Here is the evaluation criteria to be used when assessing students who have completed this unit problem:
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Criteria |
Needs additional work |
Gaining proficiency |
Proficient |
Exceeds |
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Assisting |
Little to no assisting group members or other groups. |
Some assisting of group members or other groups. |
Often provided useful ideas or assisted group members or other groups. |
Provided a great deal of help to other group members or other groups. |
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Dependability |
Rarely follows through on assigned tasks and depends on other group members to complete the work. |
Follows through on some of the assigned tasks and often depends on other group members to complete the work. |
Follows through on most of the assigned tasks and rarely depends on other group members to complete the work. |
Follows through on all assigned tasks and does not depend on group members to complete any of the work. |
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Focus |
Rarely focuses on the task and must constantly be reminded to complete the work. |
Generally focuses on the task and must sometimes be reminded to complete the work. |
Often focuses on the task and rarely needs to be reminded to complete the work. |
Constantly focuses on the task and does not need to be reminded to complete the work. |
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Group assessment |
Little to no contribution to the group activities. |
Some contributions to the group activities and completed most individual tasks. |
Some contributions to the group activities and completed all individual tasks. |
Many contributions to the group activities and completed all individual tasks. |
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Problem-Solving |
Rarely tries to solve problems or help others solve problems. |
Generally tries to solve problems or help others solve problems. |
Often tries to solve problems or help others solve problems. |
Constantly tries to solve problems or assist others in solving problems. |
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Reflection |
Little to no contribution in the discussion forum. |
Provided some contributions or insight in the discussion forum. |
Provided meaningful contributions or insightful feedback in the discussion forum. |
Provided meaningful contributions and insightful feedback in the discussion forum. |
Here is the evaluation criteria to assess the constructivist principles incorporated in this unit problem:
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Criteria |
Not evident |
Partially adapted |
Achieved |
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Learner views, ideas, and prior knowledge is clearly identified |
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The environment focuses on a problem, project, question, or issue, with various interpretative and intellectual support systems surrounding it |
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Learners have access to resources for problem solving |
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Opportunities are created for learners to explore concepts and ideas, and to test understanding in order to make predictions or inferences |
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Motivation is provided for students to develop, modify and/or change ideas |
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The learning process involves planning the goals, topics, and relationship among topics |
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Forums for social negotiation and mediation provide learners opportunities to exchange perspective and reconcile dissonant views |
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Learners are provided with opportunities for collaboration |
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Constructivist learning environments support question / issue based, case-based, project-based, or problem-based learning |
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Problems are interesting, relevant, and engaging |
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Learners are asked to articulate their inquiry based problem solving process |
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Coaching allows the learner to improve personal performance to reach a skill level in task completion |
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Scaffolding provides temporary frameworks to support learning and student performance beyond their capacities |
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Assessment tests the learning outcomes |
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