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Communication Rubric #1: Knowledge Rubric

1 COMPREHENSION: Student will demonstrate adequate understanding of the theoretical foundations within the communication field. 2 3 4

Lack of understanding of basic theories & models.

Vague conceptions, but lack of clarity of theories and/or models.

Good grasp of theoretical foundations.

Very clear, comprehensive understanding of theoretical foundations.

SPECTRUM OF KNOWLEDGE: How much knowledge does the student demonstrate in the artifact (paper, project, etc.)?

Very limited or lacking spectrum of knowledge.

Very basic knowledge base.

Fair to good amount of knowledge in field of study.

Outstanding showcase of knowledge with extensive variety of resources.

EXPRESSION: How well does the student express their knowledge of the subject matter (based on writing or other artifact)?

Confusing & unclear, with poor writing style.

Acceptable writing style, with some errors in writing.

Good demonstration of ideas & constructs & very few, if any, errors in grammar, spelling and punctuation.

Fluent & direct expression. Good use of semantics & syntax.

Communication Rubric #2: Technology Rubric


1 KNOWLEDGE: How much knowledge of technology does the student demonstrate? Unaware of available modalities. 2 Partial recognition of technological tools & implementations. 3 Demonstrates awareness & comprehension of technology. 4 Substantial knowledge of availability & uses of various technology.

APTITUDE & ATTITUDE: What is the aptitude & attitude of the student as demonstrated in project, paper or other artifact? EXPRESSION: How is the students view expressed as a product of the artifact that is assessed?

Total indifference or even a negative attitude toward technology.

Indifferent attitude toward knowledge of technology.

Fairly appreciable of using technology & gaining knowledge of uses.

Appreciation for and positive thinking toward knowledge & uses of technology.

Poor to lacking ability to demonstrate knowledge or understanding.

Minimal demonstration of understanding & knowledge.

Satisfactory expression of knowledge.

Exemplary display of technology related materials.

Communication Rubric #3: Research & Inquiry Rubric


1 2 3 4

KNOWLEDGE & ACQUISITION: What knowledge was acquired in the project, paper or artifact?

Deficiency or lack of knowledge in the field of study.

Borderline knowledge through research & inquiry.

Sufficiency in demonstrating knowledge in field of study.

Proficient in demonstrating knowledge.

APPROACH TO LEARNING: What is the students general attitude as assessed from direct answers to questions from artifact? RESOURCES: What type & amount of resources were used? Are the sources cited? What is the frequency of use?

Does not value the learning process or believe in its utility.

Demonstrates some value, but with neutral appreciation of knowledge.

Good appreciation of knowledge and usability.

Extreme enthusiasm & appreciation of knowledge acquisition.

No resources cited.

Few resources used, but lacking sufficiency.

Acceptable resources in number, variety & frequency.

Evidence of excellent demonstration of materials, resources & inquiry methods.

Communication Rubric #4: Written Communication Rubric (same as gen. ed. communication rubric)
1 ORGANIZATION: How do the components of the piece fit together? How do ideas in developing paragraphs & sentences flow? Intro. is weak or unclear; organizational patterns show little or no relation to purpose. Writing is confusing & incoherent & conclusion is weak. Writing demonstrates little or no variety in word choice & sentence/paragraph structure. Many lapses in clarity and conciseness. Level or formality is inappropriate to purpose. 2 Intro. is present, but undeveloped. Organization suited to purpose & main idea. Writing makes some sense of the time, but still lapses in coherence. Writing demonstrates some variety in word choice and sentence/paragraph structure. Writing communicates, but some lapses in clarity & conciseness. Level of formality somewhat appropriate. 3 Intro. is inviting & organizational patterns work. Writing generally makes sense; rare lapses in coherence. Writing often demonstrates variety in word choice and sentence/parag raph structure. Writing is clear, concise & level of formality is appropriate. 4 Intro. is strong along with organization patterns. Writing is consistently coherent.

STYLE: Considers word choice, appropriateness of vocabulary, variety in sentence and paragraph structure, conciseness and level of formality.

Writing consistently demonstrates variety in word choice and sentence/parag raph structure. Writing clear, concise & level of formality well suited to purpose.

CORRECTNESS: Includes grammar, usage, capitalization, punctuation, spelling & proofreading.

Writing demonstrates consistent incorrect grammar & usage. Piece does not adhere to writing conventions.

Writing demonstrates some grammar & usage flaws. Piece adheres to writing conventions sometimes.

Writing demonstrates general correctness of grammar & usage. Piece generally adheres to writing conventions.

Writing demonstrates mastery of grammar & usage. Piece consistently adheres to writing conventions.

Communication Rubric #5: Ethics & Social Responsibility Rubric


1 UNDERSTANDING OF ETHICS & SOCIAL RESPONSIBILITY: What is the students abstract understanding of ethics & social responsibility as related to the communication field? INTENTIONS OF USE: What is the students intention of use as declared in answers to questions in the artifact(s)? 2 3 4

No understanding of the rules of ethical behavior as demanded in journalism, public relations, advertising or other communicationrelated area. Disregard of ethical rules & standards as applied to field of communication.

Partial understanding & comprehension of ethical rules & their dimensions.

Demonstrates knowledge of ethical rules & social responsibility.

Substantial knowledge & understanding of rules in the field of communication.

Doubtful or uncertain of validity of intentions.

Limited scope of applicability of ethical rules or relevance for intentions of use.

Declared intentions are clearly in line & consistent with standards & codes of ethics in communication.

SPIRITUAL VALUES & ETHICS: Does the student realize the relationship between spiritual values & communication ethics?

Shows little or no understanding of connection between foundational beliefs & values & life decisions. Doesnt see how ones choices affect the person one becomes as well as the wider world.

Shows some ability to recognize the connection between spiritual values & communication ethics.

Shows ability to make clear, well thought out connections between beliefs & communication ethics. Also recognizes the ethical implications of personal decisions related to social & global issues in communication.

Shows exceptional ability to explore the relationship between spiritual values & communication ethics. Has a firm grasp on how their spiritual values impact their ethical decisions in communication.

Math Rubric
Math Poor 1 pts Counting Activities Poor Fair 2 pts Fair Good 3 pts Good Tried hard & Had fun Good Tried hard & Had fun Good Tried hard & Had fun Good Tried hard & Had fun Good Tried hard & Had fun

Did not want to participate Participated, but showed very little interest Ppaper-chain making Poor Fair

Did not want to participate Participated, but showed very little interest Number writing Poor Fair

Did not want to participate Participated, but showed very little interest Flash cards Poor Fair

Did not want to participate Participated, but showed very little interest Number match Poor Fair

Did not want to participate Participated, but showed very little interest

Mathematics Problem Solving Rubric, Grades 2-9

Novice Misses fundamental concepts underlying problem. Understanding

Apprentice Understands some major concepts, but misses others.

Practitioner Solid understanding of a major approach to the problem. Major concepts are understood.

Expert Solid understanding of a major approach to the problem with indications of alternative approaches, or with sufficient details to show ease in understanding. Clear evidence of plan for solving problem and all strategies and procedures are clearly understood. Errors are minimal, if present. Reasoning is clear and correct in details as well as in main aspects. Explanation lays out problem solution clearly and completely. More than one solution is indicated, or detail of solution shows deep understanding.

Strategies, Reasoning & Procedures

Does not know common strategies or procedures for solving problem. Reasoning is muddled or otherwise incorrect. Work cannot lead to a correct solution.

Communication

Explanation is very sketchy and/or shows confusion or cannot be clarified.

With assistance can manage common strategies or procedures for solving problem. Reasoning shows a Possible approach to the problem. Work could lead to a correct solution, but is not there yet. Explanation shows some of the steps undertaken. Needs help to give full explanation.

A plan for solving the problem is clearly understood and main procedures and strategies are in place. Reasoning is essentially correct, except for minor aspects.

Explanation is clear and all major steps are present. Some details may be missed or some language may not be completely precise.

Essay Rubric

6+1 Trait Writing Model


Category 4 There is one clear, wellfocused topic. Main idea stands out and is supported by detailed information. All supportive facts are reported accurately. The introduction is inviting, states the main topic, and previews the structure of the paper. 3 Main idea is clear, but the supporting information is general. 2 Main idea is somewhat clear, but there is a need for more supporting information. Most supportive facts are reported accurately. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Some details are not in a logical or expected order, and this distracts the reader. 1 The main idea is not clear. There is a seemingly random collection of information. No facts are reported or most are inaccurately reported. There is no clear introduction of the main topic or structure of the paper.

Focus on topic (content)

Accuracy of facts (content)

Introduction (organization)

Almost all supportive facts are reported accurately. The introduction clearly states the main topic and previews the structure of the paper, but it is not particularly inviting to the reader. Details are placed in a logical order, but the way they are presented sometimes makes the writing less interesting. Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are awkward or difficult to understand. Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.

Sequencing (organization)

Flow & rhythm (sentence fluency)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. All sentences sound natural and are easyonthe-ear when read aloud. Each sentence is clear and has an obvious emphasis. Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural, and not forced.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Word choice

Most sentences sound natural and are easyon-the-ear when read aloud, but several are awkward or difficult to understand Writer uses words that communicate clearly, but the writing lacks variety, punch, or flair.

The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. Writer uses a limited vocabulary, which does not communicate strongly or capture the reader's interest. Jargon or clichs may be present and detract from the meaning.

ABC Book Rubric


EXCELLENT 4 Cover Page Title Author Illustration Cover page includes all three identified elements GOOD 3 Cover page includes two of the three identified elements. SATISFACTORY 2 Cover page includes one of the three identified elements. NEEDS IMPROVEMENT 1 Cover page does not include any of the three identified elements or is missing.

26 alphabet pages Word identified Used in context Three facts Illustration Author Page Author identified Background information Illustration

Every page includes all four of the identified elements.

Most pages include at least three, and frequently four, of the identified elements. Author page includes two of the three identified elements.

Many pages include two of the identified elements, with several including three or four elements.

Many pages include only one or two identified elements or are missing.

Author page includes all three identified elements.

Author page includes one of the three identified elements.

Author page does not include any of the three identified elements or is missing.

ALPHABETICAL STORIES RUBRIC (Scores out of 5 points)


1 Student completes less than half of the assignment appropriately. Sentences do follow a storyline or a thought process, but appear random. 3 Student completes most of the assignment appropriately. A weak story or common theme is present. 5 Student completes assignment appropriately. Sentences loosely tell a story.

Illustrations loosely relate to story.

Some illustrations relate to the sentences. Sentence structure is used, but punctuation is lacking. Some sentences are placed in alphabetical order.

Illustrations relate to story.

Little to no punctuation is used. Sentence structure is not correct. Sentences do not appear to be in alphabetical order.

