Demonstration Rubric

PHY 312 -- Teaching Physics from the Historical Perspective
Illinois State University Physics Department
Physics Teacher Education Program
Carl J. Wenning, Program Coordinator

Course Objective Assessed:

(2) The student will present with facility and document the appropriate use of a number of demonstrations used to relate meaningful physical principles and concepts.

Discussion Leader: ________________________________________ Peer Evaluator: ______________________________________________

Good (3 points)
Fair (2 points)
Poor/Unacceptable (1-0 pt.)
Score

Preparation Everything in working order, in place or readily accessible; evidence of rehearsal; high quality drawing / handout if any. Things don't work well or flow smoothly; one or two things out of place or missing; only fair quality drawing / handout. Things are not in working order; demonstration fails; no evidence of rehearsal or adequate preparation; low quality drawing / handout

Knowledge Demonstrates clear understanding of principle or concept involved; accurately relates concept to demonstration. Exhibits somewhat limited understanding or principle demonstrated; minor inaccuracies in relating demonstration. Lacks an understanding of the principle or concept demonstrated; inaccurately relates demonstration of principle or concept.

Visibility Suitably large equipment, background taken into consideration; color added to liquids; adequate illumination; elevation to appropriate level; does not hide display with body. Demonstration marginally adequate as far as visibility is concerned; those in front can see reasonably well, those in back have a hard time seeing. Demonstration hard to see for any number of reasons; no evidence of concern by presenter for visibility consideration.

Simplicity Avoids unnecessary complexity (e.g., adjustments) and common place materials if possible. Somewhat complex; the demonstration is not overly helpful making point or introducing concept. Students "can't see the forest for the trees"; too complicated; concepts too difficult or not appropriate.

Suitability Demonstration employed is probably the best for demonstrating concept. Demonstration adequate, but a better choice might have been made. Poor connection between demonstration and concept or principle.

Safety Safety goggles and/or protective screen used if appropriate; keeps students back; keeps first aid and other emergency equipment on hand; takes full advantage of facilities (vent, mirror, etc.). Is somewhat negligent with regard to safety concern for self and/or others; some degree of concern for safety expressed by students. Shows positive disregard for student or own safety; fails to pass the test of foreseeablity; shows negligence; threatens own student safety. (If any harm occurs, requires score of 0.)

Performance Employs mystery and showmanship; uses precise in technique; demonstrates understanding of scientific aspects of demonstration. Lack-luster presentation; nothing fancy, but adequate. Poor delivery style; poor technique.

Pedagogy Maximizes educational benefit of demonstration; gears demonstration toward students' abilities and interests; interacts with students. Fails to gain maximum educational benefit from demonstration by fully engaging students; limited interaction with students. Demonstration appears to have little or no educational value; bores students; students not intellectually engaged; essentially lectures.

Assessment Assesses student under-standing by constant, thought-provoking questioning. Does incomplete job of assessing student under-standing, or assesses only at end of demonstration. Makes no attempt to assess student understanding.

Students Uses appropriate student assistance as appropriate. Ineffectively employs student assistance. Does not employ student help even if necessary.

Documentation Provides to each student on time a high quality printed statement containing demonstration name, equipment needed, principle demonstrated, basic procedures, and basic drawing or image. Prepares but does not provide to each student on time a high quality printed statement containing demonstration name, equipment needed, principle demonstrated, basic procedures, and basic drawing or image. Prepares poor quality and/or incomplete printed statement and may or may not provide copies to all students in a timely fashion.

Copyright 2000 Illinois State University Physics Teacher Education Program TOTAL POINTS:

Return to PHY 312 Syllabus.

Return to PHY 312 Student Tasks/Assignments.

	Good (3 points)	Fair (2 points)	Poor/Unacceptable (1-0 pt.)	Score
Preparation	Everything in working order, in place or readily accessible; evidence of rehearsal; high quality drawing / handout if any.	Things don't work well or flow smoothly; one or two things out of place or missing; only fair quality drawing / handout.	Things are not in working order; demonstration fails; no evidence of rehearsal or adequate preparation; low quality drawing / handout
Knowledge	Demonstrates clear understanding of principle or concept involved; accurately relates concept to demonstration.	Exhibits somewhat limited understanding or principle demonstrated; minor inaccuracies in relating demonstration.	Lacks an understanding of the principle or concept demonstrated; inaccurately relates demonstration of principle or concept.
Visibility	Suitably large equipment, background taken into consideration; color added to liquids; adequate illumination; elevation to appropriate level; does not hide display with body.	Demonstration marginally adequate as far as visibility is concerned; those in front can see reasonably well, those in back have a hard time seeing.	Demonstration hard to see for any number of reasons; no evidence of concern by presenter for visibility consideration.
Simplicity	Avoids unnecessary complexity (e.g., adjustments) and common place materials if possible.	Somewhat complex; the demonstration is not overly helpful making point or introducing concept.	Students "can't see the forest for the trees"; too complicated; concepts too difficult or not appropriate.
Suitability	Demonstration employed is probably the best for demonstrating concept.	Demonstration adequate, but a better choice might have been made.	Poor connection between demonstration and concept or principle.
Safety	Safety goggles and/or protective screen used if appropriate; keeps students back; keeps first aid and other emergency equipment on hand; takes full advantage of facilities (vent, mirror, etc.).	Is somewhat negligent with regard to safety concern for self and/or others; some degree of concern for safety expressed by students.	Shows positive disregard for student or own safety; fails to pass the test of foreseeablity; shows negligence; threatens own student safety. (If any harm occurs, requires score of 0.)
Performance	Employs mystery and showmanship; uses precise in technique; demonstrates understanding of scientific aspects of demonstration.	Lack-luster presentation; nothing fancy, but adequate.	Poor delivery style; poor technique.
Pedagogy	Maximizes educational benefit of demonstration; gears demonstration toward students' abilities and interests; interacts with students.	Fails to gain maximum educational benefit from demonstration by fully engaging students; limited interaction with students.	Demonstration appears to have little or no educational value; bores students; students not intellectually engaged; essentially lectures.
Assessment	Assesses student under-standing by constant, thought-provoking questioning.	Does incomplete job of assessing student under-standing, or assesses only at end of demonstration.	Makes no attempt to assess student understanding.
Students	Uses appropriate student assistance as appropriate.	Ineffectively employs student assistance.	Does not employ student help even if necessary.
Documentation	Provides to each student on time a high quality printed statement containing demonstration name, equipment needed, principle demonstrated, basic procedures, and basic drawing or image.	Prepares but does not provide to each student on time a high quality printed statement containing demonstration name, equipment needed, principle demonstrated, basic procedures, and basic drawing or image.	Prepares poor quality and/or incomplete printed statement and may or may not provide copies to all students in a timely fashion.
Copyright 2000 Illinois State University Physics Teacher Education Program			TOTAL POINTS: