Flickr Assignment Rubric v1.0 - We're Out of Beta!12/22/2006 02:26:00 pm
Here is the rubric we've settled on together.
It's been an exhilarating experience watching the kids develop this. There were several points where Lani and I asked pointed questions about things that needed to be considered. Not everyone participated online. A few more participated in the class discussions we had. We never really got 100% of the students involved but those that did participate made excellent contributions to the document and the thinking behind it. It took me about an hour today to finally bring together everyone's ideas and edit the final version of the document below.
Looking back at the process and the thinking that went into it I find it interesting how the Hot Spot category earned the greatest attention and discussion. While there was some discussion about the mechanics of using hot spots (they shouldn't cover each other up) the better part of the conversations we had, and thinking we did, centered around how they can best be used to capitialize on their functionality. How the hot spots can best be used to connect with the mathematics these pictures are supposed to summarize.
The introduction to the rubric below was added last night as a footnote by one of the students summarizing their input on the document. Today the students in all my classes felt that it should be preserved. I suggested it become the overview of the assignment. We all agreed.
Anyway, here it is, version 1.0 fresh out of beta. ;-)
Flickr Assignment Rubric
It is paramount that the picture be in tune with the purpose of the assignment. It should show, first of all, the student's understanding of how the photo is related to mathematics. The hot spots are important too, because that's essentially your way of teaching other people. Creativity is a factor, because keeping one's interest in the photo contributes to the learning process. Finally, the picture quality should be kept in mind too. If we can't see the picture, it's going to be hard achieving all the other requirements.
The picture must be tagged properly with the course tag and assignment tag. If tags are misspelled or no tags are present the photo cannot be graded and will receive a grade of ZERO. Not tagging your photo properly and accurately is analogous to not handing in your work or not putting your name on it.
| Classification ||Mathematical Content (50%)||Hot Spots (35%)||Photograph (15%)|
| Level 4 ||Packed with mathematical concepts/facts. (Minimum 7 concepts/facts.)||All hot spots accessible; i.e. "smaller" hot spots are "on top" of larger ones, they do not obscure each other. All hot spots are actually labels and relate to parts of the photo (not on blank space with filled in notes). One or more hot spots include a link to a relevant supporting resource on the internet. Minimum 7 hot spots.||In focus or appropriately focused for effect. The subject of the picture occurs "naturally," it is not a contrived shot. Really makes the viewer "see" math in a place they hadn't realized it existed. (Example: trigonometry)|
| Level 3 ||Significant number of concepts/facts included. (Minimum 5 concepts/facts.)||All hot spots accessible. Most hot spots are actually labels and relate to parts of the photo. Not more than one hot spot on blank space. One or more hot spots may include a link to a relevant supporting resource on the internet. Minimum 5 hot spots.||In focus or appropriately focused for effect. The subject of the photo has been "set up" or contrived yet still illustrates math found in "the real world." (Example: derivative)|
| Level 2 ||Some effort to include content evident. (Minimum 3 concepts/facts.)||Most hot spots accessible. Most hot spots are actually labels and relate to parts of the photo. More than one hot spot is on "blank" space. May or may not include links to relevant supporting resource on the internet. Minimum 3 hot spots.||In focus or appropriately focused for effect. Although it is a "real world" picture, objects have been used to "draw" the math. An obviously contrived shot. (Example: trigonometry)|
| Level 1 ||Very scarce content related to assignment.||Less than three hot spots are visible or have information related to the theme of the assignment.||It is evident that little effort went into finding and shooting a picture that reflects the theme of the assignment.|
| Level 0 ||Content unrelated to theme of assignment.||No hot spots or mostly unrelated to the theme of the assignment.||Out of focus and/or otherwise difficult to look at.|
Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:
- unique and creative way of looking at the world, not something you'd usually think of;
- original and expressive;
- fresh and unusual;
- a truly original approach.