Constructivist Assessment Rubric

Scale used for evaluation: 3 = Yes! That criteria is evidenced in the lesson. 2 = Maybe. This criteria is evidenced but it could be improved upon. 1 = Sorry, I dont see evidence of this criteria at all.

CIM Criteria
(based on Driver & Oldham, 1986 as cited in Matthews, 1994)

Orientation
Activity develops a purpose (learning objective is known). Activity is motivating for the learner. Student is made aware of how they will be assessed.

Elicitation
Leaner is able to voice current ideas in small group setting. Learner is able to voice current ideas during class discussions. Design allows for a safe place for learners to share their current ideas. Learner activates prior knowledge.

Restructuring of Ideas
Learner has opportunity to exchange ideas with other learners. Learner considers other points of view. Learner is provided with sources and support to help build knowledge. Collaboration takes place throughout the activity. Learner must evaluate new ideas in light of current understanding.

Application of Ideas
Learner uses new ideas in novel situations. Interactivity is promoted. Application is engaging, relevant, and authentic. Application is related to the learning outcomes. There is opportunity to share new ideas with others. Focus is on the process not the product.

Review
Opportunity is given to reflect on the new knowledge. Opportunity for reflection on self-awareness is evident. Opportunity is given to reflect on how prior ideas have changed.

CCM Criteria
(based on Posner, et al., 1982)

Intelligibility
Learner is able to understand the vocabulary used. Learner is able to understand the essence of the problem. Learner understands what they are to produce to demonstrate the knowledge they built.

Plausibility
Learner deems the problem to be plausible. Learner sees value in solving the problem because of its plausibility.

Fruitfulness
The knowledge built by the learner leads to new insights and discoveries. Learner can interpret future experiences differently due to the knowledge gained via the activity.

POE Criteria
(based on White & Gunstone, 1992)

Predict
Learners predict a response to the problem that will be presented.

Observe
Learners make observations that either confirm or deny their original prediction. Learners observe using multiple sources (text, discussion, self-reflection, etc)

Explain
Learners check their observations against the original prediction. Learners modify their thinking based on the validity of their prediction. Learners give appropriate explanations in various formats (written, oral, etc).

References
Driver, R. & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education 13, 105-122. Matthews, M. R. (1994). Science Teaching. New York: Routledge. Retrieved online July 17, 2012 from https://connect.ubc.ca/bbcswebdav/pid-4900-dtcontent-rid22434_1/courses/SIS.UBC.ETEC.530.66A.2012S.75/ download/unit2-science-teaching.pdf Posner, G.J, Strike, K.A, Hewson, P. W & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education. 66(2), 211-227. Retrieved online July 17, 2012 from https://connect.ubc.ca/bbcswebdav/pid-4900-dt-content-rid22434_1/courses/SIS.UBC.ETEC.530.66A.2012S.75/unit3/Posner StrikeHewson.pdf White, R. & Gunstone, R. F. (1992). Probing Understanding. London: The Falmer Press. Retrieved online July 17, 2012 from https://connect.ubc.ca/ bbcswebdav/pid-4900-dt-content-rid-22434_1/courses/SIS.UBC.ETEC.530. 66A.2012S.75/download/unit6-probing.pdf