Bridgette Fincher- Masters in Educational Technology and Leadership. 2006

 

BFincher.net

Terms and Classes

Summer '05

Fall Term '05

 Winter Term '06

Spring/Summer Term '06

Action Research Project

 

The UBD Project Rubric

This rubric was an adaptation of the elementary rubric, my own work and items from the rubric designed from the Bellingham Schools. The citation for that part of the work, found in the big dea and learning plan section, is Assessing Teacher Technology Projects. Reed, Ann. Bellingham Public Schools.  http://ldt.stanford.edu/~tacyt/ projectrubric.html.

CATEGORY

4

3

2

1

The design focuses on the big ideas of the targeted content The project's technology use effectively supports the big ideas of the unit. It affords new possibilities and understanding. The project's uses of technology directly supports the ISTE and NCTE standards The project's technology use effectively supports content,  curriculum and big ideas. It also addresses the ISTE and NCTE standards The project has a tenuous connection to the course curriculum and big ideas of the unit.. The technology use addresses some but not directly supports the ISTE and NCTE standards. The project has no connection to class content or the unit goals and does not support the ISTE and NCTE standards.
The assessments provide fair, valid, reliable, and sufficient measures of the desired results Multiple forms based on the UBD Continuum of Assessments are used to provide both ongoing and culminating data which clearly and fully demonstrates student understanding of the targeted essential questions. Multiple forms based on the UBD Continuum of Assessments are used to provide both ongoing and culminating data which demonstrates student  understanding of the targeted essential questions. Some forms based on the UBD Continuum of Assessments are used to provide both ongoing and culminating data which somewhat demonstrates student understanding of essential questions. One form of the UBD Continuum of Assessments is poorly used to provide either ongoing or culminating data. It gives little data to show student understanding of the essential questions.
The learning plan is effective and engaging

The project is complete, deep, well-scaffolded and adaptable. It offers extensions for more motivated or experienced learners and/or adaptations for students with special needs or learning style preferences. Students have opportunities to actively engage with the concepts and with technology by creating or designing a product themselves.

 

The project is complete, goes into depth as appropriate and provides some adaptations for students with special needs or learning style preferences. The teacher has considered scaffolding learning for both beginning and advanced students and fades away when appropriate. Students explore concepts by designing and creating a product. The project may be complete, but lacks depth. It does not offer strategies or adaptations for students with special needs or learning style preferences. The class time invested in the project may be too great given its education value.  The project seems incomplete or poorly conceived. The project’s scope is too large or too small. The teacher has not considered student learning needs.
The entire unit is coherent with the elements of all three stages aligned. The internal unit design has strong and demonstrable congruence, continuity and alignment of the three UBD design stages.   The internal unit design has demonstrable congruence, continuity and alignment of the three UBD design stages.   The internal unit design has some demonstrable congruence, continuity and alignment of the three UBD design stages.   The internal unit design poor demonstrable congruence, continuity and alignment of the three UBD design stages.  

Possible Questions to Ask in the TI:
What and how did students learn? Include both intentional and unintentional lessons.
What did you learn?
What would you do differently if you were to do this project again?
What were the greatest successes of this project?
How would you improve this project?
What advise would you give a teacher contemplating a similar project?
What kinds of questions did students ask?
Where were students most often confused?
How did you address the needs of different learners in this project?
What resources were most helpful as you planned and implemented this project?

   

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