SCHOOLWIDE RUBRIC
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ABCDEF
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AdvancedAccomplishedAcceptableBeginningConcerned
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UnderstandingAt the time of reporting, the advanced student consistently demonstrates breadth and depth of understanding using various tasks in new learning situations.At the time of reporting, the accomplished student consistently demonstrates required understanding using various tasks in new learning situations.At the time of reporting, the student is able to demonstrate required understanding using acceptable tasks in familiar learning situations.At the time of reporting, the beginning student is aware of the required learning but struggles to demonstrate understanding. It is concerning that after significant number of attempts, opportunities, interventions and differentiated instruction, the student is not able to demonstrate a satisfactory level of understanding, skills and performance at the time of reporting.
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Transdisciplinary SkillsAt the time of reporting, the advanced student purposefully employs multiple transdisciplinary skills relevant across new learning experiences. At the time of reporting, the accomplished student employs relevant transdisciplinary skills across new learning experiences. At the time of reporting, the student employs transdisciplinary skills in an acceptable manner. At the time of reporting, the beginning student is aware of transdisciplinary skills but struggles to employ them across learning experiences.
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Ability to Transfer Learning Through Performance TasksAt the time of reporting, the advanced student proficiently demonstrates, the ability to transfer learning through exceptional completion of performance tasks. At the time of reporting, the accomplished student proficiently demonstrates the ability to transfer learning through successful completion of performance tasks.At the time of reporting, the student demonstrates the ability to transfer learning through sufficient completion of performance tasks.At the time of reporting, the beginning student struggles to complete performance tasks and unconvincingly demonstrates the ability to transfer learning.
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Note: Integrity, Responsibility and Commitment are assessed separate from understanding, transdisciplinary skills and performance.
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Personal Integrity, Responsibility and Commitment to Lifelong LearningAt the time of reporting, the advanced student is an exemplar of personal integrity, responsibility and commitment to lifelong learning. At the time of reporting, the accomplished student consistently demonstrates personal integrity, responsibility and commitment to lifelong learning. At the time of reporting, the student approaching target inconsistently demonstrates personal integrity, responsibility and commitment to lifelong learning.At the time of reporting, the beginning student struggles to demonstrate personal integrity, responsibility and commitment to lifelong learning.
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Grade Equivalent43210
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A I 93-100% I 4.0B+ I 87-89% I 3.3C+ I 77-79% I 2.3D+ I 67-69% I 1.3F I 59 % > I 0.6 >
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A- I 90-92% I 3.7B I 83-86% I 3.0C I 73-76% I 2.0D I 63-66% I 1.0
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B- I 80-82% I 2.7C- I 70-72% I 1.7D- I 60-62% I 0.7
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RecommendationThe advanced student is well prepared to move on to the next level of learning.The accomplished student is prepared to move on to the next level of learning.The student is prepared to move on to the next level of learning but may need occassional support to ensure sustainable success in the future.Thorough discernment and consultation is needed prior to recommending the student to move on to the next level of learning. Substantial support through written action plan is required to ensure sustainable success in the future.The student is not prepared to move on to the next level of lerning. Substantial support through written action plan is required to ensure success in the present learning standard.
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PURPOSE OF ASSESSMENT
PURPOSE OF SCHOOL WIDE RUBRIC
UNDERSTANDINGTRANSDISCIPLINARY SKILLS
TRANSFERABILITY OF LEARNING
RUBRIC FAQ
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Assessment refers to the wide variety of methods or tools that teachers use to evaluate, measure, and document the academic readiness, learning progress, skills acquisition, or educational needs of students. This process is not only limited to giving summative tests but expands to various strategies that inform and promote learning . Assessments in ISM are designed at the service of learning and not learning at the service of assessment. Conversely, the purpose of grading and reporting is to inform pertinent stakeholders about individual learning progress and the collective growth of ISM. Grading and reporting are only part and parcel of the entire process of assessment. -Reference: Glossary of Education ReformThe schoolwide rubric defines and distinguishes the four levels of achievement every ISM student is evaluated upon. It includes criteria encompassing qualities of contemporary learning. These are conceptual understanding, transdisciplinary skills, ability to transfer understanding through performance tasks, personal integrity, responsibility and commitment to lifelong learning. ISM believes that achievement is not only based on academic success but on multiple qualities encompassing the whole learner. This rubric serves as guide to both teachers and students in designing and implementing high quality instruction and assessment. In connection, parents are encouraged to refer to this rubric in providing support to students. -Reference: Glossary of Education ReformAn insight into ideas, people, situations and processes manifested in various appropriate performances. To understand is to make sense of what one knows, to be able to know why it is so, and to have the ability to use it in various situations and contexts. -Reference: UbD, 2nd EditionTransdisciplinary skills are a set of skills essential to student learning within the classroom and in life outside of school. These are tools that can be used by students across all content areas to become successful learners. In connection, the Schoolwide Learning Outcomes (SLO) are fundamentally transdisciplinary skills. Opportunities are provided for students to practice these skills and reflect on how they are applying them to their learning.The ability to apply knowledge and skill appropriately and fruitfully to a new or different context from that in which it was initially learned. For example, a student who understands the concept of “balanced diet” transfers that understanding by evaluating hypothetical diets for their nutritional values and by creating nutritional menus that meet the food pyramid recommendations. -Reference: UbD, 2nd Edition
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