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Nature of the rubric
The rubric for scoring academic skills is essentially qualitative and descriptive in nature and relies on criterion-referenced perspectives. It serves to appraise academic competencies such as the ability to critique, to produce scholarly work, to synthesize, and to apply newly acquired principles and concepts. It requires the use of criteria that best describe actual student products in a postsecondary setting. The criteria form the left-hand column of the two-way table format and the horizontal continuum contains headings indicating four increasing levels of performance towards competency mastery (Wiggins, 1998).
The use of the scale involves the acts of scoring, interpreting, and judging. (Forgette-Giroux, & Simon, 1998; Simon, & Forgette-Giroux, 2000). Scoring occurs when one identifies, within the scale, and for each criterion, the cell description that most closely matches the observed performance. The interpretation consists of locating the col…
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This is a rubric for students collaborating on a shared document using an online word processing tool like Buzzword, Google Documents or Zoho Documents. The two aspects examined here are the technical use of the tool and the collaborative aspect of sharing and co-operation.
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This is a rubric for Collaborating. Students are using electronic tools for sharing, editing and uploading materials. The tools would include products like elluminate. The rubric looks at the appropriate use of the tool to facilitate the discussion. The rubric does not look at the content or understanding specifically. There are three major areas or aspects of use. These are preparation for the collaboration session, the use of collaboration and communication features.
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Podcasting is a creative process involving several different components. A successful podcast must be planned and scripted. It requires care and preparation to record and construct. Constructing the cast requires high quality speech, care and effort. (This task does not include uploading or posting the casts to websites as often schools restrict this.)
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iRubric is a comprehensive rubric development, assessment, and sharing tool. Designed from the ground up, iRubric supports a variety of applications in an easy-to-use package. Best of all, iRubric is free to individual faculty and students. iRubric School-Edition empowers schools with an easy-to-use system for monitoring student learning outcomes and aligning with standards.
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Most rubrics consist of objectives, performance characteristics, and points or scores that indicate the degree to which the objectives were met. Rubrics should be introduced to the students at the very beginning of a project unit — either present the rubric to the class or collaborate with the students to structure the rubric. Rubrics allow students to understand the criteria for assessment before they start the project.
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Rubrics provide an objective scale with which teachers evaluate student work. By establishing criteria and defining the qualities that should be evident in an assignment ahead of time, teachers help students know exactly what is expected and provide a tool for them to check their own work before submitting it. However, writing a good rubric involves being specific enough to make the assignment clear, while remaining general enough to permit a creative demonstration of learning.
Read more: http://teaching-strategies-mentorship.suite101.com/article.cfm/writing_rubrics_for_meaningful_assessment#ixzz0X2aM0aXf
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A rubric is a scoring guide. It organizes criteria that describe what students need to complete for an assignment, and it measures the levels of proficiency of student work. Rubrics can be used in any content area. They are time consuming to create, but they allow students and parents to know exactly how a teacher will grade an assignment.
Read more: http://teaching-strategies-mentorship.suite101.com/article.cfm/rubrics_in_the_classroom#ixzz0X2aC33SZ
links for 2009-11-17
Noviembre 17, 2009 — Nelson PiedraConvenio de derechos y deberes de los intelectuales académicos
Octubre 8, 2009 — Nelson PiedraA propósito de cómo criar y matar la gallina de los huevos de oro [cuentos, 1,2], de ser intolerante con la contracultura, los charlatanes y la cultura de la falsificación, el siguiente convenio de derechos y deberes a tener en cuenta:
1. Cada académico tiene el deber de buscar la verdad, y tiene el derecho de enseñarla.
2. Cada académico tiene el derecho y el deber de preguntar algo que le interese, percatado de que él lo hace de una manera racional.
