Day 1 Assessment Rubric¶
Scratch Programming and Computational Thinking¶
Overall Assessment Framework¶
Formative Assessment (Throughout Day)¶
- Observation during activities
- Quick check-ins and questions
- Peer sharing and feedback
- Participation in discussions
Summative Assessment (End of Day)¶
- Completed Scratch project
- Lesson plan draft
- Reflection journal
- Self-assessment
Rubric 1: Computational Thinking Skills¶
| Component | Not Yet (1) | Developing (2) | Proficient (3) | Advanced (4) |
|---|---|---|---|---|
| Decomposition | Cannot break down problems | Identifies main parts | Breaks into detailed steps | Creates hierarchical breakdown |
| Pattern Recognition | Does not see patterns | Recognizes obvious patterns | Finds patterns in sequences | Identifies complex patterns |
| Abstraction | Includes all details | Can simplify somewhat | Focuses on essential details | Creates useful abstractions |
| Algorithm Design | Cannot create steps | Lists some steps | Creates ordered, clear steps | Designs and tests algorithms |
Evidence: - Paper-based algorithm exercises - Problem-solving activities - Discussion participation
Rubric 2: Scratch Technical Skills¶
| Skill Area | Not Yet (1) | Developing (2) | Proficient (3) | Advanced (4) |
|---|---|---|---|---|
| Interface Navigation | Cannot find basic features | Finds most features with help | Navigates confidently | Uses advanced features |
| Block Usage | Uses blocks incorrectly | Uses basic blocks correctly | Combines blocks effectively | Creates complex scripts |
| Events | Does not use events | Uses one event type | Uses multiple events | Coordinates events creatively |
| Control Structures | No use of control | Uses simple repeat | Uses loops and conditions | Nests control structures |
| Variables | Does not use variables | Creates variables | Uses variables effectively | Uses variables in complex ways |
| Custom Blocks | Does not create blocks | Creates simple blocks | Creates blocks with parameters | Designs reusable functions |
Evidence: - Scratch projects created - Code quality and organization - Ability to explain code
Rubric 3: Project Creation¶
| Aspect | Not Yet (1) | Developing (2) | Proficient (3) | Advanced (4) |
|---|---|---|---|---|
| Functionality | Project does not run | Project runs with errors | Project works as intended | Project exceeds requirements |
| Creativity | No original elements | Some creative additions | Creative and engaging | Highly creative and innovative |
| Code Organization | Code is messy | Some organization | Well-organized code | Excellent structure |
| Problem Solving | Cannot solve problems | Solves with help | Solves independently | Solves and helps others |
| Debugging | Cannot identify errors | Finds obvious errors | Fixes errors effectively | Prevents errors proactively |
Evidence: - Completed Scratch project - Project complexity - Error handling
Rubric 4: Pedagogical Application¶
| Component | Not Yet (1) | Developing (2) | Proficient (3) | Advanced (4) |
|---|---|---|---|---|
| Curriculum Integration | Cannot identify connections | Identifies basic connections | Plans meaningful integration | Designs comprehensive integration |
| Lesson Planning | No lesson plan created | Basic lesson plan | Detailed, usable lesson plan | Innovative, adaptable plan |
| Assessment Strategies | No assessment ideas | Basic assessment ideas | Multiple assessment methods | Creative, comprehensive assessment |
| Differentiation | No differentiation | Some differentiation ideas | Plans for different learners | Comprehensive differentiation |
| Classroom Management | No management ideas | Basic management ideas | Practical management strategies | Innovative management approaches |
Evidence: - Lesson plan draft - Integration planning - Discussion contributions
Rubric 5: Reflection and Growth¶
| Aspect | Not Yet (1) | Developing (2) | Proficient (3) | Advanced (4) |
