Assessment

The sample rubric below is designed to help you evaluate your students' work. It is based on the 4 Cs of 21st century learning: critical thinking, creativity, collaboration, and communication.

Hummingbird projects are also an excellent way to incorporate curricular learning in a project-based way. To assist you, we have suggestions for these standards:

Common Core Math Standards  Common Core English Language Arts Standards  Next Generation Science Standards

Critical Thinking

 

4

3

2

1

Defining the Problem The student is able to articulate the goal(s) of the project and establish what needs to be accomplished. The student is able to identify what needs to be accomplished. The student struggles to identify what needs to be accomplished. The student is unable to identify what needs to be accomplished.
Designing The student creates a detailed plan to accomplish the given task before working on the project. The student creates a plan to accomplish the given task before working on the project. The student does not begin planning until after they have begun working on the project. The student does not create a plan.
The student is methodical in their approach and uses a step-by-step process while working on the project. The student is usually methodical in their approach, but sometimes tries to complete multiple parts of the project at once. The student is sometimes methodical in their approach, but often tries to complete multiple parts of the project at once. The student is rarely methodical in their approach, and usually tries to complete multiple parts of the project at once.
Refining The student always evaluates methods and processes to determine their effectiveness in achieving the goal(s) of the project. The student often evaluates methods and processes to determine their effectiveness in achieving the goal(s) of the project. The student sometimes evaluates methods and processes to determine their effectiveness in achieving the goal(s) of the project. The student never evaluates methods and processes to determine their effectiveness in achieving the goal(s) of the project.
The student thoroughly tests and considers tradeoffs throughout the process. The student conducts tests regularly throughout the process. The student conducts tests throughout the process, but does not do so regularly. The student does not conduct tests throughout the process.
The student diagnoses problems when they arise and works to find a solution. He/she makes several attempts before changing the plan. The student diagnoses problems when they arise, but he/she spends too much or too little time working to find a solution. The student struggles to diagnose problems when they arise but attempts to correct a problem before changing the plan. When the student encounters a problem, he/she changes the plan rather than working to find a solution.
The student reflects on all aspects of the project and communicates areas of strength and areas for improvement in the future. The student reflects on most aspects of the project and communicates areas of strength and areas for improvement in the future. The student reflects on some aspects of the project and communicates areas of strength and areas for improvement in the future. The student does not reflect on the project or communicate areas of strength and areas for improvement in the future.

Creativity

 

4

3

2

1

Innovating The student generates multiple solutions to address the problem/task. The student generates multiple solutions, but few address the problem/task. The student generates only one solution to the problem/task. The student does not generate solutions to address the problem/task.
The student takes risks and creates solutions that are different and “out of the box,” not just following an example or their peers. While the student may use other projects for inspiration, his/her final project does not resemble another. The student uses other projects for inspiration, and pieces together parts of those projects. The pieces which come from other projects are easily recognizable, but the student includes pieces that are unique to this project. The student’s project is comprised only of pieces of other projects which are easily recognizable. The student’s project closely resembles an example or a peer's project, and does not include any elements which make the project unique.

Collaboration

 

4

3

2

1

Planning and Building The student consistently contributes ideas to the group and is actively working alongside his/her group members. The student often contributes ideas to the group and is actively working alongside his/her group members. The student is sometimes off-task or puts his/her own ideas before the goals of the group. The student is often off-task or works against the members of his/her group.
The student listens to suggestions from peers in his/her group and provides suggestions throughout the process. The student sometimes listens to suggestions from peers in his/her group and provides suggestions throughout the process. The student listens to suggestions from peers in his/her group but does not contribute suggestions. OR The student contributes suggestions but does not listen to suggestions from peers in his/her group. The student does not consider the suggestions of peers in his/her group, nor does he/she provide suggestions.

Communication

 

4

3

2

1

Presentation and Sharing Ideas The student consistently communicates ideas with peers outside his/her group. The student often communicates ideas with peers outside his/her group. The student sometimes communicates ideas with peers outside his/her group. The student rarely communicates ideas with peers outside his/her group.
The student is open to feedback from the teacher(s) and peers outside his/her group and uses feedback to make changes and improvements. The student also provides feedback to students in other groups. The student is open to feedback from the teacher(s) and peers outside his/her group and uses feedback to make changes and improvements. The student listens to feedback from the teacher(s) and peers outside his/her group, but does not consider the feedback when making changes. The student does not listen to feedback from the teacher(s) and peers outside his/her group.