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Unitfinalrubric

This rubric evaluates student work on a unit final project along several dimensions using a scale from beginning to aspiring. It assesses how well the work integrates concepts from multiple disciplines and addresses the overall problem. It examines the evidence of student reflection and growth in understanding. It also evaluates how the work considers applications beyond the classroom and how the accompanying art piece reflects the addressed problem. The highest level of performance demonstrates a clear understanding of interdisciplinary links, growth in learning, and thought-provoking work that arouses emotional response and connects to issues at a deeper level.

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180 views

Unitfinalrubric

This rubric evaluates student work on a unit final project along several dimensions using a scale from beginning to aspiring. It assesses how well the work integrates concepts from multiple disciplines and addresses the overall problem. It examines the evidence of student reflection and growth in understanding. It also evaluates how the work considers applications beyond the classroom and how the accompanying art piece reflects the addressed problem. The highest level of performance demonstrates a clear understanding of interdisciplinary links, growth in learning, and thought-provoking work that arouses emotional response and connects to issues at a deeper level.

Uploaded by

api-335847647
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Unit Final Rubric

Beginning
Authenticity
Does the work reflect
relevant material from
multiple disciplines to
address the purpose of
the work?

Development
How has your
understanding
changed?

Adds value beyond the


school
How can we
implement strategies
to go beyond course
material?

Developing

Emerging

Aspiring

The work shows no or


limited evidence of
interdisciplinary or
connection between
disciplines. The concepts
links are considered,
although not clearly
linked to the overall
problem.

The work includes


connections to some
disciplinary concepts, but
the connections are
superficial or unclear.

The work shows evidence


of connecting multiple
disciplinary concepts.
There are clear
connections being made
to provide insight into the
problem.

The work
demonstrates a clear
understanding of
disciplinary links. It is
connected to an
overall understanding
of the problem and
provides insight into
different perspectives.
The student goes
beyond course
material to explore its
relevance to society.

The work provides


minimal evidence of
reflection. There are
limited connections to
their overall
understanding of the
problem.

The work provides some


evidence of reflection. It
briefly acknowledges
previous work and links
their overall
understanding of the
problem.

The work provides


evidence of reflection. It
acknowledges previous
work and shows a change
in their understanding of
the problem.

Student growth is not


reflected upon, and there
are no clear links to
connections within
disciplines.

Student growth is briefly


discussed and linked to
course material.

The work provides


clear evidence of
reflection. It clearly
acknowledges
previous work and
explicitly shows a
change in their
understanding of the
problem.

Student growth is
discussed through
engagement in material
and connections being
made.

Student growth is
evident through
engagement in
material and vivid
connections being
made.

The artist rationale does


not describe thought
processes. Curricular links
and interdisciplinary
themes are not discussed.

The artist rationale


communicates their
thoughts and explains
their reasoning, although
curricular links and
interdisciplinary themes
are not clearly discussed.

The artist rationale


discusses their thoughts,
although the learner
outcomes and
interdisciplinary themes
are briefly included.

The student rationale


does not demonstrate any
understanding of the
applications of the
solutions.

The student rationale


exhibits minimal
understanding of the
applications of the
solutions.

The student rationale


exhibits some
understanding of the
applications of the
solutions.

The student rationale


exhibits a clear
understanding of the
applications of the
solutions.

Students show little


understanding of the
relevance of the problem
outside of the academic
setting.

Students acknowledge the


relevance of the problem
outside of an academic
setting.

Students demonstrate
and apply the
relevance of the
problem outside of an
academic setting.

The artist rationale


synthesizes their own
thoughts, in
consideration of
learner outcomes and
interdisciplinary
themes.

Students go beyond
course material.
Seeks interest in
sharing and expanding
on ideas formulated
into a greater sense;
possibly finding
opportunities in a
community setting.

Success of Final Art


Piece
How does your
art-piece reflect the
problem?

The art piece shows no or


little provocation. It has
minimal connections to
the rationale and
demonstrates unrelated
connections to the
problem.
No evidence of reflection
is provided.

The art-piece shows


opportunities for
provocation. It has some
connections to the
rationale and
demonstrates some
understanding of the
problem.

The art-piece is
provocative. It has
connections to the
rationale and
demonstrates an
understanding of the
problem.

Some evidence provided


of reflection.

Provides evidence of
reflection.
The work is creative and
organized.

The art installation is


thought provoking and
arouses an emotional
response from its
audience. The
discussion connects to
a greater level beyond
expectations and
demonstrates an
authentic
understanding of the
problem.
Provides exemplary
evidence of reflection.
Decisions of execution
regarding the media
and materials are
appropriate for the
inquiry.

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