3. Cada académico tiene el derecho de cometer errores, y el deber de corregirlos al notarlos.
4. Cada académico tiene el deber de desenmascarar públicamente los engaños, sean populares o académicos.
5. Cada académico tiene el deber de expresarse en la forma más clara posible.
6. Cada académico tiene el derecho de discutir cualquier punto de vista no ortodoxo que le interese, proveído que esos puntos de vista sean lo suficientemente claros como para ser discutidos racionalmente.
7. Ningún académico tiene el derecho de presentar como verdaderas aquellas ideas que él no pueda justificar en términos de la razón y la experiencia.
8. Nadie tiene el derecho de comprometerse a sabiendas en cualquier industria académica.
9. Cada cuerpo académico tiene el deber de adoptar y reforzar los estándares más rigurosos conocidos de escolaridad y aprendizaje.
10. Cada cuerpo académico tiene el deber de ser intolerante tanto hacia la contracultura como hacia la cultura de la falsificación.
Fuente: Bunge, Mario. Charlatanism in Academia. Annals of the New York Academy of Sciences, Volume 775. The Flight from Science and Reason; pp. 110-111; New York, NY, 1996).
¿qué lobo alimentaré?
Septiembre 25, 2009 — Nelson PiedraTiempo atrás conocí sobre un cuento cherokee con el que inmediatamente identifiqué mis caminatas y puntos de bifurcación más íntimos: los que he vivido, los que están y los de después.
Comparto el cuento como si fuese una botella al mar:
lobo visto en la capilla sixtina - Roma
Un anciano Cherokee contaba a su nieto acerca de la lucha que se desarrollaba dentro de sí mismo. Ésta era entre dos lobos…
Uno es diabólico: iracundo, lujurioso, arrogante, mentiroso, falso predicador, vanidoso, resentido, ladrón, abusador y asesino.
El otro es bueno: pacífico, amoroso, sereno, humilde, generoso, compasivo, fiel, bondadoso, benevolente y honesto”.
El nieto, después de unos minutos de reflexión, preguntó a su abuelo: “¿Y qué lobo ganará?”
El anciano Cherokee simplemente respondió:
“El que yo alimente”.(Cuento Cherokee)
Nunca más – Segunda Guerra Mundial, 70 años del inicio del horror
Septiembre 2, 2009 — Nelson PiedraLa II Guerra Mundial empezó a las 4.45 de la mañana del 1 de septiembre de 1939, cuando el acorazado Schleswig Holstein de la Armada de la Alemania nazi bombardeó posiciones polacas en la península de Westerplatte, cerca de la entonces Danzig, hoy Gdansk. Al mismo tiempo, el ejército alemán invadía por tierra el país. Dos días después, Reino Unido y Francia declaraban la guerra a la Alemania nazi de Adolf Hitler.
La II Guerra Mundial estaba en marcha, el conflicto bélico más sangriento de la Historia y con este el Holocausto: el asesinato de seis millones de judios y cinco millones de aquellos que el Asesino Loco percibía que eran enemigos de esa raza aria, una raza supuestamente superior con la que soñaba: gitanos, discapacitados, enfermos, viejos, homosexuales.
Los que obedecieron al Asesino Loco, empezaron marcándolos, segregándolos del mundo en guetos, luego separándoles de sus familias y sometiéndoles a la miseria, para finalmente -a los que no murieron fusilados o enfermos- embarcarlos en vagones y vagones con destino a los campos de la muerte, donde se cumplió la operación ’Aktion Reinhard‘, y …. la ‘Solución Final’.
Entrada principal al campo de exterminio de Auschwitz-Birkenau. National Museum of American Jewish History, Philadelphia
Además del Asesino Loco, y los ciegos que le obedecieron, hubo un montón de personas que trataron de evitarlo, que tendieron pan y abrazos.
Pienso que los seres humanos queremos ayudar, queremos hacer felices a los demás, queremos vivir, reír, amar … pero hemos perdido el camino por la codicia y nos hemos vuelto ciegos, secos, cínicos, agrios y duros.
