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Stem Project Rubric - Korbutt

This document provides a rubric for assessing a STEM project. The rubric contains 16 categories for evaluating different aspects of the project such as understanding context, defining the problem, ideating solutions, prototyping, testing, making, and sharing. Each category lists specific criteria and is scored on a 4-point proficiency scale from exceeding expectations to emerging. The rubric also includes space to record the student and teacher's name, the real-world problem addressed, and areas for student reflection and teacher feedback.

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175 views3 pages

Stem Project Rubric - Korbutt

This document provides a rubric for assessing a STEM project. The rubric contains 16 categories for evaluating different aspects of the project such as understanding context, defining the problem, ideating solutions, prototyping, testing, making, and sharing. Each category lists specific criteria and is scored on a 4-point proficiency scale from exceeding expectations to emerging. The rubric also includes space to record the student and teacher's name, the real-world problem addressed, and areas for student reflection and teacher feedback.

Uploaded by

api-298914652
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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STEM PROJECT RUBRIC CONT 951 M.

Korbutt

Name: ____________________________ Partner:_______________________

Real-world Problem:____________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Applied Curricular Competency Student Reflection Teacher


Teacher
Student

Design Feedback
Category

Engage in a period of user- EX EX


Understandin

centred research and empathetic


g Context

P P
observation
to understand design opportunities D D
E E

Establish a point of view for a EX EX


chosen design opportunity P P
D D
E E
Defining

Identify potential users, intended EX EX


impacts, and possible unintended P P
negative consequences D D
E E
EX EX
STEM PROJECT RUBRIC CONT 951 M. Korbutt

Make decisions about premises P P


and constraints that define the D D
design space,
and identify criteria for success E E

Determine whether activity is EX EX


collaborative or self-directed P P
D D
E E
Critically analyze how competing EX EX
social, ethical, and sustainability P P
considerations impact creation and
development of solutions D D
E E
Generate ideas to create a range of EX EX
Ideating

possibilities and add to others’ P P


ideas in ways that create additional D D
possibilities
E E
Choose an idea to pursue based on EX EX
success criteria and maintain an P P
open mind about potentially viable D D
ideas E E
Choose a form for prototyping and EX EX
develop a plan that includes key P P
stages D D
and resources
E E
Analyze the design for the life EX EX
cycle and evaluate its impacts P P
Prototyping

D D
E E
Visualize and construct prototypes, EX EX
making changes to tools, materials, P P
and procedures as needed D D
E E
Record iterations of prototyping EX EX
P P
D D
E E
Identify and communicate with EX EX
Testing

sources of feedback P P
D D
E E
STEM PROJECT RUBRIC CONT 951 M. Korbutt

Develop an appropriate test of EX EX


the prototype, conduct the test, and P P
collect D D
and compile data E E
Apply information from critiques, EX EX
testing results, and success criteria P P
to make changes D D
E E
Identify appropriate tools, EX EX
technologies, materials, processes, P P
cost implications,
and time needed. Use materials in D D
Making

ways that minimize waste. E E


Create design, incorporating EX EX
feedback from self, others, and P P
results from testing D D
of the prototype E E
Decide how and with whom to EX EX
share creativity, or share and P P
promote design D D
and processes E E
Share the product with users to EX EX
evaluate its success P P
D D
Sharing

E E
Critically reflect on plans, products EX EX
and processes, and identify new P P
design goals D D
E E
Identify and analyze new EX EX
possibilities for plans, products and P P
processes, including how they or D D
others might build on them
E E
References:

Building Student Success - B.C. Curriculum. (n.d.).


https://curriculum.gov.bc.ca/curriculum/adst/11/engineering.

Proficiency Scale Graphic:

Antonio Vendramin, (2017, September. 24) [Twitter moment] Retrieved from


https://twitter.com/Vendram1n/status/912181676557705216?s=20
SD36CSL, (2018, September 17) [Twitter moment] Retrieved from
https://twitter.com/SD36CSL/status/1041886962750291968?s=20

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