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in_class_rubric [2019/08/20 09:26] (current)
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 +===== In-Class Rubric =====
 +==== General Grading Scale ====
 +4.0 (96-100%) - Perfect, I can't think of anything they could have done better\\ ​
 +3.75 (91-94%) - They were vital to their group'​s success but they could improve on some things\\ ​
 +3.5 (87-90%) - They worked well with their group but there are definitely places where they can improve\\ ​
 +3.25 (83-86%) - Sort of average, not outstanding but solid effort\\ ​
 +3.0 (78-82%) - Weak participation,​ still worked with group but needs a lot of improvement\\ ​
 +2.5 (68-74%) - Did not contribute in anyway to group'​s progress\\ ​
 +2.0 (65%) - Negatively impacted work of group and progress on experiment\\ ​
 +0.0 (0%) - Did not come to class
 +==== Learning Goals ====
 +=== Group Function ===
 +  * Communication:​ Contribute to and remain involved in group discussions.
 +  * Collaboration:​ Come prepared and work well with your group.
 +  * Discussion: Work together to understand the result.
 +    * Communication
 +      * Engaged in group discussions
 +      * Asking/​answering questions
 +      * Discussing plan with group
 +      * Explaining equipment to each other
 +    * Collaboration
 +      * Come prepared
 +      * Actively participate in group work
 +      * Make sure everyone is on the same page
 +        * Don't move on too quickly
 +      * Try to come to consensus
 +      * Ask for and give input
 +      * Attempt to get everyone involved
 +      * Don't dominate the discussion
 +    * Discussion
 +      * Work together to understand results
 +      * Discuss implications of different experimental results or observations
 +      * Contribute helpful ideas in data analysis
 +=== Experimental Design ===
 +  * Equipment: Engage with the equipment. Show competence in use of equipment.
 +  * Experimental Process: Employ good experimental practices.
 +  * Uncertainty:​ Take into account where uncertainty plays into the experimental process.
 +    * Equipment
 +      * Engage with the equipment
 +      * Actively involved in data taking
 +      * Able to troubleshoot equipment
 +      * Show competence in use of equipment
 +    * Experimental process
 +      * Work systematically
 +        * Don't just randomly take measurements
 +        * Work with intention
 +      * Make predictions
 +      * Record observations and data
 +      * Set goals
 +    * Uncertainty
 +      * Work to reduce uncertainty in measurements
 +      * Discuss and quantify sources of uncertainty
 +      * Carry uncertainty through calculations
 +      * Discuss model assumptions and limitations
 +      * Compare results to expected
 +**What'​s the purpose of in­-class grading?** Everyone in this lab
 +comes from a variety of backgrounds and have varying levels of
 +experience with physics, lab equipment, and working in groups. The
 +purpose of the in­-class grading is to allow for you to develop your
 +abilities in engaging with lab equipment, describing the role of
 +uncertainty in the experiment, communicating science to others, and
 +collaborating effectively as a group member. As such, this rubric is not
 +focused on if you are engaged in class, but rather how you are engaged.
 +This in ­class grade is not designed to make a big impact on your final
 +grade in the course, it is to help develop abilities along these areas.
 +**How are numerical scores given?** The goal is for every student to
 +improve their abilities along each of the areas listed in the rubric
 +over time. The expectation is that as you develop your abilities, the
 +expectations in the course will rise. So what was considered a 3.5 early
 +in the course may not be the same as what a 3.5 is by the end of the
 +course. This is a growing experience, and as such, we do not intend
 +anyone to be experts at the start. Truth be told, there is no way to be
 +"​perfect"​ at science. However, by leveraging what we do well, we can
 +focus on the things in which we need improvement and continuously grow.
 +**What'​s the purpose of the written feedback from the tutors?** Each day
 +in the lab, the tutors will try to observe and notice how each student
 +in their groups is doing in the areas on the rubric. After each day that
 +you work on an experiment, you will receive feedback from the tutor on
 +areas they would like to see you work as well as those they think you
 +did well. The expectation is that, for future labs, you will work to
 +improve in the areas the tutor noted.
 +**How are the tutors going to notice everything in this rubric?** It is
 +not likely that every student will demonstrate everything in this rubric
 +and that the tutor will notice everything. To help focus this, the
 +tutors will approach each group with some questions related to the areas
 +in the rubric to gauge understanding. The point isn't to notice
 +everything you have done, but rather to get an idea of where you are
 +currently and give you feedback and support to develop as time goes on.
 +**So how do I get a 4.0?** Unfortunately,​ there are no concrete examples
 +of how to get a 4.0 because there is not one correct way to engage in
 +class. Instead, there are many ways to conduct an experiment ­ something
 +we intend to value. In an attempt to remove some of the ambiguity,
 +sample "​ladders"​ of expertise are given below, as well as a graphical
 +representation of the development tutors are valuing in this assessment.
 +These should be taken as non­-exhaustive lists but rather simple
 +examples of one way in which development could occur. The best way to
 +increase or maintain your grade is to pay attention to the feedback your
 +tutors provide.
  • in_class_rubric.txt
  • Last modified: 2019/08/20 09:26
  • by river