Holistic Rubric

Score	Label	Description
6	Exemplary	Give a complete response with clear, coherent explanation; shows work or diagrams; communicates answer effectively to audience; shows understanding of open-ended problem’s; identifies important elements of the problem
5	Competent	Give fairly complete response with reasonably clear explanations; may show work; communicates answer effectively to audience; shows understand of the problem and process; identifies important elements of the problem
4	Minor Flaws but Satisfactory	Completes the problem satisfactorily, but explanation not complete; shown work may be inappropriate or unclear; understands the mathematical idea; uses math ideas effectively
3	Serious Flaws but Nearly Satisfactory	Begins problem correctly but may fail to complete or omits important parts; fails to show understanding of mathematical ideas and processes; make major computational errors; misuse or fail to use mathematical terms; response may reflect an inappropriate way of solving
2	Begins but fails to complete problems	Explanation is not understandable; work is unclear; show no understanding of the problem; make major computational errors
1	Unable to begin effectively	Words do not reflect the problem; work misrepresents the problem; copies parts of the problem without attempting a solution; does not show what information is important to the problem

Assessment Plan

Learning Outcomes	Criteria or Target	Assessment Methods or Tools	When/How Assessment will be accomplished
Students will understand concepts involved when multiplying fractions.	The students will multiply fractional parts of a whole when they have a set number of the fractional part with 80% accuracy.	Assessment and pencil	The assessment will be given at the end of the lesson. The student will be given various fractions of a whole and they will be asked to compute the answer.
Students will be able to: 1.       Rename percents as decimals. 2.       Rename percents as fractions in simplest form.	Students will understand percents as decimals and fractions in simples form with 80% accuracy.	Word problems, calculator, pencil	The assessment will be given at the end of the lesson. The student will be given various word problems of realistic situations dealing with percents and will have to perform the calculations.
Students will be able to: 1.       Express a fraction in higher terms. 2.       Use the greatest common factor for renaming fractions in simplest form.	Students will understand equal fractions with 80% accuracy.	Fractional diagram, pencil, calculator	The assessment will be given at the end of the lesson. The student will be given various fractional diagrams and they will write the fraction in a higher term and in simplest form.

Thought Process and Rationale

1.  I chose a multiple choice question to test the learning outcome for the layer of the earth's crust. I chose this because there are three layers in the earth's crust and with four options that would have left one not included. This is a question that will not have various other answers that "might" work. There are only three layers. According to Kubiszyn & Borich (2010) there should be as much of the item included as possible, "keeping the response options as short as possible" (p. 147).

2.  The discussion of the different faults was one of the main topics and most important topics for the lesson on mountains. It is highly important that the students know how each fault is formed. I felt like this would have been too complex of a multiple choice question. It would not have made a good true/false because of the detailed content and similarities between the faults. There would have been too much to question.

3.  I felt that this is good true/false question because it does not have a lot of incorrect wordings but only one word is incorrect. This is a concept that should have been comprehended during the reading. The focus is actually the point where an earthquake begins. The students should know that information and it will be important for the unit test.

Essay:  It is important for the students to know how mountains form. There are three main ways that mountains form. This essay question helps the students with research skills, writing skills, and consolidating information to develop the paper that is required by the essay question. The students will be given one class period to dedicate solely to the essay question. They will given a list of websites to use to find the information about the given mountain range. It will be their responsibility to narrow it down from that point.

Kubiszyn, T. & Borich, G. (2010). Educational Testing and Measurement: Classroom Application and Practice. (9^th ed.) Hoboken, NJ: John Wiley & Sons, Inc.

Learning Outcomes

6th Grade Science

1.  Students will identify the earth's layers and explain continental drift, seafloor spreading, and plate tectonics.

2.  Students will identify the forces that cause mountains to form and describe two ways that mountains form.

3.  Students will explain what causes earthquakes and explain how an earthquake is located and measured.


Test Items to Support Outcomes

1.  Which of the following is NOT a layer of the earth?

          a.  mantle
          b.  core
          c.  crust
          d.  submantle


2.  Match A and B.

                 A                                                                  B
     1.  Normal Fault                        a.  blocks of rock slide against each other
                                                            horizontally
     2.  Reverse Fault                       b.  two sides of the fault pull apart
     3.  Strike-slip Fault                   c.  the two sides push together


3.  The point inside the earth where the earthquake starts is called the epicenter.

         True

         False


Essay Test Item

Students will be assigned a mountain range. Research the given mountain range to discover how it was formed. Write detailed information using terms from the lesson for how the mountain range was formed. Limit your answer to two pages.