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Mapping the Blue Part
Rubric

8th Grade Performance Task
Contributed by: Kentucky Department of Education (KDE)

SCORING GUIDE
KIRIS Performance Event, Grade 8
1992-1993
Task: M/S1-Mapping the Blue Part

Group Activity

ACTUAL
REVERSE
H1
8.5
3.0
H2
8.0
3.5
H3
7.5
4.0
H4
7.5
4.0
H5
7.5
4.0
H6
6.5
5.0
H7
6.0
4.5
H8
6.0
4.5
H9
6.5
5.0
H10
6.0
4.5
H11
6.5
5.0
H12
6.5
5.0
A12
4.5
7.0
B12
4.5
7.0
C12
7.0
4.5
D12
6.5
5.0
E12
6.5
5.0
F12
6.5
5.0
H12
6.5
5.0
I12
6.5
5.0
J12
6.5
5.0

 

SCORE
DESCRIPTION
4
All points are correct (see table) +/- .50 cm.
3
13-20 points are correct.
2
5-12 points are correct.
1
0-4 points are correct.
0
BLANK

NOTE: Reverse readings result in loss of 1 point, but not for score 2 or 1


Individual Activity

Question 4

SCORE
DESCRIPTION
4
Student's graph is an accurate representation of group data, with both axes reasonably divided.
3
Student's graph is a nearly accurate representation of group data.
2
Student graphs some points accuratly; axes may not be labled correctly.
1
Students shows minimal understanding of graphing.
0
BLANK.

Question 5


SCORE
DESCRIPTION
4
Student maps ocean floor, representing the major features, and explains why and where he/she would take additional readings.
3
Student maps ocean floor, representing most major features, and explains why and where he/she would take additional readings (may exclude one feature).
2
Student maps ocean floor, representing some major features, and may or may not explian why and where he/she would take additional readings (may exclude two features).
1
Student recognizes location of only one or two features, and does not explain additional readings.
0
BLANK

Question 6

SCORE
DESCRIPTION
4
Student recognizes more than one application and related potential benefits
3
Student recognizes one application and its potential benefit(s).
2
Student recognizes application, without naming benefits.
1
Student fails to recognize any application.
0
BLANK

Question 7

SCORE
DESCRIPTION
4
Student recognizes method's limitations and chooses another relevant method to map the ocean floor.
3
Student recognizes method's limitations but is unable to develop another method to map the ocean floor.
2
Student believes method used has no limitations.
1
(Does not apply.)
0
BLANK

 

 

 

 

 


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