Rubric Design

            The wordle created as a class using 15 word phrases that we each associated with STEMS2 brought forth various words.  Like the differences and similarities in our perspectives of STEMS2, as educators we must be certain that our stem unit plans not only assess our student’s understandings but also assess the way in which we deliver lessons to students. 

            In essence, the formative assessment is a self-check for an educator to figure our where to guide the flow of the lesson as different things may come up or the approach for student comprehension might not be happening.  A summative assessment would be a way to evaluate student understanding at the end of the unit and hopefully with formative assessments along the way, the unit was a success for increasing student knowledge.  These are just some aspects of things to be aware of when trying to approach education with a multiple lens.

            In designing a rubric for a STEMS unit plan via the "wordle" the key concepts that would be important to get across in a STEMS unit is the development of multiple lenses as well as collaboration/multiple connections amongst student perspectives and social circles.  Community engagement and place based history comprehension/sense of place is another group of concepts that would be objectives for student comprehension.  The rubric will also guide students as to where within each objective should a student be performing in order to meet the minimum of the lesson and what is considered quality work.

Criteria	Acceptable	Target	Beyond
Multiple lenses	Student is able to identify two different disciplines of education within a lesson and explain the interconnectivity.	Student is able to identify 3-4 disciplines of education within a lesson and explain the interconnectivity.	Student is able to identify 5+ disciplines of education within a lesson and explain the interconnectivity.
Collaboration /Multiple connections with others	Student is able to follow directions and work together in a group comfortably, expressing respect and openness to complete a task.	Student takes the initiative to begin work together in a group and comfortably applies others perspectives to complete the task.	Student shows ability to lead group work that honors all perspectives and creates increased unity amongst peers.
Community Engagement	Student has set up interviews with family members and community stakeholders to understand community need and wants.	Student has conducted interviews and has followed up by putting together an event or completed a project to help with the needs and wants of community.	Student has taken lessons and has presented findings at a community event/meeting.
Place Base History/Sense of place	Student is familiar with the place-based information of his/her educational site, example: names of land divisions, mountains, streams, rain and wind etc. Respect towards environment is expressed.	Student is familiar with the place in which they call home. They can identify names and characteristics unique to educational site and their home base. Respect and increased land stewardship is expressed.	Student is familiar with multiple areas within their community and can perform cultural practices unique to the area and environmental methods to best support a sustainable and healthy environment and community.