Cuando los progresos científicos solo alimentan la máquina, los que la controlan se vuelven soberbios y amargados, y llegan a cometer actos miserables, esclavizan a sus hermanos, matan sus sueños, asesinan la carne y el alma.
No a la máquina que nos ve como piezas. No a los dictadores, el poder absoluto los enloquece. No a los fascistas. No a obedecer a los que nos esclavizan. No a quienes nos quieren convencer que la tierra no tiene riqueza suficiente para alimentarnos a todos. No a obedecer a quien nos dice que asesinar al otro es bueno, no estamos obligados a seguir instrucciones de quien nos hace menos humanos.
The Pianist ending (Chopin Grande Polonaise Brillante op.22)
No a perder la esperanza cuando un dictador nos tiene sometidos, nada es eterno, recordemos que hasta el dictador más duro pasa y que la libertad que arrebató a los niños, mujeres y hombres le será devuelto al pueblo.
links for 2009-06-20
Junio 20, 2009 — Nelson Piedra-
INTERTECH 2008 – X International Conference on Engineering and Technology Education
The New Technologies for the Engineering and Technology Education
March 02-05, 2008 Peruíbe, BrazilTECHNICALSESSIONS / Session EW3A
Chairs Edmundo Tovar / Mathias Fonkam
ATECHNOLOGICALFRAMEWORK APPLIED TO ENGINEERING ACADEMIC AND RESEARCH NETWORKS
Edmundo Tovar, Nelson Piedra, Janneth Chicaiza , José CarrilloThe current state of the web technologies allow the development successful of academic collaborative networks
focused on the research. This paper proposes a framework that satisfies the work requirements of engineering academic and researchers teams located in different geographical areas. Aweb site integrates all the technologies selected. Specific tasks as the communication, contents management, or links management can be solved in collaborative way with the application of the web technologies selected. This framework can be applied in master or doctoral studies that follow .. -
Proceedings of the 4th ACM EATIS annual international conference on Telematics and Informatics:
New Opportunities to increase Digital Citizenship
2009, Prague, The Czech Republic
EATIS ‘09
Conference Chair: Prof. Miroslav Svitek
Program Chair: Dr. Tomas Zelinka -
Piedra, N., Chicaiza, J., López, J., Tovar, E., and Martínez, O. 2009. Open educational practices and resources based on social software, UTPL experience. In Proceedings of the 2009 Euro American Conference on Telematics and information Systems: New Opportunities To increase Digital Citizenship (Prague, Czech Republic, June 03 – 05, 2009). EATIS '09. ACM, New York, NY, 1-8. DOI= http://doi.acm.org/10.1145/1551722.1551756
ABSTRACT
Open Educational Practices and Resources are a direct response to privatization of knowledge; they promote their exchange across the world with the aim of increasing human intellectual capacity. In this document we will discuss the Open Educational Practices and Resources Movement and the notion that knowledge is a public good where technology in general, and specifically Web 2.0, provide an extraordinary opportunity for people to acquire key competences in a knowledge society while they share, use, and re-use digital contents…. -
CALL FOR PAPERS – Special Issue on Multidisciplinary Applications and Future Trends of Learning Objects
Summary
One aspect of e-learning current receiving considerable attention is the Learning Object, i.e., an entity of learning capable of being reused in different instructional situations. Therefore, Learning Objects are fundamental elements of a new conceptual model for content creation and distribution. As a result, Learning Objects are one of the most significant promises in order to increase and improve the effectiveness of learning process. -
STUDY OF THE APPLICATION OF NEURAL NETWORKS
IN INTERNET TRAFFIC ENGINEERING
Nelson Piedra, Janneth Chicaiza, Jorge López, Jesús García
Abstract: In this study, we showed various approachs implemented in Artificial Neural Networks for network
resources management and Internet congestion control. Through a training process, Neural Networks can
determine nonlinear relationships in a data set by associating the corresponding outputs to input patterns.
Therefore, the application of these networks to Traffic Engineering can help achieve its general objective:
“intelligent” agents or systems capable of adapting dataflow according to available resources. In this article, we
analyze the opportunity and feasibility to apply Artificial Neural Networks to a number of tasks related to Traffic
Engineering. In previous sections, we present the basics of each one of these disciplines, which are associated to
Artificial Intelligence and Computer Networks respectively. -
Intenational Book Series
INFORMATION SCIENCE AND COMPUTING
BOOK 2
Advanced Research in Artificial IntelligenceTable of Contents
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International Book Series “INFORMATION SCIENCE & COMPUTING”, Number 2
Supplement to the International Journal “INFORMATION TECHNOLOGIES & KNOWLEDGE” Volume 2, 2008
Edited by Institute of Information Theories and Applications FOI ITHEA, Bulgaria,
in collaboration with
- V.M.Glushkov Institute of Cybernetics of NAS, Ukraine,
- Institute of Mathematics and Informatics, BAS, Bulgaria,
- Institute of Information Technologies, BAS, Bulgaria. -
Evaluación de la Arquitectura Grid Computing En Base a la Ejecución de una Aplicación Paralela. Por: N. Piedra, M. Cabrera y M. Valarezo. Departamento de Bioinformatica, Universidad Tecnica Particular de Loja, Ecuador.
Grid Computing y su aplicabilidad en Bio Informática. Por: N. Piedra, C. Panamito y F. Vargas. Departamento de Bioinformatica, Universidad Tecnica Particular de Loja, Ecuado -
La CONFERENCIA LATINOAMERICANA DE COMPUTACIÓN DE ALTO RENDIMIENTO (CLCAR 2007) busca ofrecer un espacio de presentación del estado del arte en el desarrollo de sistemas de alto rendimiento paralelos y distribuidos en un contexto mundial, pero enfatizando en los desarrollos y proyectos latinoamericanos.
links for 2009-05-22
Mayo 22, 2009 — Nelson Piedra-
MrBayes is a program for the Bayesian estimation of phylogeny. Bayesian inference of phylogeny is based upon a quantity called the posterior probability distribution of trees, which is the probability of a tree conditioned on the observations. The conditioning is accomplished using Bayes's theorem. The posterior probability distribution of trees is impossible to calculate analytically; instead, MrBayes uses a simulation technique called Markov chain Monte Carlo (or MCMC) to approximate the posterior probabilities of trees.
The program takes as input a character matrix in a NEXUS file format. The output is several files with the parameters that were sampled by the MCMC algorithm. MrBayes can summarize the information in these files for the user. The program features include:
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Welcome to MrWiki, the MrBayes Wiki
Topics:
* MrBayes 3.1 Manual
* Frequently Asked Questions
* Why a wiki -
MrBayes 3.1 Manual
Fredrik Ronquist, John P. Huelsenbeck, and Paul van der Mark
School of Computational Science
Florida State University -
MrBayes on Biowulf
MrBayes is a program for the Bayesian estimation of phylogeny. Bayesian inference of phylogeny is based upon a quantity called the posterior probability distribution of trees, which is the probability of a tree conditioned on the observations. The conditioning is accomplished using Bayes's theorem. The posterior probability distribution of trees is impossible to calculate analytically; instead, MrBayes uses a simulation technique called Markov chain Monte Carlo (or MCMC) to approximate the posterior probabilities of trees.
La pobreza en los tiempos de influenza
Abril 30, 2009 — Nelson Piedra
Adjunto foto y comentario de sarihuella el April 28, 2009
“Hoy en la radio comentaron que en Estados Unidos no han sucedido muertes como en México… porque la detección rápida y el tratamiento adecuado son fundamentales. Al parecer en México ha muerto tanta gente porque ni siquiera teníamos la tecnología para diagnosticarlos a tiempo. Además del elevado costo de los medicamentos.
