Chapter+7


 * Date: || June 29, 2012 || Title of Selection: || Three Dimensions of a High-Quality Rubric ||

Select, revise, or develop high-quality performance tasks. Select, revise, or develop high-quality rubrics. Use performance assessment formatively, as teaching tools. Structure performance assessments so that students can use the results to self-assess and set goals for further learning. ||
 * Learning target(s) this selection addresses:

I chose this section to help create an aid for myself and my fellow colleagues in the creation of Rubrics. The power point itself shows a gained and continuing knowledge of the components of a quality rubric. I also wanted to include the Task Performance Evaluation because I felt it was so beneficial to me and my process of revamping and creating quality tasks. It was very thought-provoking to use the rubric and assess the performance task. It helped me to look at these tasks in a whole new light.
 * What this selection illustrates about my learning/why I chose this selection:**

Performance Task: Forms of Energy //4.2F Communicate valid oral and written results supported by data. // //4.6A Differentiate among forms of energy including mechanical, sound, electrical, light and heat/thermal. //


 * Original **** Performance Indicator: **
 * Choose one form of energy to represent. Prepare a debate to convince classmates that the form of energy represented is the most useful. Explain the advantages it has over all other forms of energy. **


 * Revised **** Performance Indicator: **


 * We have been studying different forms of energy including mechanical, sound, electrical, light and heat/thermal. **


 * You are an Energy Adviser to a new company. They are creating a robot that will help elderly people with day to day functions. The company is considering 2 forms of energy to power the robot. They ask you to compare these forms of energy to see which one would be the best choice. You are to present your findings in a meeting with the owners. **


 * You are to randomly choose 2 forms of energy from the ones that we have studied by drawing Popsicle sticks. Using class notes, the computer, and/or the science book, you are to compare the 2 forms of energy with the follow criteria: **
 * 1) ** Availability **
 * 2) **Cost effectiveness **
 * 3) **Environmentally Friendly **


 * You will have 5 class periods to research your energies. You will present on the 6th day of class your findings before a mock group of owners. At this time, you will either give an oral report of your findings or a written report that will be read aloud by one of the owners. The report should include the pros and cons of each energy source including availability, cost effectiveness, and friendliness to the environment. At the conclusion of your report, you will tell the owners your recommendation for an energy source. **

1. Content: What learning will the task demonstrate? Recommended changes: The types of energy need to be stated and narrowed. The task needs to clearly state that the student will need to differentiate between a set of energies, but written in kid friendly wording. A real-life scenario needs to be in place. Student should be allowed debate in written or oral form. A list of possible resources for the students to use in their report should be given. 2. Information Provided: Are the directions and guidance given clear and sufficient? Recommended changes: The directions need to be more specific of what the “debate” in tells. If a rebuttal is going to be possible by the classmates, the wording “debate” needs to be replaced with a more appropriate term. What help is allowed and by whom needs to be stated along with the criteria on how the product will be judged. 3. Sampling—Is there enough evidence? Recommended changes: I would increase the number of task to get a better understanding if the student has mastered the concept. 
 * PERFORMANCE TASK EVALUATION FORM **
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Target Alignment || 2 || It does not clearly ask students to Differentiate among the various forms of energy. It only asks students to tell the advantages over the other forms. ||
 * Authenticity || 2 || Does not set up a real-life scenario for WHY the student would be debating. ||
 * Choice || 2 || It does not allow students to choose various tasks, however, it does allow students to choose type of energy. ||
 * Interference || 2 || It infers that students understand the process of compare and contrasting. ||
 * Resources || 2 || Resources are not listed. It does not state where students are to gain their information from. ||
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Instructions || 2 || Students are asked to tell the advantages, but are not necessary asked to tell the disadvantages of other energies. ||
 * Supplemental Information || 2 || There are no listed resources. There is not a timeline given. ||
 * Time Allowed || 1 || No stated time ||
 * Level of Scaffolding || 3 || Only that it can be reworded to include only the energy sources that have been covered. ||
 * Conditions || 1 || It tells the student that they are to prepare a debate to convince classmates, but never gives the conditions. Are there going to be possible rebuttals? ||
 * Help Allowed || 1 || Does not specify the help to be allowed. ||
 * Criteria || 1 || No reference to the criteria. ||
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Use of Information || 1 || Task is not broad enough to come to a correct conclusion if student has a true understanding of the content in dealing with the forms of energy. ||
 * Coverage of Target || 1 || The task is too broad with not enough instances for performance. ||