Summative Assessment Rubric I
A simple first component of an assessment is a checklist, such as:
- Was a literature review undertaken? And what is its quality?
- Were local or regional stakeholders contacted? If so, what transpired?
- Were the students able to find data, and if not, did they proceed in a reasonable manner?
- Did the students develop a sufficient understanding of the science and/or engineering of the public resource depletion issue under study?
- Was the team able to formulate and defend a plausible mathematical model whose resource usage equation reflected the unimodal nature of such systems, as shown in the Tragedy of the Commons BLOSSOMS video lesson?
- Did the team bring in economic and/or social science ideas into their analysis? If so, was this done in a reasonable manner?
- Was the submitted written report clearly written and complete?
- Was the oral presentation clear and complete? Understandable to classmates and stakeholders?
Summative Assessment Rubric II
In addition to a checklist, to which the teacher is encouraged to add, there is the teacher’s evaluation of the quality of the work as a whole, including final reports (written and oral), the collaborative process of members of each team over the weeks of the project, the team’s ability to overcome obstacles, their willingness to reach out to stakeholders, etc. As with any comprehensive assessment of work quality, the end conclusion must be qualitative, not formulaic.