Appropriate punctuation and sentence structure is used throughout the story. Sentences are in alphabetical order.

Autobiography Rubric
CATEGORY Introduction 4 The introduction is inviting. 3 The introduction is not particularly inviting to the reader. 2 The introduction does not adequately preview the events included in the autobiography and it is not particularly 1 Writing an introductio n for the autobiogra phy was attempted.

Sequencing of Events (Organization)

Events are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Events are placed in a logical order, but it is evident that events were not included from the Life Map assignment.

inviting to the reader. Some events are not in a logical order, and this distracts the reader.

M any events are not in a logical order. There is little sense that the writing is organized. The Life Map was not used as a graphic organizer for this assignment .

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling.

Accuracy of Facts (Content)

All supportive facts (Life Map and All About Me Poster) are reported accurately.

Writer makes 1-2 Writer makes 3-4 Writer errors in errors in makes grammar or grammar or more than spelling. spelling. 4 errors in grammar or spelling that distract the reader from the content. Almost all Most supportive No facts supportive facts facts (Life Map are (Life Map and All and All About reported or About Me Me Poster) are most Poster) are reported are reported accurately. inaccuratel accurately. y reported.

RUBRIC for BIOGRAPHIES


DIRECTIONS: This form is designed to help you evaluate biography assignments. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students work in this assignment. 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong 1. The biography includes the individuals full name, date of birth, birthplace, and (if applicable) date of death.

1 2 3 4 5 2. The biography includes an introduction that provides an overall focus. 1 2 3 4 5 3. The biography covers the individuals main contributions. 1 2 3 4 5 4. The biography focuses on the individuals contributions that are relevant to the current unit of study. 1 2 3 4 5 5. The organization of the biography is clear and easy to follow. 1 2 3 4 5 6. The biography is well written and the content flows smoothly from one idea to the next. 1 2 3 4 5 7. The spelling, punctuation, and grammar in the biography are accurate. 1 2 3 4 5 8. The biography is illustrated in some fashion, and the illustration is neat and appropriate. 1 2 3 4 5 9. The biography is neatly typed or handwritte

Book Cover Rubric


5 FRONT COVER The cover is creative and vividly depicts the story. The back cover tells a great deal more about 4 The cover is creative and depicts the story. The back cover tells more about the story. 3 The cover depicts the story. The back cover is related to the 2 The cover barely depicts the story. The back cover is barely related to 1 The cover does not depict the story. The back cover does not relate to the story.

BACK COVER

the story. SPINE The spine has all of the needed components. The spine has most of the needed components. The summary is accurate with some details. The biography information is accurate with some details. The product is quality work. The project meets the guidelines.

story. The spine has several of the needed component s The summary is accurate with few details. The biography information is accurate with few details.

the story. The spine has some of the needed components. The summary is accurate with no details. The biography information is accurate with no details. The spine has few or none of the needed components. The summary is inaccurate with no details. The biography information is inaccurate with no details. The product is below average work. The project does not meet the guidelines.

FRONT FLAP

The summary of the story is accurate with specific details. BACK FLAP The biography information is accurate with specific details. EFFORT The product shows that much time and effort were used. REQUIRED The project COMPONENTS meets the guidelines.

The product The product is average is barely work. average work. The project barely meets the guidelines. The project does not meet the guidelines.

Book Review Rubric


1. The student writes a book review that includes the main events of the story. 2. The student organizes the book review in a way that is appropriate and makes sense. The ideas flow nicely together. 3. The student writes with voice by creating a catchy beginning, making a text-to-self connection, and using active or interesting words. 4. The student reads the review with fluency and expression. 5. The book review has been edited and

Proficient

Apprentice

Novice

completely corrected for grammar, mechanics, and spelling. 1. The student writes a book review that includes some of the main events of the story. 2. The student has some organization to his or her book review, but is lacking a sense of flow and transition from one idea to the next. 3. The student shows some effort with voice, but most of the writing is predictable with simple sentences and few interesting words. 4. The student reads with some fluency and expression. 5. The book review has been proofread, but not completely corrected for grammar, mechanics, and spelling. 1. The students book review does not cover the main events of the story. It is hard to tell what the story is about. 2. The review lacks organization and structure. There is little or no flow or transition from one idea to the next. The organization does not make sense to the reader. 3. The student writes with little or no voice. Most or all of the sentences are simple and the student makes predictable word choices. 4. The student reads with little or no fluency and expression. 5. The book review has not been edited for grammar, mechanics, and spelling.

Characterization Rubric
Students in Group: ______________________________________ Characterization Not yet Still Developed Developed Developing Students captured the character of Curious George through words Students captured the character of Curious George through photos

Students wrote text that relates to the photos Students showed further representation through choice of effects/transitions used in presentation

RUBRIC COMPARING AND CONTRASTING


DIRECTIONS: This form is designed to help you evaluate a students skill in comparing and contrasting. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students mastery of this skill. 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong 1. The student attempts comparisons from appropriately parallel categories of items. 1 2 3 4 5

2. The student chooses only a very few specific items to be compared. 1 2 3 4 5 3. The student determines what characteristics the selected items have in common. 1 2 3 4 5 4. The student decides on which of these common areas he or she wishes to concentrate. 1 2 3 4 5 5. The student identifies similarities and differences in the selected common areas. 1 2 3 4 5 6. The comparison employs the appropriate information or facts. 1 2 3 4 5 7. The comparison shows an understanding of the appropriate concepts or topics. 1 2 3 4 5 8. The comparison fulfills the requirements of the assignment. 1 2 3 4 5 9. The comparison is presented in a clear, concise, and appropriate manner. 1 2 3 4 5 10. Overall, the comparison demonstrates the students full potential in applying this skill. 1 2 3 4 5 Additional Comments: Total Points/Grade: ____________

Rubric for Complaint Letter


Excellent Elements & Format Includes all requirements for a complaint letter. Content is well organized. Problem and request Good Includes all the requirements for a complaint letter. Content is organized. Problem and request Satisfactory Needs Improvement Does not include many elements of a complaint letter. Content is poorly organized.