Me quedé pensando en eso todo el día.
Y a estos weyes lo primero que se les ocurre son cercos sanitarios en zonas marginadas.
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Lo que se sabe hasta el momento es que la influenza porcina es curable si se detecta a tiempo y se recibe el tratamiento adecuado, lo cual es sin duda una buena noticia. Ahora bien, para que esta enfermedad no se traduzca en una epidemia mortal implica que todas las personas deben de tener acceso a servicios de salud donde puedan ser atendidos adecuadamente. No obstante en México, esto no se cumple al 100%. La mayor parte de las personas pobres no tiene acceso a los servicios de salud públicos y no pueden pagar servicios privados. En este sentido, el verdadero riesgo de esta enfermedad es que se transmita a este grupo de personas y dada sus carencias, sean ellos los más afectados (…) Esta situación sería sólo el reflejo de los problemas sociales de México: pobreza, inequidad, pésima administración del sector salud público, falta de planeación, etc. Sin importar el desenlace final de esta “crisis de salud pública”, si en el futuro no se ataca este problema de pobreza y desigualdad en el acceso a servicios básicos, esta vulnerabilidad seguirá existiendo, siendo una amenaza permanente para la población… (Sobre la influenza porcina y la pobreza)
¡Gracias Eneas por la edición!
La pobreza en los tiempos de influenza“
links for 2009-04-25
Abril 25, 2009 — Nelson Piedra-
Rubric for Effort
5 Points: ExcellentThe project clearly shows that much effort went into it.
Looks complete.
All the parts work as intended.3 Points: Great start but needs work
The project looks like parts of it were thrown together at the last minute.
Looks mostly done, just needs some touch up here and there.
Some parts do not work as intended.1 Points: Not "shaped" yet, still rough
The project looks as if it was put together in a hurry.
Still needs quite a bit of work, just doesn't look done.
Full of errors, parts don't work as intended. -
Cómo crear una rúbrica de evaluación
Un ejemplo ayudará a entender qué es y cómo funciona una rúbrica de evaluación.
Para ello utilizaremos la desarrollada por Kay Ezzell (Ezzell, 1997) para valorar presentaciones multimedia, con ligeras modificaciones. -
How often have you attempted to grade your students' work only to find that the assessment criteria were vague and the performance behavior was overly subjective? Would you be able to justify the assessment or grade if you had to defend it? The Rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and subjective.
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e-game
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Grading Rubric/Criteria for Instructional Goal Analysis
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Special Topic Research Report
The following rubric will be used to assess your special topic research report. -
Assessment Rubric/Criteria for Performance Analysis Report
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mponents
Incomplete/
Unacceptable
Good
Excellent
Text:
The text is grammatically correct.
1-5 points
Numerous grammatical mistakes are made. These may include spelling, punctuation, or sentence structure.6-8 points
A few words are either misused or misspelled. A few grammar and punctuation may have been found.9-10 points
No misspelling, grammar, or punctuation mistakes are evident. -
The following rubric will be used to assess your literature review.
Criteria and qualities
Poor
Good
Excellent
Point Value
Introducing the idea: Problem statement
Neither implicit nor explicit reference is made to the topic that is to be examined.Readers are aware of the overall problem, challenge, or topic that is to be examined.
The topic is introduced, and groundwork is laid as to the direction of the report.
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Introduction
Does not give any information about what to expect in the report.
Gives very little information.
Gives too much information–more like a summary.
Presents a concise lead-in to the report.Research
Does not answer any questions suggested in the template.
Answers some questions.
Answers some questions and includes a few other interesting facts.
Answers most questions and includes many other interesting facts.Purpose/Problem
Does not address an issue related to tidepools.
Addresses a tidepool issue which is unrelated to research.
Addresses an issue somewhat related to research.
