This is definitely a work in progress but its a start.
I really like jbearman’s rubric and had to steal his Ease of Use criteria that I hadn’t considered before.
I like that much of your rubric includes the ‘softer’ aspects of computer science. Sometimes it’s the process that is more important than the final product. Would be interesting to have students evaluate themselves as well.
Accuracy of code
Creativity in code
Understanding of the scientific content
Coding Skills 1) Very few elements work 2) Most of the elements work 3) All of the elements work
Scientific Understanding 1) Very few connections to scientific learning 2) Many connections to scientific learning 3) Extra elements demonstrate full understanding of scientific learning
Collaboration 1) Collaboration was one-sided 2) Switched rolls at appropriate times, but driver took over 3) Equal participation, support and problem solving
Perseverance 1) Gave up and raised hand when team couldn’t get it to work 2) Tried a few things, asked other groups, then asked teacher 3) Demonstrates multiple ways of problem solving, asked several groups
Chemical Reactions Coding Computer program Rubric (50 points)
- Title of Project: /2
- Description of Project: /5
- Edit Breeds (1 point for each one): /3
- Widgets (included and working): /10
- Blocks to show collision of agents: /10
- Color and shape change /8
- React using wiggle walk movement /7
- Does it actually work? (YEAH!!!) /5
Total: /50 Extra credit graph: +5
This is the one I created and used with my project this year.
Link to my rubric
Here is the link to my rubric:
Here is my link. I hope I did this correctly
1 gives up
2 works but gets frustrated
3 continues to work through frustration
1 coding does not make scientific sense
2 coding makes some errors in scientific ideas and student can point out the errors
3 the code makes few if any errors regarding scientific accuracy and student can point out errors
Below Standard Standard Above Standard
Coding Skills Student does not show understanding of how to use the programming elements or cannot effectively use them to create a working model Student shows understanding of how to use the programming elements and can effectively use them to create a working model Student goes above and beyond basic understanding of how to use the programming elements and can effectively use them to create one or more working models
Scientific Understanding Student cannot apply scientific concept to create a model Student can effectively apply scientific concept to create a model and apply to real life situation Student can effectively apply scientific concept to create multiple models and apply to real life situations
Collaboration Student does not work effectively with others to create a working model. Collaboration was one-sided. Student works effectively with others to create a working model and collaboration was shared. Student works effectively with others as a partner pair to create one or more working models, collaboration was shared and extended to the whole class.
Perseverance Student gave minimal effort to create a working model. Did not show perseverance. Student demonstrated perseverance to create a working model. Student demonstrated perseverance to create one or more working models and helped other students in the class.