Rubric


 * Photo Album Rubric**

Learning Goals
 * 3 || Learning goals that are relevant to the assessments are all clearly stated in simple language for students to understand. They are aligned to the state or district standards. ||
 * 2 || Most of the learning goals are stated and aligned to the state or district standards. ||
 * 1 || A few or none of the learning goals are stated. They are not aligned to the standards. ||

Alignment
 * 3 || Assessments are accurately aligned with state standards and or district goals ||
 * 2 || Assessments are mostly aligned with state standards and or district goals ||
 * 1 || Assessments show little to no alignment with state standards and or district goals ||

Assessment Methods/Types
 * 3 || Several (3+) different types of assessments were used throughout the album. They are well explained in simple terms to the students. They give opportunities for self-assessment. They are differentiated to include all types of learners and their different ability levels. Assessments integrate and address the 21st century skills. Choice of assessments provide evidence of learning and student progress. Clear indication of achievement is evident to student, parents, and teacher ||
 * 2 || A few (2) different types of assessments were used throughout the album. They are explained to students, but do not give opportunities for self-assessments. Not all assessments are differentiated or address 21st century skills. Choice of assessments provide some evidence of learning and student progress. Some indication of achievement is evident to student, parents, and teacher. ||
 * 1 || Only one type of assessment was used in the album. Feedback is not given, and opportunities for self-assessment do not exist. Choice of assessments provide little evidence of learning and student progress. Indication of achievement is not evident. ||

Authenticity of Assessments
 * 3 || All assessments are authentic and promote transfer of the knowledge and skills learned in class. ||
 * 2 || Some of the assessments are authentic and promote transfer of knowledge and skills. ||
 * 1 || A few or none of the assessments are authentic to allow transfer of knowledge and skills. ||

Feedback students to acknowledge and fix mistakes, and strengthen their understanding of the material. Feedback also allowed the teacher to modify future lessons and reteach necessary material. || Acknowledge and fix mistakes, and strengthen their understanding of the material. Feedback allowed the teacher to make some modifications of future lessons, and reteach some of the material. || There were no lesson modifications made and no material was retaught or re-explained for clarification purposes. ||
 * 3 || Two or more of the assessments used provided timely, specific feedback that helped the
 * 2 || Only one of the assessments used provided timely, specific feedback that helped the students to
 * 1 || The assessments used did not provide the opportunity for immediate feedback that would benefit the student’s learning success.

Overall Effect/ Presentation
 * 3 || Overall the photo album provides a well-rounded, visual representation of the formative assessments used in the unit as well as the diagnostic and summative assessments. ||
 * 2 || Overall the photo album provides a general idea, and some visual representations of the formative assessments used in the unit, as well as the diagnostic, and summative assessments. ||
 * 1 || Overall the photo album provides little information, and minimal visual representations of the formative assessments used in the unit, as well as the diagnostic and summative assessments. ||

Rubric
 * 3 || The rubric is written in simple language for students to understand. Students helped in building the rubric. The rubric addresses all the essential traits that students need to be assessed for. The essential traits are in line with the learning goals and standards. The rubric’s criteria are related to the six facets of understanding. ||
 * 2 || The rubric is written in simple language that the students helped to create. The rubric addresses some of the essential traits that students need to be assessed for. The traits are aligned with standards-based learning goals. Some of the criteria are related to the six facts of understanding. ||
 * 1 || The rubric was not written in terms easy to understand for students. Students did not cooperate with the teacher to create the rubric. The criteria does not reflect the important qualities that students need to be assessed for, nor does it relate to the six facets of understanding. ||

The rubric uses a scoring scale fro 3-1 with 3 being the highest. The different areas are broken down so that each element of the photo album can be evaluated, including the overall effect of the album. Students helped in the design process of the rubric to ensure understanding of the expectations for the course project. The rubric design provides detailed descriptions of criteria that meets, exceeds, or does not meet the expectations.


 * This rubric can be revisited by the teacher and student for evaluation purposes. If there is no indication of student participation in this rubric, feedback can be shared and necessary changes can be made for an effective assessment. Students can give input because then there will be better understanding for what goals that have to be met.**