TPSP HighSchool_Rubric

High School/Exit Level TPSP
Assessment Rubric Overview

The High School/Exit Level TPSP Assessment Rubric is divided into two sections: 1) Developing and Implementing a Research Plan: The Research Process
and 2) Presentation of Learning: Product and Communication. Students, teachers, and mentors should use the High School/Exit Level TPSP Assessment
Rubric to guide the overall development of the project, the ongoing formative assessments, and the summative assessment.

The TPSP was originally developed as a pilot targeting grades, 4, 8, and exit level. Most materials have been revised to address Primary, Intermediate, Middle School, and High School/Exit grade levels, however, users
may find occasional references to the pilot grades.
©2011 Texas Education Agency, All Rights Reserved 2011

Texas Performance Standards Project HIGH SCHOOL/EXIT LEVEL ASSESSMENT RUBRIC

CATEGORY Expert* Practitioner Novice

I. DEVELOPING AND IMPLEMENTING A RESEARCH PLAN: THE RESEARCH PROCESS

A. Development Develops, refines, and clarifies Develops, refines, and clarifies complex, Develops basic questions and or/selects
of Questions sophisticated, open-ended questions about open-ended questions about a topic/issue a topic/issue that lacks potential to have
a topic/issue that has potential to impact that has limited potential to impact others discernable impact on self and others
student, social groups, and field of study but may significantly impact student

B. Research Uses advanced, innovative, and defensible Uses standard methodologies and standard Fails to use basic methodologies in sound
Methodology methodologies of field of study without processes of discipline in sound, systematic manner and/or misuses processes of
limiting project manner discipline
C. Sources of
Information Creatively and ethically accesses full Effectively and ethically accesses full range Fails to access appropriate resources in a
range of relevant, rich resources in various of relevant resources in various formats variety of formats, including the most basic
D. Collection formats resources, and/or fails to ethically access
of Data resources

Ethically and purposely uses tools, Ethically uses tools, techniques, and Fails to utilize and document sources;
techniques, and processes of discipline processes of discipline to gather, record, inconsistently or inadequately gathers data;
to gather, record, organize, and document organize, and document data and/or uses processes in questionable
data manner

*(Professional) Students and teachers should use the rubric to guide the overall development of the project, the ongoing formative assessments, and the summative assessment.

©2011 Texas Education Agency, All Rights Reserved 2011
Feedback regarding this document may be sent to [email protected] for review.

Texas Performance Standards Project HIGH SCHOOL/EXIT LEVEL ASSESSMENT RUBRIC

CATEGORY Expert* Practitioner Novice

E. Analysis and Appropriately applies in-depth knowledge/ Appropriately applies conventional Inappropriately applies knowledge and
Interpretation of skills of field to discover significant knowledge/skills of field to discover skills of field, such that findings are
Data connections, trends, and patterns; establish connections, trends, and patterns; questionable, inconsistent, or incomplete
reliability, validity, and accuracy of findings; establish reliability, validity, and accuracy of
and identify conflicts and disparities findings; and identify potential conflicts and
disparities

F. Multiple Separates personal opinions from those of Occasionally separates personal Fails to distinguish personal opinions from
Perspectives others, represents an understanding from opinions from those of others, represents those of others, view a situation from
another’s perspective when appropriate, understanding from another perspective another perspective, and/or acknowledge
G. Ethics/ demonstrates empathy for others, and fully when appropriate, expresses some multiple viewpoints
Unanswered synthesizes multiple viewpoints understanding of other viewpoints, and
Questions partially integrates multiple viewpoints

Thoroughly examines unanswered questions Contemplates some unanswered questions Appears to be unaware of ethical concerns
and ethical concerns, such that ethics of and/or ethical concerns, and uses or unanswered questions, and/or uses
product and supporting documentation are procedures and findings in an ethical procedures and findings in a questionable
not questioned manner manner

*(Professional) Students and teachers should use the rubric to guide the overall development of the project, the ongoing formative assessments, and the summative assessment.

©2011 Texas Education Agency, All Rights Reserved 2011
Feedback regarding this document may be sent to [email protected] for review.

Texas Performance Standards Project HIGH SCHOOL/EXIT LEVEL ASSESSMENT RUBRIC

CATEGORY Expert* Practitioner Novice

II. PRESENTATION OF LEARNING: PRODUCT AND COMMUNICATION

A. Organization Develops tightly organized, technically Develops organized, basically sound Develops unsound product that lacks
sound product that is supported by product that is supported by sound, organization, is unsupported by sound
defensible use of advanced methodologies, systematic use of standard methodologies use of basic methodologies, and needs
and can stand on its own for professional but needs modification to stand on its own extensive modifications before it could
review or jury for professional review or jury, and as is, stand on its own for professional review
would require some explanation or jury, and as is, requires extensive
explanation

