Problem-Solving Rubric
Problem-Solving Rubric
(Adapted from Dept. of Chemical Engineering CRCD Project, August 2002)
|Criteria |Exemplary |Good |Needs Improvement |
|Identifying problem and main |(4 – 5) |(2 – 3) |(0 – 1) |
|objective | | | |
|Initial questions |Questions are probing and help |All questions may not be |Few or not questions formulated.|
| |clarify facts, concepts, and |relevant. May have some |Expects others to define the |
| |relation-ships in regard to |difficulty formulating questions|questions. Does not seem to |
| |problem. Follow-up questions |to move toward better |understand the central problem. |
| |are gleaned from appropriate |understanding of the problem. | |
| |sources. | | |
|Understanding the problem |Clearly defines the problem and |Problem statement has some |Problem is defined incorrectly |
| |outlines necessary objectives in|ambiguity or misses some |or too narrowly. Key |
| |an efficient manner. |important issues. |infor-mation is missing or |
| | | |incorrect. |
|Seeking information |Identifies several sources of |Relies on a few sources only. |Not clear as to what is needed. |
| |information and individuals for |Does not gather extensive |Waits to be told. Does not seek|
| |support. |information. |information sources. |
|Applying previous knowledge | | | |
|Integration of knowledge |Effectively applies previous |Applies limited amount of prior |Unable to make connection to |
| |knowledge to current problem. |knowledge to current problem. |previous knowledge. Unwilling |
| |Integrates with new information |Does not consistently use |to review summaries of prior |
| |to assist problem solving |information effectively. |knowledge for useful |
| |process. | |information. |
|Sharing previous knowledge |Team members all work together |Some exchange of in-formation |Each team member must teach |
| |to gain knowledge and apply and |and discus-sion occurs, but team|him/her self. No sharing of |
| |synthesize information. All |members do not work consistently|knowledge among team. |
| |listen respectfully to the |to address each one’s needs or | |
| |opinions of others. |understanding. | |
|Identifying information | | | |
|Use of information |Consistently gathers a broad |Information gathered may not be |Fails to gather information, or |
| |spectrum of resources and |extensive, or may have |obtains it from limited or |
| |information and integrates it |occasional difficulty using |inappropriate sources. Can’t |
| |with prior knowledge and |information effectively in |make connection between |
| |problem-solving strategies. |problem solving. |information gathered and the |
| | | |problem. |
|Criteria |Exemplary |Good |Needs Improvement |
|Framework |Creates and applies a framework |Can create a framework but may |Creates a vague framework that |
| |(e.g. diagram, written |not use it consistently in an |doesn’t move the problem-solving|
| |description) throughout the |effective manner, or revise it |process along. Doesn’t seek |
| |process. Revises it as |as needed. |help from others. |
| |necessary. | | |
|Tasks |Team takes the initi-ative to |All team members generally |Team spends time on tasks that |
| |define tasks, match assignments |cooperate and prioritize tasks, |interfere with the |
| |to expertise, rotate |but may not consis-tently rotate|problem-solving process. Team |
| |res-ponsibilities, maintain open|respon-sibilities or work out |members don’t know who is |
| |communication, and develop |most effective strategies for |respon-sible for which task. |
| |strategies to enhance group |success. | |
| |success. | | |
|Designing and con-ducting | | | |
|experiments | | | |
|Design |Each team member can describe |Description of planned |Fails to formulate hypotheses to|
| |planned experiments and how they|experiments, relation of |test. Does not express possible|
| |relate to the problem; relate |hypotheses, identification of |outcomes. |
| |hypo-theses to previous |steps and timeline, can be | |
| |knowledge; identify necessary |accomplished by joint effort of | |
| |steps and timeline for project. |the whole team but not by each | |
| | |team member. | |
|Use of evidence |Continuously uses results to |Usually adjusts experimental |Data obtained are in-adequate or|
| |refine plan. Draws correct |plan on basis of new knowledge. |incorrect-ly calculated. Tables|
| |conclu-sions from results. |Usually plots/tabulates results |and graphs are not prepared or |
| |Generates appropriate visual |to aid in reaching conclusions. |are dif-ficult to read and |
| |aids that facili-tate | |in-terpret. Conclusions are |
| |understanding of the problem. | |incorrect or not based on |
| |Ex-plores new ways to approach | |evidence. |
| |problem. | | |
|Documentation |Comprehensive col-lection of raw|Data are summarized and |Laboratory notes aren’t |
| |and summarized data. In-cludes |organized, but may lack some |organized. Experimental results|
| |detailed infor-mation to allow |details or some explanation |cannot be easily found. |
| |repe-tition of experiments based|necessary for repeti-tion of |Experiments cannot be repeated |
| |only on written notes. |experiments. |because of lack of information. |
|Analyzing and interpreting | | | |
|results | | | |
|Use of analytic tools |Consistently uses new procedures|Uses new methods and tools, but |Errors made in analytical |
| |and tools successfully, and can |may not always be successful. |methods, but sources of error |
| |describe rationale for them. |May not accurately explain |aren’t found. Appropriate |
| |Runs appro-priate control and |rationale. Control and |control or replicate experiments|
| |replicate experiments. |replicate experiments run. |not run. |
|Interpretation of data |Able to describe results and |Draws correct conclusions from |States conclusions without |
| |conclu-sions clearly and |results, but may not relate them|justification. Does not |
| |con-cisely. Relates results to |well to original hypothesis or |consider in-ternal consistency |
| |hypothesis and to currently |current theory. |of results. Cannot com-pare |
| |accepted theory. | |control or rep-licate results. |
|Analyzing alternative |Can account for un-explained |Recognizes results that don’t |Does not recognize that results |
|interpretations and solutions |results. Re-cognizes |fit hypo-thesis but may not |do not conform to original |
| |limitations of current |readily come up with alternative|hypothesis. Cannot suggest |
| |hypothesis and proposes |interpretations. |alternative interpretation. |
| |alterna-tive interpretations. | | |
|Assessing self and others | | | |
|Problem solving process |Critically reflects on |Can identify problem-solving |Unable to reveal insights about |
| |problem-solving techniques, |techniques that are most |own learning. Cannot discuss |
| |strategies, and results. |helpful, but may not be able to |relevance of problem-solving |
| |Identifies those most helpful to|clearly summarize |techniques. |
| |self. Offers clear insights |self-knowledge. | |
| |regarding self-knowledge. | | |
|Collaborative learning |Group develops strat-egies for |Group can assess the |Assessments of group performance|
| |success, and demonstrates |contributions of members’ |are not insightful. No |
| |under-standing of how prob-lem |skills, knowledge, and attitudes|commitment to group skill |
| |solving process relates to other|to the success of the team, but |development for the future is |
| |acti-vities. Creates a positive |may not develop an overall |shown. Little or no attention |
| |environment for reflection on |strategy for success or overview|paid to group morale. |
| |the learning process. |of problem solving. | |
|Overall assessment |Clearly and concisely |Can describe the problem-solving|Shows little or no understanding|
| |articulates the problem-solving |process, but may not critically |of the problem solving process, |
| |process and describes how well |assess how well it was applied |and cannot assess how well it |
| |it was applied to the current |to the current problem. |was applied to the current |
| |problem. | |problem. |
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