ABSTRACT
Rubrics were originally designed as a way to assess performances on standardized tests. While the problem-based task statement is intended to be motivational, creating a felt need to build content mastery, the analytic rubric details the targeted curricular content and provides students with clearly articulated expectations for their work. The rubric should reflect mastery of content standards as they would be evident in the final product, the outcome of the unit of study. The Practitioner column introduces a level of perspective, asking students to note the evolution of the civil rights over the years. At the Practitioner level, the student must, among other things, list reasons for putting the proposal into action and provide short-term and long-term implications of the proposal. The transfer task should be authentic and cause students to apply their learning, thus demonstrating understanding of the content.