|---|---|---|---|---|
| Self-Assessment | Cannot evaluate own work | Basic self-evaluation | Honest, detailed assessment | Insightful, actionable assessment |
| Question Asking | Does not ask questions | Asks basic questions | Asks thoughtful questions | Asks probing, insightful questions |
| Help Seeking | Does not seek help | Seeks help when stuck | Proactively seeks help | Helps others while learning |
| Future Planning | No plans for implementation | Vague implementation plans | Concrete implementation plans | Detailed, realistic action plan |
Evidence: - Reflection journal - Participation in discussions - Action plan creation
Quick Check Assessment (During Activities)¶
Checkpoint 1: After Computational Thinking (30 minutes)¶
- [ ] Can explain decomposition
- [ ] Can identify patterns
- [ ] Can create simple algorithm
- [ ] Can connect to curriculum
Checkpoint 2: After Scratch Basics (1 hour)¶
- [ ] Can navigate Scratch interface
- [ ] Can create simple project
- [ ] Can use motion and looks blocks
- [ ] Can use events
Checkpoint 3: After Advanced Concepts (1 hour)¶
- [ ] Can use variables
- [ ] Can use conditions
- [ ] Can create custom blocks
- [ ] Can debug errors
Checkpoint 4: After Education Session (30 minutes)¶
- [ ] Has lesson plan idea
- [ ] Understands assessment strategies
- [ ] Can manage Scratch in classroom
- [ ] Plans to use Scratch with students
Project Assessment Checklist¶
Basic Requirements¶
- [ ] Project runs without errors
- [ ] Uses at least 3 different block types
- [ ] Includes user interaction
- [ ] Code is organized and readable
Intermediate Requirements¶
- [ ] Uses variables or lists
- [ ] Uses conditions (if-then)
- [ ] Includes multiple sprites or scenes
- [ ] Shows creativity
Advanced Requirements¶
- [ ] Uses custom blocks
- [ ] Includes complex logic
- [ ] Well-documented code
- [ ] Exceeds basic requirements
Peer Assessment Form¶
Project Reviewer: __ Project Creator: __
What I Liked:¶
What I Learned:¶
Suggestions:¶
Questions:¶
Self-Assessment Form¶
Name: __ Date: __
What I Learned Today:¶
What I Found Challenging:¶
What I Want to Learn More About:¶
How I Will Use This:¶
My Goals for Tomorrow:¶
Teacher Observation Notes Template¶
Teacher Name: __ Date: __
Strengths Observed:¶
Areas for Support:¶
Engagement Level:¶
- [ ] Highly engaged
- [ ] Moderately engaged
- [ ] Needs encouragement
- [ ] Requires additional support
Participation:¶
- [ ] Active participant
- [ ] Participates when called on
- [ ] Minimal participation
- [ ] Reluctant to participate
Technical Skills:¶
- [ ] Advanced
- [ ] Proficient
- [ ] Developing
- [ ] Beginner
Notes:¶
Final Assessment Summary¶
Overall Performance Level¶
Advanced (90-100%): - Mastered all concepts - Creates complex projects - Ready to teach students - Plans comprehensive integration
Proficient (75-89%): - Understands most concepts - Creates functional projects - Can teach with support - Has integration ideas
Developing (60-74%): - Understands basic concepts - Creates simple projects - Needs more practice - Beginning to see applications
Not Yet (Below 60%): - Needs additional support - Struggles with concepts - Requires more time - May need one-on-one help
Recommendations¶
For Advanced: - Provide extension challenges - Encourage helping others - Support curriculum integration planning
For Proficient: - Continue practice - Provide additional resources - Support lesson planning
For Developing: - Additional practice time - Peer support - Simplified projects - One-on-one assistance
For Not Yet: - Individual support plan - Simplified activities - Extended time - Alternative learning approaches
Assessment Notes¶
- Assessment should be ongoing and supportive
- Focus on growth and progress
- Celebrate small wins
- Provide specific, actionable feedback
- Encourage reflection and self-assessment
- Use assessment to guide instruction