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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. |