The rubric can be an asset in terms of course alignment, providing teachers with a general outline of learning outcomes.
The categories established by the rubric can improve instructional organization by ensuring that course objectives were consistently delivered regardless of the mode of delivery.
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This rubric is designed to measure the quality of a process, rather than the quality of an end-product.
As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem).These skills are labeled as Strategic Approach (A) and listed them as criteria one on the rubric.Physic Concepts (P), focused on student understanding of core physics concepts, such as symmetries and conserved quantities.This is a tool that will be useful initially in the course but which can be dropped later in the course once all the students are on the same page with respect to expectations and general problem solving methodology.It is a useful concept for simpler problems but not perhaps for higher level problems where multiple connections and non-sequential steps may be needed.The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty.The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment.The rubric was designed to outline key components of physics problem solving.Student comments and exam scores indicated that students were consistently struggling with specific aspects of the physics problem solving process, namely: interpretation, visualization, defining variables and selecting a frame of reference.This category aims to encourage physics conceptualization without diminishing the value of problem solving precision; as a result, three distinct levels of accuracy are used to measure student success: analytical, numerical and conceptual.This assessment measure encouraged students to seek correct answers without experiencing the fear or discouragement associated with reaching an incorrect answer.