The rubrics and answer keys are posted on the
Timeline under the appropriate day (see Assessments) and are also linked at the
bottom of this page.
Focus on Teacher
List of Assessments
By clicking on the titles below, you will see the rubric for grading each item.
* F = formative assessment, S = summative assessment
Feedback for Students
Throughout the group work, students will have to pass Project Checkups on major components of their project. The requirements for each Check Up are supplied on the Final Project Write-Up Rubric. Students will receive points on a scale from 0-2 for their Check Ups, but can improve that grade for the Final Project Write-Up. The Check Ups cover Focus Question; Resources; Data, Graphs, and Predictive Graphs; and a Check-In on their final project preparation. Each of these has a space for teacher feedback, which the teacher will fill out and discuss with each group during group work time the following day. Students will be given the opportunity to revise and create a better product, which will be evaluated as part of their Final Project.
Students will also fill out exit tickets almost every day during class that ask them a variety of questions, including content and group work questions. While this is not formal feedback, it gives the teacher the opportunity to address particular struggles that students are having at the beginning of class the next day. For example, if students do not understand a math or biofuels concept, or there are misconceptions around it, the instructor can insert just-in-time direct instruction. Students may also communicate problems about their group or group members, which the instructor can address with that group or individuals the following day.
Evaluation of Content, Processes, Products, and 21st Century Skills
Students will be evaluated on content, processes, and products during points throughout the unit, as well as during the final assessment. The rubrics and answer keys for each assessment are located at the bottom of the page.
Throughout the unit, students will be assessed on math and biofuel content during the activities, such as the Class Trip, the Carbon Cycle activity, the Lemonade Mix activity, and the Candle Lab. (See rubrics.) They will be assesses on processes, such as 21st century skills and ability to research and use resources during their Check-Ups, as well as on their Exit Slips. In terms of student products during the unit (excluding their Final Presentation and Final Project Write-Up), students will be assessed on their graphical representation of the carbon cycle.
The final assessment consists of four elements: the Final Presentation, the Math and Biofuels Content Questions, Peer and Self Evaluation, and the Final Project Write-Up. The rubrics are listed at the bottom of this page. Students will be evaluated on math and biofuels content by the instructor and school board members during their Final Presentation, as well as in the Math and Biofuels Content Questions, and in the Final Project Write-Up. For example, students will be asked to make a graph of a table of gas prices over the last fifteen years and describe the type of function that would fit the data. The major products that students produce are their Final Presentation and the Final Project Write-Up, which are assessed individually. Students will also be evaluated on processes, such as the ability to use resources and data, in their Final Project Write-Up. Lastly, students will be evaluated on the 21st century skills of collaboration and communication in their Peer and Self Evaluation, Final Presentation, and Final Project Write-Up; and the skill of critical thinking in the Math and Biofuels Content Questions.
Evaluation of Both Groups and Individuals
Since many of the evaluations for the final assessments measure content, products, processes, and 21st century skills, students will be assessed both individually and as a group on all of these elements. They will be assessed as a group for both their Final Presentation and Final Project Write-Up; and they will be assessed individually for their Math and Biofuels Content Questions and their Peer and Self Evaluation. Each of the evaluations is weighted by the number of points assigned, which should help even out the group and individual scores. However, if a group scores one student too harshly for whatever reason – usually because they don’t like that student – the teacher has veto power to increase that student’s peer evaluation score. The teacher may also want to have a meeting with the groups to discuss each person’s actual contributions.
Final Presentation: 16 pts
Final Project Write-Up: 30 pts
Math and Biofuels Content Questions: 17 pts
Peer and Self Evaluation: 10 pts
Focus on Students
Feedback
Students will receive feedback during the two Gallery Walks and possibly during class if the instructor notices issues that are raised through the Exit Slips. The instructor will also provide feedback on each group’s progress toward their Final Presentation, which takes place during check ups. The teacher will complete a Project Check Up for each group as soon as students turn in their information for that check up. Students have the option to turn in their information at the end of class on the day they were working on that topic, or they may need to continue working on the focus topic for homework and turn it in at the beginning of class the following day. Therefore, the teacher may be filling out Project Check Ups after school or during group work time in class. Finally, students will evaluate each other through a Peer and Self Evaluation Rubric on the final day of the unit.
Revision of Work
Students will be given the opportunity to revise their work throughout the group project. They will have check ups where individual elements of their final project are due. If the group needs to make corrections, they will be expected to do it that day and check back in with the teacher. The score on their Check Up rubric for that topic will not change, but if they make the corrections, they will receive a higher score on the Final Project Write-Up and possibly their Final Presentation.
Expectations
Expectations for students’ Final Presentation and Final Project Write-Up are clearly communicated in the rubrics, which will be distributed towards the middle of the unit when students start to dive into their focus question and group project.
Plan for Student Presentation
The students will present during class on one of two days during week 3 (Wednesday or Thursday). The superintendent will be in attendance along with at least two other school board members. Each student group will have approximately 8 minutes to present their recommendation with 2 minutes for questions. The superintendent and school board members will be in the front of the room. The rest of the desk will be arranged behind those and the teacher will be towards the back of the room so they can ensure that all of the students are paying attention.
Feedback Tools
Students will be evaluated on their Final Presentation by their teacher as well as by at least two school board members. Students will also evaluate themselves and each other through an evaluation form.
Focus on Teacher
List of Assessments
By clicking on the titles below, you will see the rubric for grading each item.