Tone

Includes the requirements for a complaint letter but could be better organized. Tone OR Tone is reasonableness threatening or

Sentences & Paragraphs

are presented in a constructive manner. Request is reasonable. Sentences and paragraphs are complete, well constructed and of varied structure .

Grammar & Spelling

There are no errors in grammar or spelling. There are no errors in capitalization and punctuation. Typing or writing is legible with no distracting corrections. Document is clean and neat with no wrinkles.

Capitalization & Punctuatio n

Legibility

are stated with an appropriate tone. Request is reasonable. All sentences and paragraphs are complete and well constructed (no fragments or run ons). There are 12 errors in grammar and/or spelling. There are 12 errors in capitalization and punctuation. Typing or writing is legible but there are 12 distracting corrections.

of request could be improved.

otherwise negative. Request is unreasonable OR unclear Many sentences and/or paragraphs need work

Most sentences and paragraphs are complete and well constructed. A few need some work.

Neatness

There are 34 errors in grammar and/or spelling There are 34 errors in capitalization and punctuation. Typing or writing is marginally legible OR there are 34 distracting corrections. Document is Document is generally clean slightly but has some crumpled or folds or stained. worn edges

There are more than 4 errors in grammar and/or spelling There are more than 4 errors in capitalization and punctuation. Typing or writing is not legible OR there are more than 4 distracting corrections. Document is very crumpled or stained.

FAIRY TALE RUBRIC


Fairy Tale Title: Student name(s): Note: Use this rubric to assess the individual portion of the story each student completed and the overall finished product completed as a group. 4 3 2 1 Writing Writing Writing Writing Writing follows follows follows follows fairy-tale fairy-tale some fairyfew fairy-tale conventions conventions tale conventions

Illustrations

and is interesting and original Illustrations match and add to text Excellent story sequencing Text and illustrations develop characters fully Text and illustrations develop setting fully

conventions

Illustrations match text Good story sequencing

Story Sequencing

Illustrations somewhat match text Fair story sequencing

Illustrations and text do not match Poor story sequencing

Understanding character

Text and illustrations develop characters partially Text and illustrations develop setting partially

Text and illustrations develop characters only slightly Text and illustrations develop setting only slightly

Text and illustrations do not develop characters Text and illustrations do not develop setting

Understanding setting

EXPOSITORY On-Demand Writing Rubric


Grade 6
4 Advanced IDEAS/ CONTENT 3 2 1 States a compelling and original thesis or purpose Skillfully supports thesis with clear 3 Proficient 3 2 1 States a clear meaningful thesis or purpose Adequately supports thesis with 2 Basic 1 Below Basic 3 2 1 3 2 1 Weak thesis No clear and/or too thesis or broad a purpose purpose or focus Insufficient, Little or no unclear supporting and/or information to

Supporting Thesis

and relevant information Elaboration Skillfully presents detailed information with clear conclusions throughout paper Skillful Structure: Strong, engaging introduction Effective sequencing of ideas relating back to thesis Conclusion skillfully reinforces thesis and gives closure to essay Writer's voice is authentic, confident, convincing, enlightening, and imbedded within the textual information Clear sense of purpose and audience Consistent point of view Words/phrases powerfully convey the intended message Uses precise words to show not tell Purposeful and innovative sentence structure to enhance intended effect

clear and relevant information Adequately explains and interprets information Draws conclusions

irrelevant information Some explanation and interpretation

support thesis Little or no interpretation

ORGANIZATION

Appropriate structure: Engaging introduction Adequate sequencing of ideas based on purpose and linked to thesis Conclusion reinforces thesis and gives closure Writers voice is confident and authentic Writers reaction and feelings about the thesis are evident Clear sense of audience and purpose Consistent point of view Correct, adequate words /phrases get message across Uses precise words to show not tell Purposeful use of sentence structure to enhance the intended effect

Weak structure: Introduction, body and/or conclusion may need some revision Evidence may be isolated facts with weak sequencing

Little to no structure: Introduction, body and/or conclusion may not exist or may need major revision

VOICE

Sense of purpose and/or audience not clear Straight facts with writers voice detached from topic

Unclear or no sense of voice, purpose and/or audience

WORD AND LANGUAGE CHOICE

More precise and accurate words are needed to create a clear message Some understanding of sentence structure Limited use of

Limited vocabulary; words may be used inappropriately

SENTENCE FLUENCY

Little or no sense of sentence structure Lacks transitions

Conventions

Skillful use of transitions within and across paragraphs Shows creativity and flexibility when using conventions to enhance meaning

Transitions connect ideas within and across paragraphs Uses grade level appropriate conventions; errors are minor and do not obscure meaning

appropriate transitions

Uses grade level appropriate conventions; errors occasionally obscure meaning

Limited understanding of grade level appropriate conventions

POETRY EVALUATION RUBRIC


Student name: ___________________________ Date: __________________ 4 3 2 1 Exemplary Proficient Developing Unacceptable The form of the poem is Correct The content of the poem expresses an understanding

of shadow facts. The word choice in the poem includes concepts related to shadows. Comments:

RUBRIC POEMS AND SONGS


DIRECTIONS: This form is designed to help you evaluate student-created poems and songs. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students work. 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong 1. The content of the poem or song fulfills all the requirements of the assignment.

1 2 3 4 5 2. The organization of the poem or song is clear and easy to follow. 1 2 3 4 5 3. The poem or song is descriptive, expressive, and creative. 1 2 3 4 5 4. The contents of the poem or song demonstrate an understanding of the appropriate events, concepts, or topics. 1 2 3 4 5 5. The poem or song is well written. 1 2 3 4 5 6. For songs: the lyrics and tune go together well. 1 2 3 4 5 7. The spelling, punctuation, and grammar in the poem or song are accurate. 1 2 3 4 5 8. The poem or song is neatly typed or handwritten. 1 2 3 4 5 9. The student did a good job in presenting the poem or song to the class. 1 2 3 4 5 10. Overall, the work represents the students full potential. 1 2 3 4 5 Additional Comments: ____________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________ Total Points/Grade: __________

Memoir Rubric
4 3 2 1

Genre Characteristics

The project meets the characteristics of a memoir. There is a clear unifying theme that focuses the details on the subjects life.

The project meets most of the characteristics of a memoir, but the unifying theme needs to be stronger and more explicit.

The project simply catalogues events from the subjects life. There is no unifying theme to the presentation.

The project does not meet the characteristics of a memoir; or the project is incomplete.

Genuine and Vivid

Details in the memoir provide background and insight on the subjects life. The memoir is genuine and vivid. The project balances issues of privacy and love with the details to present an empathetic view of the subject. The project includes powerful aspects words, sentences, images, and so forth. The elements of the memoir are strong and memorable. The journal includes thoughtful reflections on the students decisions. It discusses successes and challenges evenly and shows deep insight into the students process.

Empathy

Powerful Images

Details in the memoir provide background or insight, but there are places where more vivid details would improve the piece The project balances most issues of privacy and love with the details of the story. A few places could be improved. The project includes some powerful aspects, but the elements of the memoir are not as strong as possible.

Few details are included about the subjects life. While the memoir seems genuine, more detail is needed. The project shows some empathy but sometimes communicates private information unnecessarily. The project includes a few powerful aspects, but they are the exception. The details could be stronger and more memorable. The journal lists all of the decisions or activities that the student has completed, but there is no reflection included.

Little or no detail on the subjects life is included. The memoir does not seem genuine.

The project shows no empathy or shows little understanding of the subjects life. The project includes only two or fewer powerful aspects. Little attention has been given to strong or memorable images. The journal is incomplete. Entries are missing or too short to provide a picture of the work that the student has completed.

Artists Journal

The journal includes some reflections on the students decisions, but would benefit from deeper and/or more frequent discussion of the successes and challenges the student faced.

Reading Scoring Rubric


Apprentice -Students performing at this level are literal readers, constructing a plausible but superficial interpretation of a text. They show little sensitivity to nuances and complexities. -These readers develop few or no connections with or among texts. Sometimes Basic -Readers at this level construct a thoughtful and plausible interpretation of a text. They fill in some gaps in a text, making assumptions about unstated causes or motivations or drawing meaning from cues in the text. They usually differentiate between literal and figurative meanings. They may recognize real or Learned -A reading performance at this level is discerning, thorough, and perceptive, but will probably show somewhat less insight or sensitivity to nuances and complexities of text than an exemplary reading. These readers are able to fill in gaps in a text, making plausible assumptions from Exemplary -An exemplary reading performance is insightful, discerning, and perceptive as the reader constructs and reflects on meaning in a text. Readers at this level are sensitive to linguistic, structural, cultural, and psychological nuances and complexities. They fill in gaps in a text, making plausible assumptions about unstated causes or motivations, or drawing

they connect the text associationally with personal experience, but the connection is generally superficial and unexamined. -At this level readers are not risk takers. They show little tolerance for textual difficulties or lack of closure. Confronted by textual complexity, they are inclined to ignore the difficulties. Their reading process tends not to be recursive: having made some initial sense of the text, they are inclined to retain their view without testing or revising it. - Readers at this level of reading performance rarely challenge the text or carry on an internal dialogue with the writer. If they raise questions at all the questions will be largely unproductive expressions of frustration or low level inquiries (i.e., about word meanings). Any expressed appreciations or criticisms are likely to be simplistic.

seeming contradictions, but are sometimes distracted by these contradictions and by ambiguities. They demonstrate their understanding of the whole work. - Readers achieving this level develop connections within and among texts. They usually connect their understanding of the text to their own experience and knowledge and sometimes to other texts. When directed, these readers may generate, validate, expand and/or reflect on their ideas about the text, but with less depth than in the learned or exemplary level. These readers tend to paraphrase or retell, often thoroughly and purposefully. They also see, however, a more general significance in or wider application of the literal facts of the text. -These readers, while confident, rarely take risks. They accept the text without exploring multiple possibilities of meaning. They tend to present their understanding of a text as fixed and rarely revise their interpretation as they re-read and as additional information becomes available. - Readers demonstrating this level of reading performance sometimes challenge or question the text. They may raise questions and may agree or disagree without explaining their reactions.

subtle cues; but they engage in these operations with less acuteness of vision than more expert readers. They recognize and differentiate between literal and figurative meanings. They recognize real or seeming contradictions, exploring possibilities for their resolution or tolerating ambiguities. They demonstrate their understanding of the whole work as well as an awareness of how the parts work together to create the whole. -These readers may explore multiple possibilities of meaning. While they may form firm interpretations early in their reading, they are open to revising their ideas as additional information or insight becomes available to them. They sometimes articulate newly developed levels of understanding. -Readers at this level challenge the text. They pose questions, postulate answers, take exception, agree, disagree, speculate; however, the questions and/or issues they raise may not be as insightful or perceptive as those of the reader demonstrating an exemplary reading.

meaning from subtle cues. They differentiate between literal and figurative meanings. They recognize reapossibilities for their resolution or tolerating ambiguities. They demonstrate their understanding of the whole work as well as an awareness of how the parts work together to create the whole. ! Readers achieving this level develop connections with and among texts. They connect their understanding of the text not only to their own ideas, experience and knowledge, but to their history as participants in a culture or larger community, often making l or connections to other texts or other works of art. Exceptional readers draw on evidence from the text to generate, validate, expand, and reflect on their own ideas. -These readers take risks. They entertain challenging ideas and explore multiple possibilities of meaning as they read, grounding these meanings in their acute perceptions of textual and cultural complexities. They often revise their understanding of a text as they reread and as additional information or insight becomes available to them. They sometimes articulate a newly developed level of understanding. ! Readers demonstrating this level of performance challenge the text. -They carry on an internal dialogue with the writer, raising questions, taking exception, agreeing, disagreeing, appreciating or objecting to text features. They may test the validity of the author's ideas, information, and/or logic by considering the authority of the author and the nature and quality of the author's source(s). They frequently suggest ways of rewriting the text, speculating about the ideology or cultural or historical biases that seem to inform a text, speculating about the ideology or cultural or historical biases that seem to inform a text, sometimes recognizing and embracing and sometimes resisting the ideological

position that a text seems to construct for its reader.

Oral Presentation Rubric


Name ________________________________________________ Date _____________________ Title/Topic _______________________________________________________________________ _ Performance Distinguished Proficient Apprentice Novice Possible Actual Element
Awareness of Audience Significantly increases audience understanding and knowledge of Raises audience understanding and Raises audience understanding and Fails to increase audience understanding

topic; Effectively convinces an audience to recognize the validity of a point of view.

Strength of Material, Organization

Clear purpose and subject; Pertinent examples, facts, and/or statistics Conclusions/ideas are supported by evidence; Major ideas summarized and audience left with full understanding of presenters position.

awareness of most points; Clear point of view, but development or support is inconclusive and incomplete. Has some success defining purpose and subject; Some examples, facts, and/or statistics that support the subject; Includes some data or evidence which supports conclusions or ideas; May need to refine summary or final idea.

knowledge of some points; Point of view may be clear, but lacks development or support.

of knowledge of topic; Fails to effectively convince the audience.

Delivery

Relaxed, selfconfident and appropriately dressed for purpose or audience; Builds trust and holds attention by direct eye contact with all parts of audience; Fluctuation in volume and inflection help to maintain audience interest and emphasize key points.

Quick recovery from minor mistakes; Appropriately dressed; Fairly consistent use of direct eye contact with audience; Satisfactory variation of volume and inflection.

Attempts to define purpose and subject; Weak examples, facts, and/or statistics, which do not adequately support the subject; Includes very thin data or evidence in support of ideas or conclusions; Major ideas may need to be summarized or audience is left with vague idea to remember. Some tension or indifference apparent and possible inappropriate dress for purpose or audience; Occasional but unsustained eye contact with audience; Uneven volume with little or no inflection.

Subject and purpose are not clearly defined; Very weak or no support of subject through use of examples, facts, and/or statistics; Totally insufficient support for ideas or conclusions; Major ideas left unclear, audience left with no new ideas.

Nervous tension obvious and/or inappropriately dressed for purpose or audience; No effort to make eye contact with audience; Low volume and/or monotonous tone cause audience to disengage.

Rubric for Speeches


Student Name _____________________________________________________________ Speech Topic ______________________________________________________________ 4 3 2 1 Audience You knew There were a You knew little You did not your few people to about your know your audience and which your audience. audience at how to speech did all.

address them. Posture and Eye Contact Excellent posture and you kept eye contact with your audience. Your word choice was excellent and appropriate for the audience. You avoided ums, ers, and likes. Your content was always accurate.

not apply. You maintained good eye contact most of the time. Some of the words you chose could be replaced, but for the most part, your speech was good. Your content was essentially accurate. You mostly stayed within the time frame. Your confidence was good, no wonder everyone likes you! You disclosed 2 sources. Little eye contact and your posture needs improvement. Your audience seemed confused at times. No eye contact and poor posture

Word Choice

Poor word choice.

Content

Your content was mostly unclear.

Use of Time

Maintained time frame. Your confidence was contagious! You disclosed 3 sources.

Not enough information was presented or was not relevant. You exceeded Your message the was too short time frame, but or thats okay. too long. Your confidence was okay. You lacked confidence.

Confidence

Sources

You disclosed 1 You did not source. disclose any sources.