Addresses a real issue directly related to research findings. -
The advantages of using rubrics in assessment are that they:
allow assessment to be more objective and consistent
focus the teacher to clarify his/her criteria in specific terms
clearly show the student how their work will be evaluated and what is expected
promote student awareness of about the criteria to use in assessing peer performance
provide useful feedback regarding the effectiveness of the instruction
provide benchmarks against which to measure and document progress -
Rubric Template
(Describe here the task or performance that this rubric is designed to evaluate.
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Steps in Rubric Development
Determine learning outcomes
Keep it short and simple (Include 4 – 15 items; use brief statements or phrases)
Each rubric item should focus on a different skill
Focus on how students develop and express their learning
Evaluate only measureable criteria
Ideally, the entire rubric should fit on one sheet of paper
Reevaluate the rubric (Did it work? Was it sufficiently detailed?) -
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Contribute
Research & Gather Information
Does not collect any information that relates to the topic.
Collects very little information–some relates to the topic.
Collects some basic information–most relates to the topic.
Collects a great deal of information–all -
You are free to use this rubric for classroom use only and may not claim it as your own work.
REFLECTION JOURNAL ACTIVITIES
You should write with depth and provide thoughtful responses
Teachers' Note: Click here to view the Reflection Journal Questions -
Overall Use of Blogs
Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others. Almost all required blog entries and comments have been completed. Five blog entries and five comments are submitted, though not all of them may give evidence of a substantial contribution. Five blog entries and five comments are submitted, all of which are substantial. Beyond the required five, your blog includes many more reflections.
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The blogging responses demonstrate an integration of concepts and principals from classroom discussions and reflect an understanding of fundamental principles surrounding the problems and myths surrounding homelessness.
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Blogging Rubric
I found this rubric on Education World for grading blog posts. I thought it was an interesting way to hold students accountable for what they are posting. Grading or at least having standards for each blog post would be my concern. You may have students that write a lot and then students who do not write enough. Having a rubric would help all students identify your expectations as a teacher as well as making sure their comments are appropriate. Obviously this rubric will need to be changed to fit your specific assignment, but is a great jumping off point. -
I am helping a teacher do some podcasts so I decided to look at some existing podcasting rubrics
links for 2009-04-01
Abril 1, 2009 — Nelson Piedra-
Protégé 4.0 Plugins: Protégé 4.0 is plugin mad. All CO-ODE plugins (and some contributed by friends) are now hosted on Google code, complete with downloads and source code.
co-ode-owl-plugins
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OWL plugins for the Protege ontology development platform
Raúl Alfonsín padre de la democracia argentina recuperada (+)
Marzo 31, 2009 — Nelson Piedra
El ex presidente argentino don Raúl Ricardo Alfonsín, emblema en Latinoamérica de la ola de democracias que en los años 80 reemplazaron a las sangrientas dictaduras militares, falleció a los 82 años de edad hoy en Buenos Aires (20:30 hora argentina) después de dar la lucha a una prolongada enfermedad. Don Raúl es el padre de la democracia argentina y latinoamericana recuperada.
En su honor publicó, una dibujo de Mafalda que le regalará Quino y que recoge la esencia de Don Raulito:
A Raúl Alfonsín con gratitud y Afecto QUINO: Al único presidente capaz de demostrarnos que todo eso que nos enseñan en la escuela puede ser verdad!!
Al único presidente capaz de demostrarnos que todo eso que nos enseñan en la escuela puede ser verdad!!
Dedicatoria en el ejemplar de Mafalda inédita obsequiado al presidente Raúl Alfonsín aludiedo al famoso dibujo publicado al día siguiente del golpe de junio de 1966.
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100 Zapatitos
Loxa Bloggers 2007
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CC
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Comentarios recientes
Convenio de derechos… en Ciencia y Desarrollo en Améric… marta en Loja Ecuador, Conozca mi … vane en Loja Ecuador, Conozca mi … -
My site is worth $2,053.
How much is yours worth? -
Flickr Photos
More Photos 
Programa en Java y disfruta de un café lojano-
