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<html> <head> <meta content="en-us" http-equiv="Content-Language"> <meta content="text/html; charset=UTF-8" http-equiv="Content-Type"> <link type="text/css" rel="stylesheet" href="../../../../../css/ccna.css"> <script src="../../../../../js/framesetHelper.js" language="JavaScript"></script><script language="JavaScript"> window.scrollTo(0,0); function newPage(pageID) { alert("COMMING SOON!!\nThis feature is currently in development."); } function launchMoreInfo(oid) { dash = oid.indexOf('-'); sub1 = oid.substring(0,dash); sub2 = oid.substring(dash+1); // this is an URL base on the // system that generated the static // download of the curriculum. httpref = "http://nomar.sdf.cisco.com/servlet/org.cli.delivery.rendering.servlet.MIServlet/Static=true,LMSID=DTUI,Engine=dynamic,Theme=cnamstheme,Style=ccna,Language=en,Version=2,RootID=knet-v214aCV47051/CHAPID=null/RLOID=null/RIOID=null/"; newref = httpref + sub1 +"/"+ sub2 +"/moreinfoframeset.html"; //alert("new newref :\n" + newref); window.open(newref,'MoreInfo','toolbar=no,status=yes,menubar=no,location=no,scrollbars=yes,height=442,width=756,left=20,top=20,resizable=yes') } function launchContentResource(contentID) { top.currentSupport = 0; dash = contentID.indexOf('-'); sub1 = contentID.substring(0,dash); sub2 = contentID.substring(dash+1); numbackParams = "CHAPID=" + "knet-v214aCH48751" + "/RLOID=" + "knet-v214aRLO48757" + "/RIOID=" + "knet-v214aRIO127728"; ContentRef = "../../../../../"+ numbackParams + "/"+ sub1 +"/"+ sub2 +"/"; eval('parent.frames.content_frame.location.href="'+ContentRef+'content.html"'); eval('parent.frames.media_frame.location.href="'+ContentRef+'media.html"'); eval('parent.frames.navigation_frame.location.href="'+ContentRef+'contentresourcenav.html"'); top.currentSupport++; top.firstSupportPage = contentID; top.prevPage = contentID; top.contentResourceID = contentID; } function launchReference(rioID, rloID, chapterID) { contentID = "knet-v214aCV47051"; dash = contentID.indexOf('-'); sub1 = contentID.substring(0,dash); sub2 = contentID.substring(dash+1); numbackParams = "CHAPID=" + chapterID + "/RLOID=" + rloID + "/RIOID=" + rioID; ContentRef = "../../../../../"+ numbackParams + "/"+ sub1 +"/"+ sub2 +"/"; eval('top.frames.main_frame.location.href="'+ContentRef+'referencecontroller_crf.html"'); chapter = "knet-v214aCH48751"; ch_dash = chapter.indexOf('-'); ch_sub1 = chapter.substring(0,ch_dash); ch_sub2 = chapter.substring(ch_dash+1); params = "CHAPID=" + chapter + "/RLOID=" + "knet-v214aRLO48757" + "/RIOID=" + "knet-v214aRIO127728"; returnRef = "../../../../../"+ params + "/"+ ch_sub1 +"/"+ ch_sub2 +"/pageframeset.html"; top.prevPage = returnRef; } function launchFile(filepath) { newWindow = window.open(filepath,"","top=70,left=120,width="+(screen.width*.50)+",height="+(screen.height*.50)+",resizable=yes,scrollbars=yes,toolbar=yes,menubar=yes,status=yes"); /* if (is.ie && filepath.lastIndexOf(".pdf") != -1) { pageTimer = setInterval("winLoadCheck()", 1000); } */ } function winLoadCheck() { if (newWindow.document.readyState == 'complete') { clearInterval(pageTimer); newWindow.location.reload(); } } // BrowserCheck Object // provides most commonly needed browser checking variables // 19990326 // Copyright (C) 1999 Dan Steinman // Distributed under the terms of the GNU Library General Public License // Available at http://www.dansteinman.com/dynapi/ function BrowserCheck() { var b = navigator.appName if (b=="Netscape") this.b = "ns" else if (b=="Microsoft Internet Explorer") this.b = "ie" else this.b = b this.v = parseInt(navigator.appVersion) this.ns = (this.b=="ns" && this.v>=4) this.ns4 = (this.b=="ns" && this.v==4) this.ns5 = (this.b=="ns" && this.v==5) this.ie = (this.b=="ie" && this.v>=4) this.ie4 = (navigator.userAgent.indexOf('MSIE 4')>0) this.ie5 = (navigator.appVersion.indexOf('MSIE 5.0')>0) this.ie55 = (navigator.appVersion.indexOf('MSIE 5.5')>0) if (this.ie5) this.v = 5 this.min = (this.ns||this.ie) } // automatically create the "is" object is = new BrowserCheck()</script> </head> <body onLoad="window.focus();" alink="#000000" vlink="#000000" link="#000000" bgcolor="#E7E7E7" background="../../../../../images/ccna/common/bg.gif"> <table width="100%" cellspacing="0" cellpadding="2" border="0"><tr> <td bgcolor="#000000"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td class="rlohdr"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td valign="top" class="rlohdr">0.4</td><td width="100%" class="rlohdr"> <table width="90%" cellpadding="0" cellspacing="0" border="0"> <tr> <td class="rlohdr">Instructor Resource Guide</td> </tr> </table> </td> </tr> <tr> <td bgcolor="#000000"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td class="riohdr"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td valign="top" class="riohdr">0.4.5.4</td><td width="100%" class="riohdr"> <table width="90%" cellpadding="0" cellspacing="0" border="0"> <tr> <td class="riohdr">TS: Using rubrics</td> </tr> </table> </td> </tr> <tr> <td colspan="4"> <table width="90%" cellspacing="0" cellpadding="0" border="0"> <tr> <td class="smtext"> <p> </p><p>Rubrics are the specific expectation criteria for the performance of a lab or activity. Each task has a specific set of performance levels for the objectives, content, and skills that are to be demonstrated. It contains the criteria that define the key elements that are necessary in order to assess the degree of learning. Many rubrics are based on a four-point scale, with the exemplar level being four points. Each of the points on the scale has specific criteria that describe the characteristics of a performance.