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Basic ( 0 )
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Competent ( 2 )
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Proficient ( 4 )
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Score
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Frames the Essential Question
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- The
question can be answered directly
- The
focus of the question is on the lower levels of Bloom's Taxonomy of knowledge
and comprehension
- The
question has one obvious answer
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- The
question spans the lower levels of Bloom's Taxonomy of knowledge,
comprehension and application;
- The
student is able to quickly reach a conclusion in response to the
question
- Does
not attempt to have students make judgment or evaluation
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- The
essential question scaffolds learning, spanning Bloom's Taxonomy
- The
learner is encouraged to wonder;
- The
learner is encouraged to invent his/her own solution
- The
essential question builds on prior knowledge
- Raises
relevant question
- Question
related to classroom curriculum
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Follows Inquiry
Process
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- Involves
searching for information not focused on the ideas in the question
- Asks
questions
- Learns
information on the topic
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- Seek
or create data that partially addresses the question
- Use
bits and pieces of information
- States
the conclusion
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- Seek
or create data that addresses the question. Ask additional questions
- Search
the Information (data) for patterns
- Find
regularities in the information that address the relevant questions and
draw conclusions
- Reflect
on the adequacy of the conclusion in terms of the quality of the
information and the question.
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Overall Visual
Appeal
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- Only
text
- Uses
one layout
- Navigation
depends on the "Back" button of the browser
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- Graphic
elements sometimes, but not always, contribute to the understanding of
concepts, ideas and relationships.
- There
is some variation in type size, color, and layout.
- There
are a few places where the learner can get lost and not know where
to go next.
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- Appropriate
and thematic graphic elements are used to make visual connections that
contribute to the understanding of concepts, ideas and relationships.
- Differences
in type size and/or color are used well and consistently.
- Navigation
is seamless. It is always clear to the learner what all the pieces are
and how to get to them.
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Connects Task to
Academic Standards at developmentally appropriate grade level
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- CorpsQuest.
lists multiple items from standards that are peripherally connected to
the topic
- Standards
listed are not addressed by the CorpsQuest.
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- CorpsQuest.
is not interdisciplinary; no effort is made to connect to other
disciplines.
- Standards
are related to the CorpsQuest..
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- CorpsQuest.
is interdisciplinary with clearly targeted standards
- Standards
are directly correlated to the tasks.
- Standards
are related to classroom curriculum
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Engaging Scenario
& Tasks
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- The
scenario is one-dimensional
- The
task requires a student to research at the knowledge or comprehension
level
- Assumes
learner can plan his or her time without directions.
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- The
scenario is interesting
- The
tasks are partially defined; some background information is supplied for
each role
- Directions
are clear.
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- The
scenario and task is engaging for students and elicits thinking in
learners that goes beyond rote comprehension.
- The
task provides sufficient background information to excite the interest
of students
- The
procedures are clearly outlined.
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#
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Relevant sources at
appropriate grade level for students and quality of resources
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- Links
to sites and materials somewhat connected to the assignment
- Uses
one source
- Interprets
meaning from one source
- LImited
information for students to analyze or interpret
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- Information
listed includes relevant and irrelevant materials
- Uses
a limited number of sources
- Sites
provide facts, but do not encourage reflection
- Some
sites are not developmentally inappropriate
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- All
information listed is relevant information
- Sources
are differentiated for each role
- Place
meaning of the problem in personal, social or community perspectives
- Sources
are at an appropriate reading level for students
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Roles are interesting
and create dissonance
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- Students
may create roles, but they are not defined.
- Roles
are general so action is guided by other factors.
- Background
information is the same for all characters; or there is one role in the
CorpsQuest.
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- The
characters are similar in belief or thought
- There
is insufficient background information
- Their
two or fewer roles
- The
character is clearly "invented" and would not be involved in
the scenario in the real world
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- The
CorpsQuest. introduces characters who would interact with the
information in the "real world"
- Uses
several characters/roles that are clearly defined and unique.
- Characters
have different points of view on the subject
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Clarity of
Evaluation Criteria
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- A
checklist of sections is provided without indicators of quality.
- Teacher
applies the rubric
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- Criteria
for success are at partially described on a continuum of progress.
- Students
apply the rubric to their own work.
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- Criteria
for success are clearly stated in the form of a rubric for teacher
assessment, student self assessment and peer assessment.
- Criteria
include qualitative as well as quantitative descriptors.
- The
evaluation instrument clearly measures what students must know and
be able to do to accomplish the task.
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Creativity
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- Student
copies and pastes from the Internet without discrimination
- Product
demonstrates little connection to the question
- Product
does not show reflection.
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- Student
would be able to demonstrate one clear approach to understanding the
problem
- Does
not ask students to draw conclusion.
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- Student
would be able to generate multiple approaches of looking at the problem
- Student
would be challenge to demonstrate different approaches.
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Total Score
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