Scribd
Upload
97 views

Assessment Rubric

This document outlines an assessment rubric for evaluating students across four criteria: A) disciplinary grounding, B) synthesizing, C) communicating, and D) reflecting. For each criterion, the rubric describes achievement levels from 0 to 7-8, defining the expectations for knowledge and skills at each level. Teachers use the rubric to assess students and provide grades and comments on their demonstration of interdisciplinary understanding.

Uploaded by

api-317136419
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
97 views

Assessment Rubric

This document outlines an assessment rubric for evaluating students across four criteria: A) disciplinary grounding, B) synthesizing, C) communicating, and D) reflecting. For each criterion, the rubric describes achievement levels from 0 to 7-8, defining the expectations for knowledge and skills at each level. Teachers use the rubric to assess students and provide grades and comments on their demonstration of interdisciplinary understanding.

Uploaded by

api-317136419
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Assessment rubric

Achiev
ement
level
0
12
34
56
78
Teache
r
Judgm
ent
and
Feedba
ck

Criteria A: Disciplinary
grounding

Criteria B: Synthesizing

The student does not achieve a standard


described by any of the descriptors given
below.

The student does not reach a standard described by any


of the descriptors below.

The student:
demonstrates limited relevant disciplinary
grounding.
The student:
demonstrates some relevant disciplinary
grounding.
The student:
demonstrates most necessary disciplinary
grounding.
The student:

demonstrates
extensive
necessary
disciplinary grounding.
Your grade:

The student:
establishes few and/or superficial connections between
disciplines.
The student:
connects disciplinary knowledge to achieve adequate
understanding.
The student:
synthesizes disciplinary knowledge to demonstrate
consistent, thorough interdisciplinary understanding.
The student:
synthesizes disciplinary knowledge to demonstrate
consistent, thorough and insightful interdisciplinary
understanding.
Your grade:

Teachers Comment:

Teachers Comment:

Achiev
ement
level

Criteria C: Communicating

Criteria D: Reflecting

The student does not reach a standard


described by any of the descriptors below.

The student does not reach a standard described by any


of the descriptors below.

The student:
communicates interdisciplinary
understanding with little structure, clarity or
coherence.

The student:
demonstrates limited reflection on his or her
development of interdisciplinary understanding
describes superficially the limitations or benefits of
disciplinary and interdisciplinary knowledge in specific
situations.
The student:
demonstrates adequate reflection on his or her
development of interdisciplinary understanding
describes some benefits and limitations of disciplinary
and interdisciplinary knowledge in specific situations.

12

34

56

78

The student:
communicates interdisciplinary
understanding with some organization and
coherence, recognizing appropriate forms or
media
lists sources.
The student:
communicates interdisciplinary
understanding that is generally organized,
clear and coherent, beginning to use
selected forms or media effectively
documents relevant sources using a
recognized convention.
The student:
communicates interdisciplinary
understanding that is consistently well
structured, clear and coherent, using
selected forms or media effectively

The student:
demonstrates significant reflection on his or her
development of interdisciplinary understanding.
explains the limitations and benefits of disciplinary and
interdisciplinary knowledge in specific situations.
The student:
demonstrates thorough and nuanced reflection on his or
her development of interdisciplinary understanding
evaluates thoroughly and with sophistication the
limitations and benefits of disciplinary and

Teache
r
Judgm
ent
and
Feedba
ck

consistently documents well-chosen


sources using a recognized convention.

interdisciplinary knowledge and ways of knowing in


specific situations.

Your grade:

Your grade:

Teachers Comment:

Teachers Comment:

You might also like