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iRubric: Creative Problem Solving rubric

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: F2B32C By kcatano Draft Public Rubric Subject: Social Sciences Type: Assignment Grade Levels: (none)

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 plethora of unique/novel solutions are offered
Functionality of Products Within th	Poor/Unacceptable Does not offer a solution	Minimal Solution offered has little functional relevance to the problem solving task - it "does not work"	Acceptable Solution has marginal functionality	Good/Well Above Average Solution is efficient, functional	Exemplary Elegant/exemplary functionality; may generate multiple possible solutions or approaches
Metacognition	Poor/Unacceptable Cannot or will not engage in reflection on the problem solving process	Minimal Will engage in thinking about the creative problem solving process, with teacher prompting, but reflections are minimal in number and lack insight	Acceptable Reasonably reflective; minimal but acceptable engagement in and depth of reflection on the problem solving process	Good/Well Above Average Offers more than one reflection on the creative process, with no teacher guidance	Exemplary Offers deep and multifacted insights into the creative problem solving process; spontaneously offers metacognitive insights during the creative problem solving process

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Social Sciences

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