Deb Baker created this after consulting with faculty, librarians, and colleagues from around the country. The idea was to create a practical tool for assessing information literacy that anyone could use, was easy to norm, and focused on what students could do and where research instruction could be improved to increase students' information literacy. This rubric can help improve student success and information literacy learning outcomes in research assignments for any course. Used early in the semester it can serve as a diagnostic tool for supporting student researchers in developing the skills and habits of mind needed to successfully find and use information to answer a question, support a thesis, or solve a problem. Students could even use it to self-assess.

Cover photo by Glenn Carstens-Peters on Unsplash

How we design professional development greatly impacts outcomes. This module addresses the incorporation of critical thinking and critical reflection skills into professional development sessions, with sections on cultural competency, incorporating participant self-assessment at the end of sessions using rubrics, and instructional design considerations when developing in-person sessions or online learning. It is intended to give an entry into these topics for anyone providing training in any setting.

In this preparatory activity, students' initial ideas about the concepts to be covered in the module are collected and shared with the class. No attempt is made to correct any misconceptions at this point. The process of collecting initial ideas from students is meant to lay the groundwork for metacognitive prompts throughout the module where students self-assess their learning and how their knowledge changes from beginning to end.

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Performance assessments offer a departure from traditional assessment frameworks. In performance assessments, students develop and demonstrate mastery of standard-aligned content and skills through completion of authentic, relevant, and engaging tasks, and application of higher order thinking skills through research, modeling, design, analysis, experimentation, and/or evaluation.

This Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).

A rubric in student language used by middle school students to assess interpretation.

This lesson unit is intended to help teachers assess how well students are able to: interpret data and evaluate statistical summaries; and critique someone elseŐs interpretations of data and evaluations of statistical summaries. The lesson also introduces students to the dangers of misapplying simple statistics in real-world contexts, and illustrates some of the common abuses of statistics and charts found in the media.

This unit is adapted from Common Sense Education's Digital Citizenship Curriculum for Grades 3-5 to include ideas on how to integrate education technology, using formative and summative assessment tools, such as Kahoot! and Socrative. There is also an example of how to use a QR code linked to AnswerGarden, another type of assessment tool.

This workbook provides an overview to creating effective academic posters.it offers a series of guidelines for inclusive design, planning and production; dealing with copyright issues, creating the 'message' and graphics and image creation.

For use with Grade K and Grade 1 of the K-2 Reading Foundations Skills Block. Differentiation Packs can be used as a resource for planning differentiated small group instruction for students whose microphase aligns with work from a different grade level. This resource includes a comprehensive word list, key cycle information and texts for each grade level cycle, suggested instructional practices, poems, decodable readers, and handwriting sheets.

KICTCFT: The teacher to develop and apply knowledge of rubrics in assessing the syllabus. Specific Objectives: By the end of this unit you should be able to 1] Create rubrics and 2] Use rubrics in assessing the syllabus.

A rubric in student language written for middle school students to self-assess their lab process skills as they plan and conduct experiments.

This is a lab activity in which small groups of students work with maps, rocks, photographs of volcanic deposits, and textual data to construct a hazard map and a risk communication plan for a specific volcano. Each group is assigned a "volcano scenario," which is based on real volcanoes.

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Based on a schematic diagram of an outcrop provided in the first question, students are asked to list the relative ages of the four different rock units and provide the reasoning behind their interpretation based on the principles of relative age and the processes involved in the formation of each rock. Students are told that there are two possible solutions and must describe both. The second part of question one asks students to describe the geologic evidence they would look for in the outcrop to determine which of the solutions was likely correct.

The second question of the assignment is about numerical age dating. Students are asked to list what could be dated in each rock (e.g. minerals, fossils) and which particular process during the formation of each rock would be dated in doing so.

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At the end of the semester, students are asked to create a concept map of the four main concepts covered over the duration of the course. They are provided with a grading rubric and 4 the main nodes that are required on the map (plate tectonics, the rock cycle, geologic time and scientific research). The four concepts can be arranged in any manner, and the connecting lines must be labelled with appropriate terms and examples. Students have the option of creating a paper map (11'' x 17'' or larger) or a digital map using a free software program, VUE.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

A rubric in student language used by middle school students to self-assess learning logs.