Running head: AIR PANO BIOME 1

Air Pano Biome: Assessment Rubric

Week 5 Assignment

Eric Fonseca

Advanced Instructional Design EDU 431

Instructor Dr. Marcia Ashbaugh

April 28th, 2017

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Air Pano Biome: Assessment Rubric

Students in this course will be learning about biomes and their characteristics by

identifying geographic locations on the Air Pano (2017) website. The rubric developed is going

to assess the formative process of the student leading to a summative presentation used for the

final project. Gagne, Wager, Golas, and Keller state about a rubric It is usually used with a

relatively complex assignment, such as a long-term project, an essay, or a research paper (2005,

p. 268). Identifying that a longer more complex assignment such as this would benefit from

using a rubric. A distinct advantage of utilizing a rubric is that rubrics have the advantage of

giving feedback for students and providing the teacher with a tool for scoring that limits

variations from rater to rater (Doan & Uluman, 2017, p. 632). Therefore, rubrics create a more

accurate way to score projects that are highly complex and assisting students in the process.

The performance criteria selected were based on the course objectives. These objectives

lead up to the final product of the presentation on biomes. Identifying biomes and their

characteristics is the goal of the course and by presenting different biomes from the geographic

locations students select will meet that outcome. The performance levels were broken into five

categories including non-performance, below-average, average, proficient, and exceptional.

These categories allow for a distinction between individuals performance and make it easier for

rater to identify what score should be given. The specific criteria and performance levels may

also be used as a guide for learners. Jonsson (2014) identifies students found the rubrics both

comprehensible and useful, and they made active use of the criteria when performing (p. 851).

This shows that rubrics may also be a helpful guide to completing assessments which assists with

instructor guidance on major projects. The criteria provide a guide for acceptable products and

the scoring provides a standard for students to meet the learning outcomes of the course.
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Air Pano Biome Rubric

Points Non- Below Average Proficient Exceptional

possible performance Average
1 point 2 points 3 points 4 points 5 points
Describes a Does not Identifies a Identifies a Identifies a Identifies a
geographic describe a geographic geographic geographic geographic
location geographical location but does location but only location and location and
location or not provide any provides one provides two provides three or
characteristics characteristics characteristic characteristics more
(i.e. country, about the about the about the characteristics
state, province, location (i.e. location (i.e. location (i.e. about the
history, culture) country, state, country, state, country, state, location (i.e.
province, province, province, country, state,
history, culture) history, culture) history, culture) province,
history, culture)
Analyze the Does not identifies the Identifies the Identifies the Identifies the
biome of the identify the biome of the biome of the biome of the biome of the
location biome of the selected location selected location selected location selected location
selected location but does not but only and and distinguishes
or distinguish distinguish distinguishes the distinguishes the the difference
differences differences difference from difference from from three or
between between one other biome two other biome more other
characteristics of characteristics of type types biome types
other biome the other biome
types types
Summarizes Does not Identifies one Identifies one Identifies two Identifies three
biome summarize geographic geographic geographic or more
components geographic component of component of components of geographic
components of the location (i.e. the location (i.e. the location (i.e. components of
the location (i.e. waterfalls. waterfalls. waterfalls. the location (i.e.
waterfalls. deltas, urban, deltas, urban, deltas, urban, waterfalls.
deltas, urban swamp, lakes, swamp, lakes, swamp, lakes, deltas, urban,
areas, swamp, plants, animals), plants, animals) plants, animals) swamp, lakes,
lakes, plants, but does not and provides and provides plants, animals)
animals) provide evaluation on the evaluation on the and provides
evaluation on the component components evaluation on the
component components
Creates a biome Does not provide Provides a Provides a Provides a Provides a
presentation a completed presentation of presentation of presentation of presentation of
presentation of the biome, but the biome, but the biome, and the biome, and
the biome does not address only addresses addresses all addresses all
selected location, only one or two topics (location, topics (location,
including, climate, or topics (location, climate, or climate, or
location, attributes. climate, or attributes), but attributes), and
climate, and attributes) and provides few comprehensively
attributes provides few details about details each topic
(waterfalls, details about each topic
cities, each topic
mountains, etc.)
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References

AirPano.com 360 Aerial Panoramas 360 Virtual Tours Around the World. (2017). Retrieved

from http://www.airpano.com/

Doan, C. D., & Uluman, M. (2017). A Comparison of Rubrics and Graded Category Rating

Scales with Various Methods Regarding Raters' Reliability. Educational Sciences: Theory &

Practice, 17(2), 631-651. doi:10.12738/estp.2017.2.0321

Gagne, R., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design

(5th ed.). United States: Cengage.

Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment &

Evaluation In Higher Education, 39(7), 840-852. doi:10.1080/02602938.2013.875117