(The rubric was adapted and revised from the original: Wiggins, G. & McTighe, J. "Yx��4�d]f�σٮ`R��LցE�ɫ`s��6��E���5`�@�Q����h"Ŷ������n��:�?��s� � endstream endobj startxref 0 %%EOF 65 0 obj <>stream Source: Wiggins, G. & McTighe, J. Knowledge and Understanding. understanding and of the role of projections and prejudice in opinions and attempts to understand. The student recalls some ideas, concepts or processes. Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. INTERCULTURAL KNOWLEDGE COMPETENCY RUBRIC Definition: Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. edTPA URLP Special Education . The response is insightful, integrates knowledge, and demonstrates powerful application. Knowledge and Understanding Achievement Level IB Level Descriptor Student Friendly language Decoder 0 The student does not reach a standard SBP: Unsatisfactory described by any of the descriptors given below. They can be used at the beginning, during or at the end of a unit. value@aacu.org. six facets of understanding rubric can inform the design of assessments relating to a broad range of content areas because the focus is on depth and complexity of learner understanding not simple recall or recount. Concept mapping can be built on over time to show progress and growth in knowledge and understanding and also reveal connections or misconceptions that help you target need. Transformative training: Designing programs for culture learning. For more, see: Information in your language. The first defines the category that is being evaluated, and the other four show levels 1 through 4. Intercultural Knowledge and Competenceis "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett,J. Understanding Knowledge$ Questions$ There is a sustained focus on knowledge questions connected to the prescribed title and are well chosen—developed with investigation!of different perspectives and linked effectively to areas of knowledge and/or ways of knowing. h�bbd```b``z "m�lN��"�7�HfI8 ,� The student does not reach a standard described by any of the descriptors given below Poor. Adapted from the AACU LEAP rubrics, the Bases of Competence skills, and the University of Guelph Learning Outcomes ... relativity of knowledge and understanding at a given time. Civic Knowledge and Engagement Local and global working to make a difference in the civic life of Multicultural and Diversity Understanding Rubric (“Multicultural and Diversity” includes but is not limited to the following : race, ethnicity, gender, age, sexual orientation, physical ability, religion, geographic location.) Knowledge and Understanding Shows a good understanding of the project through his/her research and makes connection to the design process. by Terry Heick. CRITICAL AND CREATIVE THINKING RUBRIC . There is some knowledge and understanding of the extracts and the works/texts in relation to the global issue. This has implications for the design of a final performance of understanding or culminating assessment. knowledge and understanding of the extracts and the works/texts in relation to the global issue. For example: spider: students write the central idea inside a bubble in the centre of the map. References to the extracts and to the works/texts are infrequent or are rarely appropriate. Your TOK teacher will give you a copy of this, or you can find it online in the 2022 TOK Guide. For Wiggins and Jay McTighe, when someone truly understands, they: The six facets of understanding were identified by Grant Wiggins and Jay McTighe in their seminal framework This rubric is a general rubric that does not define specific traits for critical thinking: General Critical Thinking Rubric 4 3 2 1 I can tell what the most important parts of the information I’m studying are. h��XmoU����Q�νw��J]^춥�R���C���6ۅ� � ��`�P? The research focused on children's thinking and learning, and incorporated a sustained research and development process in classrooms. Assessment Rubric 1: Knowledge/Understanding TIPS • Use the answer key in the Teacher’s Guideto assess the accuracy of student responses to individual questions. Concept maps come in many forms. 9 0 obj <> endobj 38 0 obj <>/Filter/FlateDecode/ID[]/Index[9 57]/Info 8 0 R/Length 129/Prev 91173/Root 10 0 R/Size 66/Type/XRef/W[1 3 1]>>stream area in rubric Competences (elements from IO2 Urban Science key competences) Develop knowledge and understanding of key Urban Science issues (including understanding basic characteristics of scientific thinking and urban environment and understanding scientific theory) 1.a. The MYP Assessment Rubric for Mathematics Criteria: A. The definitions that follow were developed to clarify terms and concepts used in this rubric only. A rubric is a tool that teachers use to assess many different types of assignments including written work, projects, speeches, and more. The following examples are thinking routines developed by Project Zero to support teachers and students to make thinking visible. As a teacher, you can draw on and make explicit these six key areas of development to scaffold learner understanding of what it means to understand something deeply. This rubric identifies six of the key components of intercultural knowledge and competence, but there are other components as identified in the Deardorff model and in other research. manageable for you to incorporate into your assessments. The Six Facets of Understanding rubric can also support you to reflect on and consider your unit designs and the extent to which they are likely to lead to the kind of deeper understanding that this framework promotes. /10 There is little knowledge or understanding of the content of the work discussed. Concept maps come in many forms. The philosophy of economics" Tools and processes that make understanding and thinking visible are everyday tools that enrich a teacher's repertoire while offering insights into learners. Developing (does not meet performance standards) Proficient (meets performance standards) Advanced ... • Explanation of the diagram – understanding of proportions . The student applies understanding to situations. Carnegie Mellon University offers this guide for, The University of Delaware offers an alternative guide to. Bloom’s Taxonomy gets most of the press in education, and UbD 6 Facets of Understanding, and Marzano’s New Taxonomy are also useful frameworks for dispersing ‘cognitive actions,’ but it was the ‘DOK’ model that I used first, and so it has a soft spot in my heart. Tools and processes that make knowledge, understanding and thinking visible to both teachers and students can take the form of a wide variety of simple scaffolds. �孆��DTB��%%�ZA�D1�^��Ϲw�;�nK!1��3;s��s��9g�;� �A�MLJ�$T���pňii b M. A… Writer’s Craft ISP Fishbowl Oral Rubric Name: _____ Novel/Author: _____ Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding: How much knowledge and understanding has the student shown of the text? 3 the general principles or laws of a field of knowledge, activity, etc.! Able to connect different elements within an urban environment; 1.b. understanding information without relating it to other material. Understanding by design. Glossary . - Decreasing corruption of higher education in private colleges References to the extracts and to the The Ontario rubric is a rubric system used to mark students in the Ontario provincial school system.. You can use individual maps as the basis for constructing a whole-of-class map. Every rubric is divided into a set of criteria (ex: organization, evidence, conclusion) with descriptors or markers of quality to explain each criterion. These are designed to prompt or deepen individual or collective thinking, while simultaneously revealing where learners are in their learning at any point in time. Alexandria, VA: Association for Supervision & Curriculum Development. They can be used across various year levels and content areas to uncover what students know and understand, and to see the connections they are or aren't yet making: Visible thinking is the product of research conducted by Project Zero, which included a team of researchers from the Harvard Graduate School of Education. (1998). understanding by design and are informed by theoretical research into cognitive psychology and the findings of a series of studies of student achievement. found by Project Zero  to be a robust instrument for uncovering students’ thinking about thinking. Rubric C Global Engagement Student Learning Outcomes aps tone 4 Milestone 3 Miles 2 Benchmark 1 0 N/A 2: Pr o b m s o l v i n g (K no w l e d) 1: Students will explain environmental, historical, social, economic, political and/ o rc ultal f ts relevant to understanding a contemporary issue(s) within a global framework. • Culture: All knowledge and values shared by a group. The student uses ideas, concepts or processes correctly to construct explanations. Group norms —standards, models, beliefs, or patterns of behavior considered to be typical for a specific group. Interpretation with justification routine: A routine for activating prior knowledge and making connections: A routine for organising understanding of a topic through concept mapping: A map for tracking and guiding understanding: A structure for activating and building prior knowledge, establishing a purpose for learning and for summarising what was learned: State Government of Victoria, Australia © 2019. 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