Flickr Assignment Rubric - in progress

12/21/2006 09:43:00 pm

I wanted to capture our "work in progress" as we develop the flickr assignment rubric. Many of the comments that have been made are still contained in this doc. Reading it from top to bottom is not the order in which the comments were made; it's been done asynchronously over the last week. There have been significant changes to the document over this time that are not captured in this 11th hour snap shot of the collaboration. Students (and Lani and I) have been adding comments in different colours to distinguish different authours although this hasn't always been consistent. It may be hard to make out some of the coloured text against the background of the blog. I'm fascinated by the discussions the students have been having as they work through this. They have until tomorrow morning to finalize everything. I will republish the final rubric tomorrow when it's done.

Flickr Assignment Rubric

To All My Students
I've started putting together a rubric to grade your future flickr assignments. I'm opening this document to all of you to help build the rubric. So far I've included only 3 categories:
Tags (no or incorrect tags, no marks)
Mathematical Content (50% of total mark five point scale 0 to 4)
Photograph (what percent of the mark should it be worth? What are the descriptors for each level?)

Questions: What other categories should we have?
Should it be marked on a 5 point scale (0 to 4) or just "done" or "not done."
(Do you think having a category for photograph, and a separate one for hot spots would be of value? -Lani)

Feel free to add to this document and make whatever changes you like. Together we'll build a better assignment. ;-)

The Goals (Feel free to add to this.)

  • Learn to look at the world through mathematical eyes and see the math in everything, everywhere.
  • In the course of looking for the pictures and creating the annotated hot spots think about old material in a new way. Strengthen the mental links you have to concepts already learned. Make learning sticky.
  • Creating digital mind maps of old material. Each student contributes one to the pool. At exam time you can review all the annotated pictures in the pool made by yourselves and your classmates. Teach and learn from each other.
  • Build a permanent resource collection by creating a course specific set of real world "clip art." You can use the pictures in projects, assignments and blog posts. I will also be able to use them the next time I teach the course to benefit the next group of students. You will be teaching people you have never met.
  • Feel free to add more pictures that you think will benefit everybody in their studies.
  • Have fun with this! Maybe involve your families and friends in your learning like getting them to add their own pictures. You could post the pictures for them.

Tags (1%) (Mr. K. says:
OK, you only want this to be worth 1%. But if the photo isn't properly tagged I can't find it and therefore cannot mark it. That's why I had this as "Improperly tagged = -100%" and no marks for proper tags. We need to have something here about proper tagging and me finding/marking the photo.) (Angry Chipmunk agrees)(Jefferson says: have it worth 5% so it wouldn't cost as much but significant enough to motivate the student to tag it properly) ( Oliver says: I agree with Jefferson, how about 4% though :) .. ) (i think that tags should be worth 10% so that students will really make sure that their tags are the correct tag for that assignment~ruschev)(we still have the same problem, if they are not tagged they can't be marked because they can't be found.)
-100% Tags are misspelled or no tags are present so therefore photo cannot be graded and will be given a ZERO. (i agree, if its not there or misspelled its impossible to find, and therefore is not handed in... this should be -100% ... sorry guys :P ~Lisa)

-tennyson 12/21/06 : well anyone can make a mistake on tags., so i think tag worth 1 percent is ok, but tag are pretty eazy,can u say easy mark, so it should be like alil bit more.

Tags should be worth 5- 10 percent. Why? For those who can't make a simple tag for their work, they should lose on this section. What is a piece of work if you don't tag it. An example,creating a theory and you do not put your name or credit yourself. It only takes about 10 seconds to label your work. anything below 5 percent is too low. Anything higher than 10 percentis too much for tag marks. ~Mark

[i think that a photo with an incorrect tag OR with no tag at all should be awarded ZERO and i think we should keep it that way. Why would someone want a -100%? Is it really necessary to give a negative mark to someone who did not label their flickr assignment? ~ zeph]

(I think you're right zeph, actually, what you said is what I meant. - Mr. K)

Mathematical Content (50%)
4- Packed with mathematical concepts/facts. (Lani wonders should there be a stated minimum number of mathematical concepts/facts?) (Jefferson says: half of me says yes because it will give students a required minimum to think of facts and concepts, the other half says no because one concept can relate to the entire photo "quality over quantity") ( Oliver says: I believe we should have a minimum mathematical concept/facts. )(Jefferson: if we were to minimal concepts, where would it fit in the rubric?) ( Oliver says: I believe there already is marks for minimal hot spots ) (this one looks good to me, I like how you've outlined how many are required for an ok mark.. that way we can all make sure we've got extra so that we can all get exceptional marks like i know we can :D)
3- Significant number of concepts/facts included.
2- Some effort to include content evident. (minimum of 3 hot spots with mathematical concepts/facts)
1- Very scarce content related to assignment.
0- Content unrelated to theme of assignment.

