Re-Answering The Rubric

Re-Answering The Rubric

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The Rubric

-Identification of Environmental or Logistical Problem (10%)
What are the negative effects of the The Problem

-Task: You will identify an environmental or logistical problem within the school that your group will attempt to solve/provide an alternate procedural

• Environmental: the aggregate of surrounding things, conditions, orinfluences; surroundings; milieu.
• Logistics: the planning, implementation, and coordination of the details of a business or other operation.

Our problem is that not all students are achieving as much as they would like to in many of their classes, specifically math.

Our plan of action to diminish this problem is to implement a system of Assessment Literacy in the classroom, which will provide students with a broader insight into how they are doing in the class and what they need to do to improve these grades.

-Impact: Who is most affected by the problem? How does this affect the daily school environment?

• Despite drawbacks is your project “worth it”

• Who does this plan affect
• what does it do
• how can you change your problem to lessen these problems.

Drawbacks:

Peers may not be as accepting of the grades that students achieve after applying themselves prior to the formal assessment process. -> Keeping the option open for students who regularly score well on tests may lessen their anger

Students may be to lazy to apply themselves to get the better grade-> after realization that they arent doing well without it, students may be more willing to apply themselves.

Students may use this program to carry themselves to a higher grade without necessarily putting in as much work as their peers. This could also skew the results of the grading system, giving too many people A's for free. In turn, the student would have to work as hard, if not harder, the second time around to recieve the A that they may or may not deserve.

This problem affects any students who wish to improve their grades by any measure. 

We will be giving these students a way to achieve higher than they would have, given the current assessment process.


-Project Presentations-Final exam time time of first semester

• problem
• how does the problem affect the school
• describe the environment/people impacted
• research the problem/solution

This problem affects the school by making tests, and quizes more accomidating to students who are willing to put in more effort to achieve higher grades. 

This problem affects students who may not test well, be having a bad day, or just did badly for whatever reason, and are willing to put in more work to earn higher grades.


-State Hypothesis (5%)

• measurable
• creative thinking
• has been developed

If a process of assessment literacy is implemented in our school, then the students who choose to utilize it will be able to earn better grades. 

-Plan and Design (25%)

• thoughtfully articulated plan
• timeline (by when do you need to do what)
• steps
• necessary resources (what you need, info collected)
• proposed methodology
• anticipated results
• data collection
• originality in planning and design of project
• use of eco-friendly and sustainable materials
• group roles are clearly defined
• all team members participate

Timeline:

1. Set plan of what we need to contact teachers with

2. Contact teachers

3. Set up times for the program

4. Contact students

5. Begin process

6. Gauge student opinion

7. Adapt if necessary

8. Display Findings

9. ???

10. Profit!

-Analyze and Provide Results (20%)

• describe and analyze quantitative and qualitative data
• reference how hypothesis impacted problem

-Conclusion (20%)

• how well do you describe the learned and impact
• was solution innovative
• how does project describe results and challenges

-Share (15%)

• how do you inform others
• did others become involved
• creative communication
• reccomend other communitiy benefits/challenges

-Global Impact (5%)

• describe implications
• how to implicate

Group Deliberations