Research Using Bloom’s Taxonomy (Links to an external site.)
I have attached a word document of the assignment instructions and my template of what I have done so far.
Creating a Rubric for Differentiated Instruction
Writing an effective rubric can be challenging but taking the time to create one shows learners what is required to succeed on an assignment. In this assignment you will create a rubric as part of your instructional plan. Before you get started, be sure you have completed the required reading and understand the difference between a holistic rubric and an analytic rubric. For this class you will be creating an analytic rubric using a prescribed grid format.
• Read about the difference between Holistic and Analytic Rubrics in the following:
o Stretching the Rubric (Links to an external site.)
o Developing Classroom and Program Assessment Rubrics (Links to an external site.)
• Read one article from the list below that matches your current or professional goals and the population identified in your instructional plan:
o Mobile Learning and Student Cognition: A Systematic Review of PK-12 Research Using Bloom’s Taxonomy (Links to an external site.)
o Revisiting the Lecture (Links to an external site.)
o A Systematic Review of Paraprofessional Training Materials (Links to an external site.)
o The Use of Marking Rubrics in Management Education: Issues of Deconstruction and Andragogy (Links to an external site.)
• Watch the video Creating Rubrics below to see a completed example of an analytic rubric using the Instructional Plan Template
Using the “Rubric” section of the same Instructional Plan Template you have been working on so far in this course, design an analytic rubric for your instructional plan that includes the following requirements:
• A task descriiption at the beginning of the rubric should describe the outcomes being assessed or the instructions learners received for an assignment.
• A minimum of four criteria should be listed in Column 1. These should show the different skills, knowledge, or behavior to be demonstrated by learners.
• A scale that differentiates four levels of mastery should be listed as performanceratings in Row 1. These should list the labels for the varying levels of learner proficiency or mastery learners can demonstrate for each of the criteria you listed in Column 1. Each performance rating should be tactful but clear. Commonly used labels include the following:
o Exceeds expectations, meets expectations, nearing expectations, below expectations
o Distinguished, proficient, basic, below expectations
o Mastery, proficient, developing, novice
o 4, 3, 2, 1
• The criteria descriiptions of how learners demonstrate each of the four criteria at each of the performance levels should be displayed using the cells that align with the appropriate criterion in Column 1 and the appropriate performance level in Row 1. Since there are four criteria and four possible performance ratings, you should have 16 criteria descriiptions in total.