An additive rubric is a tool for task design that scaffolds students’ success. Beginning in the first column, we can describe what we expect all students to do to get started, then build with more detail, rigor and complexity towards the right hand side of the page. In this way, the rubric can serve as a road map to students as they and their work evolves.
Here’s one example, an Engineering Design Rubric. What do you notice? What do you wonder?
| 1 | 2 | 3 | 4 | |
| All of 1, plus . . . |
All of 2, plus . . . |
All of 3, plus . . . |
||
| I can ask questions and define a problem. | I have a question. | My question is testable. | My question invites me to solve a problem with engineering. | My question explores new topics in engineering. |
| I can research a problem to gain background knowledge. | I gather information about my topic. | I use reliable sources for my research. | I use internet and print sources.
I cite my sources. |
I synthesize my research into a written overview of the topic. |
| I can create a plan to address my problem. | I have a plan. | My plan is written legibly, includes materials list and design sketch. | My plan includes details of materials needed, dimensions of my project, and a timeline for design work. | My plan is so specific and precise that anyone could follow it. |
| I can create a prototype/model. | I build a model. | My model follows my plan. | I use my time efficiently.
I use my materials wisely. |
I use unique materials purposefully. |
| I can test my project, collect, analyze, and interpret my data. | I test my project. | I document each test in an organized table. | I analyze my test data. | I draw conclusions from my data to help me revise my project. |
Modified from Phenomenal Teaching, just out from Heinemann.
To learn more about Phenomenal Teaching and the PEBC Teaching Framework, please join us for our forthcoming webinar series.
