Dimension

Pts. Possible

Pts. Given

Validity

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard

The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product

6

The rubric clearly relates to the culminating activity/ task and includes most of the skills needed to complete a quality product

5

The rubric relates mostly to the culminating activity/ task and includes most of the skills needed to complete a quality product.

4

The rubric relates somewhat to the culminating activity/ task and includes some of the skills needed to complete a quality product.

3

The rubric relates somewhat to the culminating activity/ task, but does not include the skills needed to complete a quality product.

2

Rubric is included but does not relate to the targeted culminating activity/ task.

1

No rubric provided

0

Comments:  

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions.

The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring

6

The criteria between performance levels (e.g., A, B, C) are very clear and mostly consistent. The criteria lend themselves to self-monitoring.

5

The criteria between performance levels (e.g., A, B, C) are mostly clear and mostly consistent. The criteria lend themselves mostly to self-monitoring.

4

The criteria between performance levels (e.g., A, B, C) are somewhat clear, but still lack consistency. The criteria lend themselves somewhat to self-monitoring.

3

The criteria between performance levels (e.g., A, B, C) are vague and inconsistent. The criteria do not lend themselves to self-monitoring

2

The criteria are included, but does not relate to the targeted culminating task/ activity

1

No rubric provided

0

Comments:

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.

The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.

6

The culminating task is relevant to students and involves creating a product that relates to real world situations. However, the product does not provide application beyond the classroom

5

The culminating task provides real world relevance for students in the context or situation but does not apply the learning to a real world situation

4

The culminating task has limited real world relevance for students without allowing them to apply the learning to a real world situation.

3

The culminating task does not provide any real world application to students or is merely a group of connected activities

2

The lesson activities fall short of having a culminating task and do not connect to each other in a meaningful way

1

The culminating task is either missing or too vague to determine relevance

0

Comments:

Challenge

The task asks students to show their “know how” on something important and challenging, not just their knowledge.

Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.

6

Students play a role in developing the task as they have the opportunity to help define the situation as well as the product or solution.

5

Students apply what they know to a teacher-generated situation that involves open-ended opportunities for solving a problem or creating a product.

4

Students apply what they know to a teacher- generated situation that involves limited opportunities or options for solving a problem.

3

Students demonstrate what they know only (knowledge level) to a teacher or learner-generated situation. This level includes activities that involve merely reporting what they have learned.

2

Students are presented with a vaguely defined culminating task that does not provide any challenge for them

1

Students are not provided with a culminating activity/task or the culminating activity/ task is unrelated to the content under investigation.

0

Comments:

Clarity of Task and Assessment Criteria

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.

The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.

6

The culminating task is clearly defined, and most of the surrounding activities or supporting materials used to assess the process/ product are fully developed.

5

 The culminating task is clearly defined, but the surrounding activities or supporting materials used to assess the process/ product lack development

4

The culminating activity is mostly clear, but the surrounding activities or supporting materials used to assess the process/ product lack development

3

The culminating activity is somewhat clear but does not include any assessment criteria

2

The culminating activity is unclear or is an isolated set of activities. It is also missing any form of assessment criteria

1

The culminating activity is not defined nor are there any assessment criteria.

0

Comments:

Important Content

The task incorporates the content standard and the big ideas and essential concepts of the discipline

The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.

6

The culminating task is mostly related to a well-defined and articulated set of content standards and essential concepts

5

The culminating task is somewhat related to a well-defined and articulated set of content standards and essential concepts.

4

The culminating task is somewhat related to a set of loosely defined content standards and essential concepts.

3

The culminating task is unrelated to the content standards, big ideas, and essential concepts. The content standards themselves are over-generalized

2

The culminating task is unrelated to the content standards and essential concepts. The content standards, themselves, are unclear.

1

The culminating task and/or the content standards are missing

0

Comments:

Feasibility

The task is worthy of the time and effort required to complete it.

The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards

6

 The amount of time devoted to completing the task is mostly consistent with the complexity of the task or the embedded content standards

5

 The amount of time devoted to completing the task is somewhat consistent with the complexity of the task or the embedded content standards.

4

The amount of time devoted to completing the task is not consistent with the complexity of the task or the embedded content standards.

3

 The task involves too narrow of a content focus to merit much time or energy to complete it

2

The task is counterproductive to students learning the content under investigation.

1

The task is missing or is not defined.

0

Comments:

High Level Processes

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving).

Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.

6

Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving isolated content

5

Students are operating at the analysis level relating to isolated content that has no application beyond completing the task.

4

Students are operating exclusively at the application level in completing the task.

3

Students are operating exclusively at the knowledge/ comprehension levels in completing the task.

2

The task is too vague to determine any requirements for complex thinking skills or strategies.

1

The task is missing or undefined.

0

Comments:

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding activities based on the interests, readiness, and learner profiles of the students.

6

Differentiation is clearly articulated and involves moderate adjustments or alterations to the culminating task and/or surrounding activities.

5

Differentiation is mostly articulated and involves minimal adjustments or alterations to the culminating task and/or surrounding activities.

4

Differentiation is somewhat articulated but does not involve any real adjustments or alterations to the culminating task and/or surrounding activities.

3

Differentiation is mentioned, but is not included in the culminating task and/or surrounding activities.

2

Differentiation is mentioned vaguely and is completely unrelated to the task.

1

No evidence of differentiation

0

Comments:

Technology Use

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning.

Technology use is directly connected and needed for task completion involving a broad variety of applications.

6

Technology use is mostly connected to task completion involving a diversified choice of two or more applications (e.g., spreadsheets, multimedia, Internet)

5

Technology use is somewhat connected to task completion involving a very narrow choice of applications (e.g., tutorial programs, word processing)

4

Technology use is used as a supplement to the completion of the task.

3

Technology use appears to be an add-on and is not needed for task completion.

2

Technology use is unrelated to the completion of the task.

1

No evidence of technology use

0

Comments: