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Database Rubric Assignments

The database reviewed was The Educator's Reference Desk (www.eduref.org). It received a total of 46-47 points. The content structure received 10 points as the fields were distinct and not redundant with consistent hyperlinked content. Completeness received 8 points as there was a good variety of fields but not all subjects were represented extensively. Accuracy received 9 points as the data seemed accurate though subject to some human error. Instances received 9 points as records seemed complete with examples, but databases cannot include all possible records. Questions received 10 points for its "Questions Archive" containing higher-order questions by educators.

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591 views

Database Rubric Assignments

The database reviewed was The Educator's Reference Desk (www.eduref.org). It received a total of 46-47 points. The content structure received 10 points as the fields were distinct and not redundant with consistent hyperlinked content. Completeness received 8 points as there was a good variety of fields but not all subjects were represented extensively. Accuracy received 9 points as the data seemed accurate though subject to some human error. Instances received 9 points as records seemed complete with examples, but databases cannot include all possible records. Questions received 10 points for its "Questions Archive" containing higher-order questions by educators.

Uploaded by

sdhamiter
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Database Rubric

Database Reviewed: ______________________________________

Group Members: _________________________________________


CATEGOR
Y 5-10 Points 0 to 5 Points Total Comments
Content Fields Fields
Structure distinct; redundant;
differentiate inconsistent
content. content in
fields.

Completene Variety of Few fields,


ss fields, ignore much
describe all content.
content.

Accuracy All data Data sparse,


included and inconsistent,
accurate. and inaccurate.

Instances Records Records


complete; all incomplete;
examples few examples
included. included.

Questions Require Require only


higher order information or
thinking. recall.

Higher Order Thinking Questions:


Database Rubric

Database Reviewed: http://ChroniclingAmerica.loc.gov

Group Members: Stephanie, Marc, Dennis


CATEGOR
Y 5-10 Points 0 to 5 Points Total Comments
Content Fields Fields
Structure distinct; redundant;
differentiate inconsistent 10
content. content in
fields.

Completene Variety of Few fields,


ss fields, ignore much
describe all content. 9
content.

Accuracy All data Data sparse,


included and inconsistent,
accurate. and inaccurate. 10

Instances Records Records


complete; all incomplete;
examples few examples 7
included. included. Not all newspapers
included
Questions Require Require only
higher order information or
thinking. recall.

Higher Order Thinking Questions:

1. Compare the number of newspapers in colonial times in each state.


2. Compare the number of newspapers in 1880 in TX with the number
of today.
3. Consider why newspapers would be more important in colonial days
than today.
4. Analyze popular topics in newspapers during the colonial time
period.
5. Design your own page front page of a newspaper that might appear
in the colonial days.
Database Rubric

Database Reviewed: http://www.itis.gov

Group Members: _Lee,


Brenda_____________________________________

CATEGORY 5-10 Points 0 to 5 Points Total Comments


Content Fields Fields
Structure distinct; redundant;
differentiate inconsistent 10
content. content in
fields.

Completenes Variety of Few fields,


s fields, ignore much
describe all content. 10
content.

Accuracy All data Data sparse,


included and inconsistent,
accurate. and inaccurate. 10

Instances Records Records


complete; all incomplete; few
examples examples 10
included. included.

Questions Require Require only


1=actual data base
higher order information or
because it just
thinking. recall.
10 or 1 presents facts
10=potential or
HOTS for users

Higher Order Thinking Questions: by Jamie Speer

Knowledge (repeats information verbatim)- students learn scientific


name of green iguana is Iguana iguana, are able to recite this when
asked

Comprehension ( restates in own words)- teacher asks one student to


describe class reptilia to team member, student says "iguanas are in
the reptile class"

Application (understands connections)- students are able to


understand that a snake is related to an iguana because they are both
under class reptilia and cold blooded, using common knowledge.

Analysis- (understanding organizational relationships)- Student can


understand that a "phylum " is smaller than a "kingdom" by evaluating
database organisational hierarchy.

Synthesis- (combining information to form a unique product)- students


are able to write a response to the question "how would you categorize
a bearded dragon" using the database and previous questions as a
reference (they understand that a snake, iguana, and bearded dragon
are all reptiles).

Evaluation (explain)- Compare and contrast how a human is related to


a reptile, forces learner to understand that they both a vertebrates,
however, forces higher thinking to understand humans are mammals
and vary somewhat from reptiles.
Multimedia Project : Database Rubric
Database Name: The Educator’s Reference Desk (www.eduref.org)
Student Name: Melissa-Marie Garcia, Janice Hale, Bill Rackley

CATEGORY POINT VALUE COMMENTS


Content Structure 10 Fields distinct, not redundant.
Consistent hyperlinked content

Completeness 8 Good variety of fields, however, not


all subjects are represented or
developed as extensively as others

Accuracy 9 Data seems accurate, most information


needed is present. However, accuracy
is based on the creator- margin for
human error

Instances 9/? Records seem complete, plenty of


examples included. However,
databases are limited by its creator-
not all records and examples could
possibly be included
Questions 10 Includes a “Questions Archive” –
Higher order questions created by
educators for educators

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