B. Delivery Uses clear, effective, creative Uses clear communication techniques Uses ineffective communication techniques
communication techniques to reflect to reflect understanding of message and and delivery skills that reflect little
unique understanding of message and audience; makes adequate choice and use understanding of message and audience;
audience; makes innovative choice and of technology, media, format, and style; and makes inappropriate choice and use of
use of technology, media, format, and style; responds to questions from experts technology, media, format, and style; and
and responds effectively to questions from responds ineffectively or inappropriately to
experts questions from experts

C. Vocabulary Effectively uses vocabulary of discipline Uses vocabulary of discipline that is Does not use vocabulary of discipline, and/
of Disciplinarian appropriate for communicating project’s generally appropriate for communicating or misuses discipline-specific vocabulary for
purpose, research process and project’s purpose, research process and communicating project’s purpose, research
methodology, and resulting product methodology, and resulting product process and methodology, and resulting
product

*(Professional) Students and teachers should use the rubric to guide the overall development of the project, the ongoing formative assessments, and the summative assessment.

©2011 Texas Education Agency, All Rights Reserved 2011
Feedback regarding this document may be sent to [email protected] for review.

Texas Performance Standards Project HIGH SCHOOL/EXIT LEVEL ASSESSMENT RUBRIC

Originator and Innovator levels allow for assessment and recognition of final product above and beyond Expert (Professional) level.

CATEGORY Originator Innovator Expert* Practitioner Novice

D. Depth of Provides unique, Provides insightful Provides a coherent Notes connections, Fails to note connections,
Understanding sophisticated analysis of analysis of connections, analysis of connections, patterns, and trends; patterns, and trends;
connections, patterns, patterns, and trends; patterns, and trends; uncovers relationships misses relationships
and trends; uncovers uncovers important uncovers distinct to other disciplines; to other disciplines;
significant relationships relationships to other relationships to other and displays basic and/or displays
to other fields; and fields; and displays deep disciplines; and understanding of related sporadic or incomplete
displays extensive real- real-world understanding displays solid real-world themes/principles in understanding of related
world understanding of underlying themes/ understanding of related product appropriate to themes/principles in
of underlying themes/ principles in significant, themes/principles field of study product that may be
principles in relevant, relevant product in relevant product inappropriate to field of
significant, provocative appropriate to field of appropriate to field of study
product appropriate to study study
field of study

E. Impact Presents product new Presents product new Presents product Presents product that Presents product that
to field of study that to academic, business, comparable to that may have limited impact fails to accurately
has capacity to change artistic, scientific, or of professional in on others but has reproduce standard
understanding of literary community in field of study that significant impact on knowledge resulting
professionals who work which student works; revises, reshapes, or student by advancing in no advancement of
in field by suggesting that generates new deepens student’s own understanding student’s understanding
new areas of exploration, perspectives on problem initial understanding of of discipline through of discipline,
generating innovative and/or develops new problem and develops reproducing knowledge and/or creates
solutions to problem, solutions to problem an individual perspective and substantiating work misunderstandings
developing new to generate ideas for on topic or issue studied of others or misconceptions,
applications, proposing further consideration to validate accepted such that learning has
generalizations that by professionals in understanding of insignificant impact on
transform familiar ideas discipline discipline student
into unfamiliar ideas,
and/or stimulating
new understanding in
discipline

*(Professional) Students and teachers should use the rubric to guide the overall development of the project, the ongoing formative assessments, and the summative assessment.

©2011 Texas Education Agency, All Rights Reserved 2011
Feedback regarding this document may be sent to [email protected] for review.

Texas Performance Standards Project HIGH SCHOOL/EXIT LEVEL ASSESSMENT DOCUMENTATION

Student Name: Students, teachers, and mentors should use the rubric to guide the overall development of the project as well
as summative assessment. Ongoing formative assessment will provide the student with consistent feedback
necessary to achieve the state goal for developing professional quality products and/or performances.

Developing and Implementing a Research Plan: Research Process

Assessment 1 Assessment 2 Assessment 3

Highlights

Recommendations

Additional Comments

Note: Make additional copies of documentation page to meet ongoing assessment needs of student.

©2011 Texas Education Agency, All Rights Reserved 2011
Feedback regarding this document may be sent to [email protected] for review.

Texas Performance Standards Project HIGH SCHOOL/EXIT LEVEL ASSESSMENT DOCUMENTATION

Student Name: Students, teachers, and mentors should use the rubric to guide the overall development of the project as well
as summative assessment. Ongoing formative assessment will provide the student with consistent feedback
necessary to achieve the state goal for developing professional quality products and/or performances.

Presentation of Learning: Product and Communication

Assessment 1 Assessment 2 Assessment 3

Highlights

Recommendations

Additional Comments

Note: Make additional copies of documentation page to meet ongoing assessment needs of student.

©2011 Texas Education Agency, All Rights Reserved 2011
Feedback regarding this document may be sent to [email protected] for review.