Hot Spots (30%)

4- , all hot spots accessible (not covered by other hot spots), all hot spots are actually labels and relate to parts of the photo (not on blank space to just fill in notes). (Lani wonders about "(not covered by other hot spots)"; I viewed one assignment which was exceptional where the hot spots overlapped. Is that the same as covered?) (no, I meant where hot spots "cover" each other in such a way so that the spot underneath cannot be accessed -- imagine a large square on top of, covering, a small one. -- Mr. K. ;-) )
3- Hot spots work to a certain degree, and less information in each hot spot. Most of the hot spots are visible and are easily accessed.
2- At least 50% of hot spots are working and are fairly easily seen.
1- Some hot spots are visible and only some of the hot spots have unrelated info (Ben:is this good?)The hot spots always work, the real question is are they ... appropriate(?)/accessible(?)/relevant(?) or not.
0- No hot spots or mostly unrelated to the theme of the assignment. ( Oliver says: Photograph section is good to go. =).. )

[yes, i agree with oliver. the hot spots section is ready to go... ~zeph]

-tennyson 12/21/06 : what if it was a mistake on one of the hotspot that you forgot to put, or it was too late to put it. at least get some marks.

[i'm sorry but according to mr.k, "LATENESS IS NOT ACCEPTABLE!!!" so if they forgot to put a hot spot or forgot to finish it, or wanted to make a late change, well TOO BAD! it cannot be part of the mark. mr.k gives ppl a reasonable amount of time (a huge chunk of time) to finish a certain assignment. if they cant finish in time, then they have to manage their time more wisely. they have to learn to manage their time more wisely cuz they'll be needing that skilll when they are adults. well they can re-edit their flickr assignment but it wont be part of their mark. after all, this assignment is also intended to review for the exam. ~zeph]

Maybe we should have a "hot spot" category? One student included a link to other resources on the net in one of their hot spots. I thought that was a "higher level" use of hot spots. The link was to a song to help remember the quadratic formula so it was mathematically relevant as well as a creative use of the hot spot. - dkuropatwa 12/18/06, 8:47am

Photograph (10%)I'm wondering here if this should be about technical aspects of the photo or content of the photo or both? Is one more important? -Lanihall 12/20/06, 10:09pm

4- In focus or appropriately focused for effect. Really makes the viewer "see" math in a place they hadn't realized it existed ...( I agree with this. There should be a purpose with the effect of the picture

3- -tennyson 12/21/06 : Well The picture quality shouldn't be alot of marks because some of us only have camera phones.And some people dont carry their camrea 24-7. Like example ,i found a picture in the class , at the time i didnt have a camrea around , but i only had my camera phone.But i agree with the in focus effect tho.



0- Out of focus and/or otherwise difficult to look at(?) ...

[maybe the photograph section should be more of a "done" or "not done" kind of thing cuz: how can you grade a photo? the photo all depends on what the student is thinking and their creativity. ~zeph]

Creativity (10%)I like the thinking behind this category but it still needs some fleshing out. Should the category have levels (0-4, I'll calculate the appropriate "percentage") or should it be the way it's begun to take shape below? I also thought Ruschev's comment about the weighting was an important one. Anyone else want to weigh in on this? -dkuropatwa 12/18/06, 8:50am

10%- Highly creative (photo used was unique) (how about making Creativity 5% and put 5% more in Photograph or in Mathematical Content..because some of us aren't that creative..just to be fair ^_^ hehe~ruschev) (I think that there should be something special about the homework to get a full mark. I think that adding a link or a song will help solidify someones homework-----m@rk) I AGREE ...Natnael The whole point of the assignment was to look at everything in a new way... you don't have to be "creative" to find a good picture, you just have to be willing to have an open mind and see the math in everyday life!! If the person has taken the time to find something that is actually relevant, and unique (as in no other person has seen that math in that object) than their creativity mark should be good.. you see this mark is more about trying than putting pressure on yourself to be "creative"... and who knows maybe when you're just trying to look at things differently you'll end up being creative. I say keep creativity at 10% it gives people a reason to try to find something unique and interesting-- and we all know that that is where the fun is :D

[i agree with the purple-worded guy cuz the point of this assignment is to have fun AND to review for the exam. maybe creativity should just be like a mark out of 2 or 3? or something that's worth a small amount of our flickr assignment cuz being creative is a gift and for sum ppl, their level of creativity is... well..not as great as compared to other ppl. maybe awarding the person some bonus marks for an outstanding creativity is a good idea. THIS IS A MATH CLASS NOT A CREATIVE ART CLASS!!! ~zeph]

[i believe creativity should be on a scale that Mr.K suggested, such as from 0 to 3 whereas 1 is awared to the ppl who has a flickr assignment that obviously states "I dont care about this assignment"; 2 for ppl who are in the "middle" that m@rk suggested, and 3 for the "top-notch" ppl and who are creative with their assignment. awarding someone a 4 or 5 in this portion of the assignment (bonus marks) are for ppl who have an awesome "over the top" flickr assignment and make the whole class say "wow! i would've never thought of that!" ~zeph]

5%- Some degree of creativeness.( i think that this for a homework that is not so special. What i mean is a homework that is just usual to see)
0%- Unrelated Content and photo. (i think that this is for a homework that has no link or content whatsoever with the picture)

-tennyson 12/21/06 : what if other people see the photo that it does related. Like at least get some marks from it.

+2%- unique and creative ways of looking at a photo, concept wise, nothing obvious) ( not one you'd usually think of.. etc)

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