RUBRIC SOLVING PROBLEMS


DIRECTIONS: This form is designed to help you evaluate a students skill in problem solving. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students mastery of this skill. 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The student first determines the facts of a problem. 1 2 3 4 5 2. The student next determines what additional information is needed to understand it. 1 2 3 4 5 3. The student develops reasons to support the answers and also reasons to refute those answers. 1 2 3 4 5 4. The student assesses the supporting and refuting reasons to identify the most persuasive answers. 1 2 3 4 5 5. The student makes a decision about the problem based on the answers. 1 2 3 4 5 6. The student evaluates the potential consequences of his or her decision before implementing it. 1 2 3 4 5 7. The students problem solving employs the appropriate information or facts. 1 2 3 4 5 8. The students problem solving shows an understanding of the concepts or topics in a unit of study. 1 2 3 4 5 9. The students solution is presented in a clear, concise, and appropriate manner. 1 2 3 4 5 10. Overall, the students solution demonstrates his or her full potential in applying this skill. 1 2 3 4 5 Additional Comments: ___________________________________________________________ _________________________________________________________________ _____ _________________________________________________________________ _____________ _________________________________________________________________ _____________ _________________________________________________________________ ___________ Total Points/Grade: __________

Story Problem Rubric


Picture of Solution 4 The picture is very neat and accurate. It very clearly shows the solution to the story 3 The picture is neat and accurate. It shows the solution to the problem. 2 The picture may be confusing or inaccurate. The solution is hard to see. 1 No picture OR the picture is too confusing to be understood.

Number Sentence

Answer

problem. The number sentence very clearly shows the steps to the problem. The answer is labeled correctly. The answer is correct. All work is shown.

The number sentence clearly shows the steps to the problem. The answer is labeled correctly.

The number sentence is missing steps, is unclear, or the answer is not labeled.

Check answer with division

Use of manipulatives to model

Overall Neatness

The answer is correct. Most of the work is shown. The answer The answer has been has been checked by checked by using division. using division. All work is All work is shown. shown. Manipulatives Manipulatives have been have been used to solve used to solve each step most steps of the of the problem. problem. The story The story problem has problem has been very been neatly neatly written. written. The The solution is solution is very easy easy to find. to find. The The illustration illustration is is very neat neat and and very colorful. colorful.

The answer is incorrect OR little work is shown. The answer has been check by using division. Little work is shown. Manipulatives have not been used for most steps of the problem. The story problem is somewhat sloppy. The solution may be difficult to find. The illustration is sloppy or not colorful.

No number sentence, or the number sentence does not follow the story. The answer is not labeled. The answer is incorrect and little work is shown. The answer has not been check by using division. No work is shown. Manipulatives have not been used.

The story problem is too sloppy to be read. The solution can not be found. The illustration is sloppy or not colorful.

RUBRIC TIME LINES


DIRECTIONS: This form is designed to help you evaluate student-created time lines. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students or groups work. 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The time line has a title, dates, and labels. 1 2 3 4 5 2. The time line accurately shows the passage of time. 1 2 3 4 5 3. Any artwork on the time line is appropriate and carefully executed. 1 2 3 4 5 4. The time line is clean and neat, and the information on it is well organized. 1 2 3 4 5 5. Time-line entries are accurate and appropriate to the time lines topic. 1 2 3 4 5 6. Entry captions contain appropriate and accurate information. 1 2 3 4 5 7. The spelling, punctuation, and grammar on all labels and captions are accurate. 1 2 3 4 5 8. The time line shows an understanding of the topics, events, or concepts being depicted. 1 2 3 4 5 9. The time line meets the requirements of the assignment. 1 2 3 4 5 10. Overall, the final result represents the students or groups full potential. 1 2 3 4 5 Additional Comments: __________________________________________________________ _________________________________________________________________ ___________ _________________________________________________________________ ___________ _________________________________________________________________ ___________ _________________________________________________________________ ___________ _________________________________________________________________ ___________ _________________________________________________________________ ___________ Total Points/Grade: __________

Weekly Poem Rubric


Name: _______________________ Date: __________________ Poem: __________________________________________________ Category

Meaning

Skill

Print concepts Vocabulary development Sight word recognition Other: 1 star: An understanding of the concept is beginning to develop. The student does not understand the concept independently. 2 stars: The student is developing an understanding of the concept, yet application is not consistent or completely independent. 3 stars: The student is consistent, precise, and independent. The students performance is appropriate for his or her grade level.

Venn Diagram Rubric


Student name: ______________________________ Date: ______________________ Objects being compared in the Venn diagram: ______________________________ and ______________________________ Strong Grasp Progressing Not in Evidence

Text support of comparison statements Placement of statements within the Venn diagram

All statements are supported by the text. All statements noting similarities are placed in the center circle and all statements that note differences are placed in the correct outer circle Student is able to make five or more comparison statements in each circle.

Most statements are supported by the text. Most statements are placed in the correct circle, but student mixed up a few statements. Student is able to make 34 comparison statements in each circle.

Few or none of the statements are supported by the text. Few statements are placed in the correct circle.

Number of quality statements

Student makes two or fewer comparison statements in each circle.

