutions or directions going forward

Explored many methods to solve the problem

Explored many different methods to solve the problem

Tested iterations of the algorithm and used feedback reasonably well to improve solution

Exhaustively tested algorithm and used specific feedback in a highly effective way

Effectively shared solution with others in a detailed way

Shared solution with creativity and eloquence; was explicit about thinking involved

Suggested some new solutions or directions going forward

Identified new solutions/ improvements looking ahead

DISCOVER SKILLS BC