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Constructivist Assessment Rubric

Grading Scale
0 Not yet meeting expectations in the use of Constructivist elements
1 Partially meeting expectations in the use of Constructivist elements
2 Fully meeting expectations in the use of Constructivist elements
Evaluation Criteria 0 1 2
Constructivist Instruction Model (CIM)
Identifies learners ideas and views (prior knowledge)
Opportunities for learners to explore their ideas
Stimuli for students to develop and modify their ideas
Predict- Observe- Explain (PIM)
Learners asked to predict and explain the next outcome
Learners test their prediction and explanations by making observations
Learners check observations against their predictions and explanations
The search for appropriate explanations is promoted, if observations are
inconsistent with their predictions and explanations

New understanding is reinforced through practice, problems and activities
Conceptual Change Model (CCM)
Learners are asked to seek new understanding because of dissatisfaction with
existing concepts

New Concepts are intelligible (meaningful)
New concepts are plausible (reasonable)
New Concepts are fruitful (able to satisfactorily resolve the mental conflict or

General Constructivist Principles
Construction of Knowledge 0 1 2
Lesson focused towards a question, project or learning objective(s)
The lesson engages learners at the beginning (that is,hooks them)
The lesson activates prior knowledge and relates it to new knowledge
Students have access to resources (information and people) to help with their

Students have access to hypermedia to construct knowledge
Learners able to affect their environment, in some way, such as constructing a

Process not product
Learners to choose the topic they learn about
Learners are able to access information and then use that information to create a
better understanding

Groups able to make decisions about how they will complete the presentation and
what it will include

Students given an opportunity to become experts users of the information gained
Multiple Perspectives
Learners given time to discuss and exchange perspectives within the entire class and
small group

Learners have opportunities to collaborate with their peers

Learners able to work with others to complete presentation and thus bringing
multiple perspectives into their interpretation of the information?

Situated Cognition
The learning environment supports a question, case, project or problem based

Learners see that the information or knowledge obtained is relevant to real life
Students manipulate space in order to create a real-world task or product
Reflexive Cognition
Learners given opportunities to reflect on their learning both during and after the

Learners able to articulate the knowledge and skills they gained through the activity
Cognitive Apprenticeship
The teacher is available to model what is expected
The teacher available to coach the learner to improve their performance
Process- Based Evaluation
The assessment tool incorporates the learners input and perspective
Learners given opportunity for both teacher and peer feedback
The final presentation provides the learners an opportunity to articulate their
knowledge and describe their conclusions

The total score out of 70, divided by 2, gives the percentage out of 35.