</p><p>Development of rubrics by students and teachers together can help students organize and prepare for learning by knowing in advance their assessment expectations. It also allows them to take part in developing the grading scale for their performance labs or activities.</p><p>This <i>Instructors Guide</i> has rubrics embedded in the contents of several of its lessons. The sample rubrics may be used as guides for adding more specific criteria pertaining to a lesson.</p><p> <b>Applying Rubrics</b> <br>For each product that students or groups produce, the class may use the rubrics to assess the products of those individuals or groups. The rubrics provide a standard for students. It may take several learning opportunities before they reach the highest level of competence on the rubric scale for a specific process or product. Teachers/students may want to add specific criteria to the rubrics to apply to an individual, class project, lab, task, or case study.</p><p> <b>Examples</b> </p><p> <b>1. Description of a Model</b> <br>A model is a scaled representation of an artifact, idea, design, or system. Similar to a construction, a model replicates an object or process in a precise way. A model is usually 3-dimensional and portrays an object or concept specifically/entirely. A model representation, generally in miniature, serves as a copy of something and may be used as a display or mode for others to copy.</p><p>Often a model is used as a visual for an oral or written report. The model itself, however, should be complete and precise enough to demonstrate understanding of the content/subject. For many students, the hands-on aspect of construction or producing a model enables them to demonstrate skills and understandings more thoroughly than from written or oral products.</p><p> <b>Rubrics for a Model</b> </p><p>An exemplar (4, on a 4-point scale) would meet the following criteria:</p><ul type="disc"><li>uses precise scale dimensions</li><li>demonstrates a correct replica of item or design</li><li>is proportionally correct</li><li>has mathematically accurate dimensions</li><li>is well-made with careful attention to detail</li><li>utilizes appropriate materials</li><li>shows understanding of item or design by portraying specific characteristics precisely</li></ul><p> <b>2. Description of Role Playing</b> <br>Role playing is the acting out of a scenario, story, or event by dramatizing a real life situation. Role playing is used to demonstrate understanding of an event, a relationship between people, or a discovery. Students may create a script for the role playing or ad lib the actions and dialogue.</p><p>An event might be the signing of the Declaration of Independence; the Wright brothers' first flight; or a historic meeting between individuals. A relationship between people might be the dialogue and activity between two people who invented a product; mediating a conflict between individuals; or demonstrating cooperative activities. A discovery might be the Leaky family and their discoveries of ancient bones; Lewis and Clark and their discoveries, or the scientists who discovered the polio vaccine.</p><p>Role playing requires that students understand the context, the personalities, and the key elements in the event, relationship or discovery portrayed.</p><p> <b>Rubrics for Role Playing</b> <br>An exemplar (4, on a 4-point scale) meets the following criteria:</p><ul type="disc"><li>Speech appropriately portrays the characters.</li><li>Actions are appropriate to the situation.</li><li>Dialogue and actions provide insight into the event, relationship or discovery.</li><li>The characters come alive through realistic dramatization.</li><li>Speaker projects voice and actions clearly and articulately.</li></ul><p> <b>3. Description of a Demonstration</b> <br>A demonstration is performed in front of an audience. It shows a process of how a particular task is done. It allows for a non-verbal exhibition of skill that may or may not be accompanied by oral explanation. The demonstration may be part of a sales promotion, a safety procedure, or a presentation showing the results of something, as well as an exhibit of a skill or procedure (e.g. CPR, using a seat-belt, and so on).</p><p> <b>Rubrics for a Demonstration</b> <br>An exemplar (4, on a 4-point scale) would meet the following criteria:</p><ul type="disc"><li>Clearly shows how to do something.</li><li>Demonstrates a full understanding of a process or procedure.</li><li>Uses movements/voice that are easily seen and heard.</li><li>Explanations (written or oral) accompany demonstration, if appropriate.</li><li>Provides an opportunity for others to learn, practice, or model a procedure or process.</li></ul><p> <b>4. Description of a Diagram</b> <br>A diagram is a drawing or depiction of a process, procedure or function. It may also be a direction or map that outlines a route or system. A diagram generally accompanies a narrative, either written or oral, that provides more detailed description, thus, is used as a "prop" to further explain the process, procedure or function.</p><p> <b>Rubrics for a Diagram</b> <br>An exemplar (4, on a 4-point scale) would meet the following criteria:</p><ul type="disc"><li>Demonstrates how something functions and/or shows directions, sequence, or operation.</li><li>Uses measurement that is accurate or to scale.</li><li>Accurately portrays the sequence or operation without narrative.</li><li>Labels or written explanations are accurate, clear, precise, sized appropriately and visible.</li><li>Reflects a thorough understanding of the topic/content.</li></ul></td> </tr> </table> </td> </tr></table> <p> </p> <table width="100%" cellspacing="0" cellpadding="2" border="0" valign="bottom"> <tr> <td></td> </tr> </table> </body></html>⌨️ 快捷键说明
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