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iRubric: Creative Problem Solving rubric
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Creative Problem Solving
Creative Problem Solving
Used to evaluate creative problem solving process and outcomes, in the science, the social sciences, humanities, mathematics, etc.
Rubric Code:
D2BX5X
By
geoman
Draft
Public Rubric
Subject:
Math
Type:
Assignment
Grade Levels:
(none)
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Creative Problem Solving - Sullivan
Poor/Unacceptable
0 pts
Minimal
1 pts
Acceptable
2 pts
Good/Well Above Average
3 pts
Exemplary
4 pts
Understanding of Purpose
Poor/Unacceptable
Shows no understanding of the goal or main aim of the task
Minimal
Demonstrates a basic understanding of the aim of the task but not sufficient to generate productive solutions
Acceptable
Demonstrates an understanding of the aim sufficient to generate viable and acceptable products
Good/Well Above Average
Demonstrates a solid grasp of the main aim of the task by working consistently and with purpose toward the goal
Exemplary
Shows clear evidence of a deep, insightful understanding of the task and various approaches to addressing that task
Questioning
Poor/Unacceptable
Does not ask questions of clarification or elaboration
Minimal
Engages but with minimal apparent curiosity
Acceptable
Displays a functional level of interest in the creative process and may ask one question of clarification or elaboration
Good/Well Above Average
Displays interest in the creative process, asks questions of clarification which reflect curiosity in the process
Exemplary
Exceptional and enthusaistic engagement in asking questions of clarification and elaboration, without teacher prompting or guidance
Absorption in Process
Poor/Unacceptable
Demonstrates no emotional or intellectual engagement in the problem solving process
Minimal
Engages but not in way sufficient to generate a viable solution
Acceptable
Sufficient engagement in the creative process to generate an acceptable solution
Good/Well Above Average
Steadily involved with a minimum of teacher intervention
Exemplary
Is independently, conscientiously, and thoroughly engaged in the problem solving process
Perseverance in Process
Poor/Unacceptable
Spends an absolute minimum amount of time on the task; Does not persevere in the problem solving process when difficulties arise
Minimal
Engages but show little willingness to continue to work when obstacles arise or when allotted time for task expires
Acceptable
Is willing to work steadily during the time alloted for the problem solving task; demonstrates a limited desire to persevere beyond that time or when obstacles arise
Good/Well Above Average
Works steadily without prompting; is willing to continue to give effort when obstacles arise
Exemplary
Demonstrates willingness to persist above and beyond the formal time allotted to the problem solving task; Accepts difficulties or obstacles as challenges and continues to work through them toward the goal
Playfulness/Experimentation
Poor/Unacceptable
Attempts no manipulations; Shows no evidence of an experimental disposition to problem solving
Minimal
Attempts manipulations, when prompted to do so, though not novel ones; Is minimally engaged in experimentation
Acceptable
Demonstrates willingness to experimentally manipulate options within limited parameters; some independence in doing so
Good/Well Above Average
Combines, rearranges and modifies with a minimum of teacher prompting or guidance
Exemplary
Consistently demonstrates enthusiastic and playful experimentation of options and process
Multiplicity of Ideas
Poor/Unacceptable
Student generates no productive ideas during the brainstorming stage of the process
Minimal
Generates only one possible solution during the brainstorming period; this may require active teacher intervention
Acceptable
Works with a minimum of teacher prompting and generates 2 or 3 possible solutions during brainstorming period
Good/Well Above Average
Generates 4 or more possible solutions during brainstorming period, working with no teacher prompting
Exemplary
Generates a wealth of possible solutions; Participates independently in brainstorming, with exuberance and focus
Originality of Ideas
Poor/Unacceptable
Solutions are not offered, or those offered appear irrelevant to the problem, with no novelty or unusual elements
Minimal
Solutions offered are unoriginal, though relevant to the problem
Acceptable
Solutions offered are unoriginal but functional; one or more ideas are unusual, though not novel
Good/Well Above Average
More than 2 unique/novel solutions are offered
Exemplary
A variety of unique/novel solutions are offered
Subjects:
Math
Social Sciences
Types:
Assignment
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