-For "Can the student explain the difference between physical/chemical properties?" I think the "Below expectations" should be reworded. I think it may be better to have "Can identify majority of examples..." rather than "some" because "majority" is more specific than "some" and between "Below expectations" and "Approaching expectations" there can be some overlap. Getting "some" of the examples could also mean getting less than the majority correct so by being more specific in the "Approaching expectations" category you can avoid any confusion or overlap. Also I would make sure to include something about being able to explain the examples for each level of expectations. I only see mention of explanations in the "Exceeds expectations" category. -Similar to above with the explanations, I only see mention of explanations in the "Exceeds expectations" category. -I'm not quite sure I understand the last criteria, "Does the student understand how chemical equations show physical/chemical changes?" These seem very similar to the first one and so I'm not sure if I just misunderstood or what. -Overall pretty thorough rubric that graded students based on objectives they should be able to complete after the activity.
I really like how specific your rubric is for the learning activity worksheet. You definitely have a scoring system to showcase if the students do have a great understanding and knowledge of physical and chemical changes in the subject based on your criteria. My only suggestion for you would be to include "explains some reasoning" or something along those lines for "Can the student give their own example of chemical/physical changes and/or properties." You mentioned the importance of the amount of examples you wanted them to provide, but maybe scoring them more so on their explanations as well, might be useful. Otherwise, it looks great!
-For "Can the student explain the difference between physical/chemical properties?" I think the "Below expectations" should be reworded. I think it may be better to have "Can identify majority of examples..." rather than "some" because "majority" is more specific than "some" and between "Below expectations" and "Approaching expectations" there can be some overlap. Getting "some" of the examples could also mean getting less than the majority correct so by being more specific in the "Approaching expectations" category you can avoid any confusion or overlap. Also I would make sure to include something about being able to explain the examples for each level of expectations. I only see mention of explanations in the "Exceeds expectations" category.
ReplyDelete-Similar to above with the explanations, I only see mention of explanations in the "Exceeds expectations" category.
-I'm not quite sure I understand the last criteria, "Does the student understand how chemical equations show physical/chemical changes?" These seem very similar to the first one and so I'm not sure if I just misunderstood or what.
-Overall pretty thorough rubric that graded students based on objectives they should be able to complete after the activity.
I really like how specific your rubric is for the learning activity worksheet. You definitely have a scoring system to showcase if the students do have a great understanding and knowledge of physical and chemical changes in the subject based on your criteria. My only suggestion for you would be to include "explains some reasoning" or something along those lines for "Can the student give their own example of chemical/physical changes and/or properties." You mentioned the importance of the amount of examples you wanted them to provide, but maybe scoring them more so on their explanations as well, might be useful. Otherwise, it looks great!
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