Problem-Solving — Rubric
- Available Topics
- Top Documents
- Recently Updated
- Internal KB
Course Design Design Framework Canvas Templates Course Content Hybrid Courses Online Courses Student Assessment
Rubric Example: Problem-Solving
| Points | 10 | 7 | 3 | 0 |
|---|---|---|---|---|
| Quality of post | The solution used the defined model effectively. The rationale was clear and logical. Your solution was well-argued. | The solution used the model adequately. The rationale was unclear, and the solution was not presented effectively or persuasively. | The solution did not apply the model correctly. The solution was not clear or the logic was flawed. | Solution insufficiently developed; or not posting |
| Quality of response | Analysis and critique of the solution were thorough and fair. | Analysis and critique of the solution were biased or flawed. | Analysis and critique did not provide substantive materials for the group to use in reviewing the solution. | No effort in the analysis or critique of the solution, or no comment posted. |
CTLM Instructional Resources KnowledgeBase Menu Home Course Design Course Refinement Inclusive Teaching Teaching Readiness Teaching Strategies Technology Integration CTLM Site
- Problem-Solving — Example
- Affordances of Online Discussions
- Steps for Building an Online Asynchronous Discussion
- Using Online Discussions to Increase Student Engagement
| Keywords | rubric, problem-solving, online, discussion | Doc ID | 103923 |
|---|---|---|---|
| Owner | Timmo D. | Group | Instructional Resources |
| Created | 2020-07-13 12:55:18 | Updated | 2024-08-23 15:32:25 |
| Sites | Center for Teaching, Learning & Mentoring | ||
| Feedback | 0 0 | ||
VALUE Rubrics
VALUE rubrics are open educational resources (OER) that enable educators to assess students’ original work. AAC&U offers a proven methodology for applying the VALUE rubrics to evaluate student performance reliably and verifiably across 16 broad, cross-cutting learning outcomes.
Download the VALUE Rubrics
Below is a list of the 16 VALUE rubrics. Click on an outcome to preview, download, and learn more about each particular rubric.
VALUE Rubric Download Statistics as of May 2024
Individual VALUE rubric downloads
Colleges and universities represented in downloads
Countries represented in downloads
How to Cite VALUE Rubrics and Resources
AAC&U provides comprehensive guidance on how to refer to, cite, and reproduce the VALUE rubrics and other resources.
Japanese Translations of AAC&U VALUE Rubrics
We are delighted to share the Japanese translation of AAC&U’s 16 VALUE rubrics as an example of the usefulness of the rubrics for assessing student learning outcomes around the world.
Questions about FAFSA and CADAA?
Visit our Financial Aid and Scholarship Office for updated information, workshops and FAQs.
Earthquake Advisory
Campus closed until further notice
Mourtos, Nikos J
Site navigation, problem solving skills rubric.
- Give to SJSU
Problem Solving Methodology*
0. engage in the problem (motivation).
- I can do it!
- I want to do it!
- I spend sufficient amount of time thinking about and working on the problem.
- I do it because I realize the importance of developing problem-solving skills.
1. Define the problem - Rubric for evaluating your performance on Step 1
- Read the problem statement again
- Define what the problem states in a way that makes sense to you
- Sketch the information given in the problem
- List what is given / known
- List any constraints
- Define a criterion for judging the final product (design) / answering the question (problem)
- Determine the real objective of the problem (e.g. what do I need to calculate?)
2. Explore the problem - Rubric for evaluating your performance on Step 2
- Examine any issues involved
- Make all the necessary assumptions that will help you simplify the problem enough, so you can solve it using familiar theories.
- Guestimate the answer
- Albert Einstein quote
3. Plan the solution - Rubric for evaluating your performance on Step 3
- Select appropriate theory, principles, approach
- Map out any sub-problems
- List what needs to be found
- Write down all equations you need to carry out each step of the solution but do not substitute any numbers
- Draw free-body diagrams and control volumes as necessary
4. Implement the plan - Rubric for evaluating your performance on Step 4
- Substitute numbers into equations as necessary and carry out all calculations
- You may want to calculate several intermediate numerical results to make sure they make sense; it is difficult to pinpoint an error when all you have is the final numerical result and you know it can't be right!
5. Check the solution
- Check the accuracy of the calculations (redo)
- Check the units of the calculated parameters
6. Evaluate / Reflect on the Solution as well as on your Problem - Solving Process - Rubric for evaluating your performance on Step 6
- Is the answer reasonable? Does it make sense?
- Were the assumptions appropriate?
- How does it compare to guestimate?
- How could you improve your model to increase its accuracy?
- If appropriate, ask the question: is it socially / ethically acceptable?
- What were my strengths in solving this problem?
- What were my weaknesses in solving this problem?
- In what specific ways can I work on my weaknesses and improve my problem-solving skills?
*Woods D.R., Hrymak, A.N., Marshall, R.R., Wood, P.E., Crowe, C.M., Hoffman, T.W., Wright, J.D., Taylor, P.A., Woodhouse, K.A., Bouchard, C.G.K., Developing problem-solving skills: The McMaster problem-solving program. ASEE J of Engng Educ., 86, 2, 75-91 (1997).
SJSU Links and Resources
Information for.
- Current Students
- Faculty and Staff
- Future Students
- Researchers
- Engineering
- Graduate Studies
- Health and Human Sciences
- Humanities and the Arts
- Professional Education
- Social Sciences
Quick Links
- Budget Central
- Careers and Jobs
- Emergency Food & Housing
- Faculty & Staff
- Freedom of Speech
- King Library
- Land Acknowledgement
- Parenting Students
- Parking and Maps
- Annual Security Report [pdf]
- Contact Form
- Doing Business with SJSU
- File a Complaint
- Report a Title IX Complaint
San José State University One Washington Square, San José, CA 95192
408-924-1000
- International Gas Turbine Institute
- Previous Paper
A Physics Informed Neural Network for Solving the Inverse Heat Transfer Problem in Gas Turbine Rotating Cavities
- Article contents
- Figures & tables
- Supplementary Data
- Peer Review
- Cite Icon Cite
- Permissions
- Search Site
Puttock-Brown, MR, Mahesh Bindhu, GK, & Ashby, CE. "A Physics Informed Neural Network for Solving the Inverse Heat Transfer Problem in Gas Turbine Rotating Cavities." Proceedings of the ASME Turbo Expo 2024: Turbomachinery Technical Conference and Exposition . Volume 8: Heat Transfer: Internal Air Systems; Heat Transfer: Internal Cooling; Industrial and Cogeneration . London, United Kingdom. June 24–28, 2024. V008T14A022. ASME. https://doi.org/10.1115/GT2024-128967
Download citation file:
- Ris (Zotero)
- Reference Manager
Recently, Physics-Informed Neural Networks have displayed great potential in delivering swift and accurate solutions for inverse problems. Here, a Physics-Informed Neural Network (PINN) was used to solve the inverse heat conduction problem in the rotating cavities of a aeroengine high-pressure compressor internal air system. The neural network was designed to receive experimentally captured radially distributed temperature profiles as inputs and predict the associated surface heat fluxes. The correctness of these predicted heat fluxes are assessed by numerically solving the direct heat conduction equation using a 2D Finite-Element model, thereby recovering the original temperature profiles. A comparative analysis is conducted between the predicted temperature profiles and the initial inputs.
The physics informed neural network is trained using noise-free synthetic data, created from a range of radial temperature curve fit coefficients, and subsequently tested on noisy experimental data at engine representative conditions. The predicted temperature values exhibit some good agreement with their respective actual counterparts. Furthermore, the sensitivity of model hyperparameters are explored to showcase the capability of the proposed approach. The results show that Physics-Informed Neural Networks exhibit reduced susceptibility to experimental uncertainties when addressing inverse problems, in contrast to inverse solution methods, and offer a possible new approach for analysis of experimental data if trained on a sufficiently large dataset.
Purchase this Content
Product added to cart., email alerts, related proceedings papers, related articles, related chapters, affiliations.
- ASME Conference Publications and Proceedings
- Conference Proceedings Author Guidelines
- Indexing and Discovery
ASME Journals
- About ASME Journals
- Information for Authors
- Submit a Paper
- Call for Papers
- Title History
ASME Conference Proceedings
- About ASME Conference Publications and Proceedings
ASME eBooks
- About ASME eBooks
- ASME Press Advisory & Oversight Committee
- Book Proposal Guidelines
- Frequently Asked Questions
- Publication Permissions & Reprints
- ASME Membership
Opportunities
- Faculty Positions
- ASME Instagram
- Accessibility
- Privacy Statement
- Terms of Use
- Get Adobe Acrobat Reader
This Feature Is Available To Subscribers Only
Sign In or Create an Account
IMAGES
VIDEO
COMMENTS
Problem Solving VALUE Rubric Keywords: Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. Problem-solving covers a wide range of activities that may vary significantly across disciplines. Activities that encompass problem-solving by students may involve ...
The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. The Problem Solving VALUE Rubric is available for free download in Word and PDF formats.
Simplified Rubric for Assessing PROBLEM SOLVING Details Behind Simplified Rubric Novice Developing Proficient Problem Solving: Students will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals. Student demonstrates a limited ability to identify a problem statement and approaches for
Rubric Example: Problem-Solving. The solution used the defined model effectively. The rationale was clear and logical. Your solution was well-argued. The solution used the model adequately. The rationale was unclear, and the solution was not presented effectively or persuasively. The solution did not apply the model correctly.
OBLEM SOLVING RUBRICProblem Solving: Design and evaluate an approach to answer an open-ended question or. lem can be best solvedConstructs a clear and insightful problem statement that includes all relev. t contextual factors.Constructs a clear problem statement that includes most relev.
Devising a plan or strategy to solve the problem. Making a general plan and selecting relevant methods, "heuristics" that might be useful for solving the problem based on the understanding of the problem. At level 4 a student can recognize or classify the structure of the problem. They can consider one or more strategies, coordinate several ...
AAC&U offers a proven methodology for applying the VALUE rubrics to evaluate student performance reliably and verifiably across 16 broad, cross-cutting learning outcomes. Overview; The VALUE System. Rubrics; ... Problem Solving Quantitative Literacy Reading Teamwork Written Communication VALUE Rubric Download Statistics as of May 2024 793,919.
Problem Solving Rubric. This scale evaluates the process employed in response to a problem-solving task. It takes into consideration the level of student knowledge and understanding with respect to the given problem solving task; the selection and implementation of appropriate procedures and/or strategies; and the accuracy of the solution obtained.
The process of designing, evaluating and implementing a strategy to answer a question or achieve a desired goal. Problem Solving. Benchmark. Milestone 2. Milestone 3. Capstone. Define Problem. Demonstrates a limited ability in identifying a problem statement or related contextual factors.
Criteria Explanation: Evaluate- How a student identifies and defines the situation and the problem to be solved. Solve- How a student demonstrates sound reasoning. Reason and Conclude-how student clearly states the solution as a result of specified reasoning.Rating Scale Explanation: 1-Beginning: lacks evidence of meeting the criterion.2-Developing: somewhat demonstrates evidence of meeting ...
Problem Solving Methodology* 0. Engage in the problem (motivation) I can do it! I want to do it! I spend sufficient amount of time thinking about and working on the problem. I do it because I realize the importance of developing problem-solving skills. 1. Define the problem - Rubric for evaluating your performance on Step 1. Read the problem ...
The rubric identifies five general problem-solving processes and defines the criteria to attain a score in each: organizing problem information into a Useful Description, selecting appropriate principles (Physics Approach), applying those principles to the specific conditions in the problem (Specific Application of Physics), using Mathematical ...
For example, Martinez [17] summarizes the cognitive science definition of problem solving as the process of moving. ". toward a goal when the path to that goal is uncertain. Thus, ". whether a particular task represents a problem depends on the solver s experience and perception of the task [17]. It is.
Problem solving is the process of designing, evaluating, and implementing a strategy to answer an open-ended question or achieve a desired goal. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance. Capstone. 4. Milestones.
Problem solving is the process of designing, evaluating, and implementing a strategy to answer an open-ended question or achieve a desired goal. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance. Capstone. 4. Milestones.
Holistic Rubric Problem Solving. Understands the Problem and Develops a Problem-Solving Plan. Carries Out the Plan and Reviews the Results. 4. Identifies the relevant information needed to solve the problem. Selects an appropriate solution method and develops a comprehensive plan for solving the problem. Clearly demonstrates the necessary ...
Activities that encompass problem-solving by students may involve problems that range from well-defined to ambiguous in a simulated or laboratory context, or in real-world settings. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines.
Problem Solving Generic Rubric. In the Flow. Very Close. Getting Closer. Beginning. Conceptual Understanding. The student related the features of this concept to other concepts and applied this to diverse, realistic and new contexts. The student identified many key features of the concept, solved problems related to the concept and applied the ...
Problem Solving Strategies: Guess, check, & revise Work backwards Draw a picture/diagram Look for a pattern. Solve a simpler problem Use objects / Act it out Use an organized list. Grades 3- 6. Make a table Use logical reasoning Use a number sentence, equation, or formula. Approved by Curriculum Council October 26, 2004 Revised April, 2005.
OBLEM SOLVING RUBRICProblem Solving: Design and evaluate an approach to answer an open-ended question or. lem can be best solvedConstructs a clear and insightful problem statement that includes all relev. t contextual factors.Constructs a clear problem statement that includes most relev.
Chicago Public Schools Bureau of Student Assessment 205 North Carolina Math Rubric II Source: North Carolina Department of Public Instruction Subjects: Mathematics # of scales 1 Grade(s) Elementary Scale length 53 Holistic Scale 2 Answer is complete and correct; all parts of the question are addressed. 1 Student gives a partially correct answer, or task is incomplete (i.e., one of two parts
PROBLEM SOLVING RUBRIC ANALYSIS OF TESTS Grant DUE- 0715615 [email protected] 1J.H. Larkin, J. McDermott, D.P. Simon, and H.A ... Problem solving skills (qualitative and quantitative) are a primary tool used in most physics instruction. Despite this importance, a reliable, valid, and easy to use quantitative measure of ...
Exemplars® Classic 5-Criteria Math Rubric (Cont.)* Problem Solving Reasoning and Proof Communication Connections Representation Practitioner A correct strategy is chosen based on mathematical situ-ation in the task. Planning or monitoring of strategy is evident. Evidence of solidifying pri-or knowledge and applying it to the problem solving
The workshop will introduce attendees to the "Plan, Do, Check, Act" Kata problem-solving process, which will provide participants the tools for streamlining their shops and codes. "It's a class that teaches employees how to use a system that helps give them some control of their work space," said Paul Sherman, lead instructor, Code 100TO. ...
Abstract. Recently, Physics-Informed Neural Networks have displayed great potential in delivering swift and accurate solutions for inverse problems. Here, a Physics-Informed Neural Network (PINN) was used to solve the inverse heat conduction problem in the rotating cavities of a aeroengine high-pressure compressor internal air system. The neural network was designed to receive experimentally ...