Thinkering Studio Rubric


Big Picture Thoughts
  • Should educators grade students working on self-directed learning projects?
  • Should students decide what they will be evaluated on and what constitutes success for individual projects as well as overall across a marking period or school year?
  • Regardless, students need goals/challenges and feedback. Below are a range of criteria educators or students can use to evaluate their process and product. In general, the middle column is meant as a realistic goal for most students and the column to the right is meant to stretch their thinking about what might be possible.

Novice/Apprentice
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Journey"man"300pix.gif
Master300pix.gif
Comments
Task(s)/Question(s)/Challenge(s)/Topic(s)
  • Finds a new twist on an old idea
  • Hacks a kit to make it better, more personalized ...
  • Discovers a wicked problem
  • Goes for an "epic' challenge
  • Addresses an authentic question, challenge, or task
  • Something no one has done before

Effort/Participation
  • Lack of resources slows project
  • Continues working on the task even when difficulties arise or a solution was not immediately evident.
  • Sometimes distracts or gets distracted
  • Brings resources as needed
  • Works with others in class: comments on journals or projects, offers help/expertise to other projects
  • Looks for and Appreciates "Small Wins"
  • Achieves an "‍‍‍‍‍‍‍‍epic‍‍‍‍‍‍‍‍" goal
  • Brings zest to project/class
  • Demonstrates grit

Daily Journal &/Or Learning Artifacts
  • Planning completed
  • Planning completed and is usually close to what can be realistically done in a given amount of time
  • Planning completed and demonstrates understanding of what's possible in a given amount of time

  • Reflection completed
  • Reflection completed and shows meta-cognition about the project (process or product)
  • Monitors progress toward goals and revises actions or goals as needed
  • Reflection completed and shows meta-cognition about the project (process and product) and learning
  • Identifies and changes habits that are impediments to successfull learning

  • Learning artifacts (drawings, screenshots, screencasts, prototypes, photos, notes, etc.) produced at end of project only and lack usefulness for the maker or others
  • Learning artifacts produced as a part of the process though are primarily useful only for the maker themself
  • Learning artifacts created throughout the project, thoroughly document learning, and leave a trail others could follow or mine for their own learning

Biweekly Update
  • Teacher provides prompts to make sure student touches on their current project/topic, journal, portfolio, public contribution, etc. Or, teacher needs to prompt student to elaborate on each discussion topic.
  • Student controls part of the meeting, making sure to elaborate on their current project/topic, journal, portfolio, public contribution, etc. Teacher reminds students to discuss one or two topics OR prompts students to elaborate on one or two topics.
  • Student controls the meeting, making sure to elaborate on their current project/topic, journal, portfolio, public contribution, etc.

Portfolio
  • Posts files/links to most projects started/finished
  • Posts files/links to all projects started or finished.
  • Thoughtfully lists/updates projects they want to highlight
  • Maintains a multiyear portfolio

Public Contribution
  • Posts material that would be helpful to someone learning about the same topic, tool, or project when reminded
  • Semi-regularly posts material that would be helpful to someone learning about the same topic, tool, or project
  • Material is organized/presented in a "reader" friendly format
  • Regularly (weekly) posts material that would be helpful to someone learning about the same topic, tool, or project
  • Material is organized/presented in a "reader" friendly format
  • Material becomes a part of a larger community outside of BCS

Outside Expertise
  • Integrates outside resources
  • Actively seeks outside resources from a variety of sources
  • Seeks out conversation with the teacher as learner to learner
  • Actively seeks outside resources from a variety of sources
  • Becomes an active member of an outside community

Integration of Technology
  • Exploring or mastering technology is the sole focus of the project
  • Technology is only used for finding OR communicating information
  • Technology is used for multiple uses that could include: finding information, processing information, communicating information, exploring/mastering a tool, etc.
  • Demonstrates "tool" flexibility









General Comments:
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Questions

  • Do you feel you have been growing in your abilities and understanding of how you learn in some other way? Let your teacher know and you can discuss individualizing this rubric for yourself. What else could be considered?
  • Did you notice that there are not specific grades assigned to each level? Why not?

Jordy Whitmer