* F = formative assessment, S = summative assessment
- Class Trip Report (F)
- Carbon Cycle Activity Write-Up (F)
- Lemonade Mix activity Worksheet (F)
- Candle Lab Worksheet (F)
- Homework: Week 1 Tuesday, Week 2 Monday (F)
- Exit Slips (F)
- Project Checkups (F)
- Rubrics for final presentation: Teacher Rubric, School Board Rubric (S)
- Final Evaluation: Math/Biofuel Content Questions, Peer and Self Evaluation, Final Project Write-Up (S)
Feedback for Students
Throughout the group work, students will have to pass Project Checkups on major components of their project. The requirements for each Check Up are supplied on the Final Project Write-Up Rubric. Students will receive points on a scale from 0-2 for their Check Ups, but can improve that grade for the Final Project Write-Up. The Check Ups cover Focus Question; Resources; Data, Graphs, and Predictive Graphs; and a Check-In on their final project preparation. Each of these has a space for teacher feedback, which the teacher will fill out and discuss with each group during group work time the following day. Students will be given the opportunity to revise and create a better product, which will be evaluated as part of their Final Project.
Students will also fill out exit tickets almost every day during class that ask them a variety of questions, including content and group work questions. While this is not formal feedback, it gives the teacher the opportunity to address particular struggles that students are having at the beginning of class the next day. For example, if students do not understand a math or biofuels concept, or there are misconceptions around it, the instructor can insert just-in-time direct instruction. Students may also communicate problems about their group or group members, which the instructor can address with that group or individuals the following day.
Evaluation of Content, Processes, Products, and 21st Century Skills
Students will be evaluated on content, processes, and products during points throughout the unit, as well as during the final assessment. The rubrics and answer keys for each assessment are located at the bottom of the page.
Throughout the unit, students will be assessed on math and biofuel content during the activities, such as the Class Trip, the Carbon Cycle activity, the Lemonade Mix activity, and the Candle Lab. (See rubrics.) They will be assesses on processes, such as 21st century skills and ability to research and use resources during their Check-Ups, as well as on their Exit Slips. In terms of student products during the unit (excluding their Final Presentation and Final Project Write-Up), students will be assessed on their graphical representation of the carbon cycle.
The final assessment consists of four elements: the Final Presentation, the Math and Biofuels Content Questions, Peer and Self Evaluation, and the Final Project Write-Up. The rubrics are listed at the bottom of this page. Students will be evaluated on math and biofuels content by the instructor and school board members during their Final Presentation, as well as in the Math and Biofuels Content Questions, and in the Final Project Write-Up. For example, students will be asked to make a graph of a table of gas prices over the last fifteen years and describe the type of function that would fit the data. The major products that students produce are their Final Presentation and the Final Project Write-Up, which are assessed individually. Students will also be evaluated on processes, such as the ability to use resources and data, in their Final Project Write-Up. Lastly, students will be evaluated on the 21st century skills of collaboration and communication in their Peer and Self Evaluation, Final Presentation, and Final Project Write-Up; and the skill of critical thinking in the Math and Biofuels Content Questions.
Evaluation of Both Groups and Individuals
Since many of the evaluations for the final assessments measure content, products, processes, and 21st century skills, students will be assessed both individually and as a group on all of these elements. They will be assessed as a group for both their Final Presentation and Final Project Write-Up; and they will be assessed individually for their Math and Biofuels Content Questions and their Peer and Self Evaluation. Each of the evaluations is weighted by the number of points assigned, which should help even out the group and individual scores. However, if a group scores one student too harshly for whatever reason – usually because they don’t like that student – the teacher has veto power to increase that student’s peer evaluation score. The teacher may also want to have a meeting with the groups to discuss each person’s actual contributions.
Final Presentation: 16 pts
Final Project Write-Up: 30 pts
Math and Biofuels Content Questions: 17 pts
Peer and Self Evaluation: 10 pts
Focus on Students
Feedback
Students will receive feedback during the two Gallery Walks and possibly during class if the instructor notices issues that are raised through the Exit Slips. The instructor will also provide feedback on each group’s progress toward their Final Presentation, which takes place during check ups. The teacher will complete a Project Check Up for each group as soon as students turn in their information for that check up. Students have the option to turn in their information at the end of class on the day they were working on that topic, or they may need to continue working on the focus topic for homework and turn it in at the beginning of class the following day. Therefore, the teacher may be filling out Project Check Ups after school or during group work time in class. Finally, students will evaluate each other through a Peer and Self Evaluation Rubric on the final day of the unit.
Revision of Work
Students will be given the opportunity to revise their work throughout the group project. They will have check ups where individual elements of their final project are due. If the group needs to make corrections, they will be expected to do it that day and check back in with the teacher. The score on their Check Up rubric for that topic will not change, but if they make the corrections, they will receive a higher score on the Final Project Write-Up and possibly their Final Presentation.
Expectations
Expectations for students’ Final Presentation and Final Project Write-Up are clearly communicated in the rubrics, which will be distributed towards the middle of the unit when students start to dive into their focus question and group project.
Plan for Student Presentation
The students will present during class on one of two days during week 3 (Wednesday or Thursday). The superintendent will be in attendance along with at least two other school board members. Each student group will have approximately 8 minutes to present their recommendation with 2 minutes for questions. The superintendent and school board members will be in the front of the room. The rest of the desk will be arranged behind those and the teacher will be towards the back of the room so they can ensure that all of the students are paying attention.
Feedback Tools
Students will be evaluated on their Final Presentation by their teacher as well as by at least two school board members. Students will also evaluate themselves and each other through an evaluation form.