Comments:

RUBRIC WRITING TO EXPRESS


DIRECTIONS: This form is designed to help you evaluate expressive writing assignments. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students work. To assess general writing skills, see the more generic Rubric Writing Assignments.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong 1. The student introduces the topic or experience in a way that draws in the audience. 1 2 3 4 5 2. The student clearly states the topic or experience. 1 2 3 4 5 3. The student focuses on his/her personal thoughts and feelings about the topic or experience. 1 2 3 4 5 4. The student uses memorable sensory description in relaying specific details. 1 2 3 4 5 5. The student presents events in chronological order or in another order that the audience can follow. 1 2 3 4 5 6. If appropriate, the student compares his/her reactions to the topic or event to his/her reactions to another topic or event. 1 2 3 4 5 7. The student expresses the personal meaning or value of the topic or event. 1 2 3 4 5 8. The student concludes in a way that reiterates his/her attitude toward the topic or experience. 1 2 3 4 5 9. The spelling, punctuation, and grammar on the writing assignment are accurate. 1 2 3 4 5 10. The writing assignment is neatly typed or handwritten. 1 2 3 4 5 Additional Comments: ___________________________________________________________ _________________________________________________________________ ___________ _________________________________________________________________ ___________ _________________________________________________________________ ___________ Total Points/Grade: ___________

RUBRIC LISTENING
DIRECTIONS: This form is designed to help you evaluate a students skill in listening. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students mastery of this skill.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong Strong 1. The student determines exactly what he or she needs to know. 1 2 3 4 5 2. The student pays careful attention to relevant verbal information. 1 2 3 4 5 3. The student asks effective questions to clarify verbal information. 1 2 3 4 5 4. The student encourages others to present information and opinions. 1 2 3 4 5 5. The student is able to identify and summarize the speakers main points. 1 2 3 4 5 Additional Comments: Total Points/Grade: ____________

5=

Museum Exhibit Rubric


Required Elements 4 Includes at least one quotation from the novel 3 Includes at least one quotation from the novel and at least six 2 Missing one to two required elements. May have no quotation from 1 Missing three or more required elements (i.e., the quotation

Topic/Content

and at least six artifacts that cover at least four different genres. Curators notes are included for all artifacts. Artifacts in the exhibit clearly relate to the main topic. Covers topic completely and in depth. Encourages readers to know more. A lot of thought was put into making the exhibit interesting and fun as shown by creative artifacts and curators notes. Includes properly cited sources and complete information. Grammar, spelling, punctuation, capitalization are correct. No errors in the text.

artifacts that cover at least three different genres. Curators notes are included for all or most artifacts. Artifacts in the exhibit clearly relates to the main topic. Includes essential information and enough elaboration to give readers an understanding of the topic. Some thought was put into making the exhibit interesting and fun as shown by artifacts or curators notes.

the novel or fewer than six artifacts. Curators notes are included for most artifacts.

from the novel and six museum artifacts). Curators notes are incomplete or not included for the artifacts. Artifacts in the exhibit clearly relates to the main topic. Includes some essential information with few facts or details.

Artifacts in the exhibit clearly relates to the main topic. Includes some essential information with few facts or details.

Creativity

Some thought was put into making the exhibit interesting and fun, but some of the things made it harder to understand/enjoy. Documentation for some sources is missing and/or incomplete. Includes 3-4 grammatical errors, misspellings, punctuation errors, etc.

Little thought was put into making the exhibit interesting or fun.

Bibliographical Resources

Mechanics

Documentation is included for all sources, but some bibliographical information is missing. Includes 2-3 grammatical errors, misspellings, punctuation errors, etc.

No documentation is included.

Includes more than 5 grammatical errors, misspellings, punctuation errors, etc.

Travel Brochure Rubric


Organization 4 The brochure has excellent formatting and very well 3 The brochure has appropriate formatting 2 The brochure has some organized information 1 The brochure's format and organization of

organized information. Ideas The brochure communicates relevant information appropriately and effectively to the intended audience. All of the writing is done in complete sentences. Capitalization and punctuation are correct throughout the brochure.

and wellorganized information. The brochure communicates relevant information appropriately to the intended audience. Most of the writing is done in complete sentences. Most of the capitalization and punctuation are correct throughout the brochure. The graphics go well with the text, but there are so many that they distract from the text.

with random formatting. The brochure communicates irrelevant information, or communicates inappropriately to the intended audience. Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct throughout the brochure. The graphics go well with the text, but there are too few.

Conventions

material are confusing to the reader. The brochure communicates irrelevant information, and communicates inappropriately to the intended audience. Most of the writing is not done in complete sentences. Most of the capitalization and punctuation are not correct throughout the brochure. The graphics do not go with the accompanying text or appear to be randomly chosen.

Graphics

The graphics go well with the text, and there is a good mix of text and graphics.

Scavenger Hunt Rubric


5
Contribution to Group Student accepted responsibilities for research and forming questions and

4
Student accepted responsibilities for research and forming questions and

3
Student accepted some responsibility for research and

2
Student made little contribution to research, questions, or scavenger

1
Student did not contribute to project.

did full share of constructing the hunt.

contributed to construction of the hunt.

Sites

Questions

Cooperation

Sites found are all relevant to project and good source for questions. Questions are taken from a variety of sites and from different places within each site. All questions are relevant to how the particular group was influenced. Questions go beyond surface answers. Student contributed to the group and accepted responsibility for assigned role. Student invited contributions from others and disagrees respectfully. Title is appropriate. Hunt includes at least 15 questions and 8 sites. The hunt is properly formatted and ready to publish.

Sites found are mostly relevant to project and good source for questions. Questions are primarily taken from a variety of sites and from different places within each site. Most questions relevant to how the particular group was influenced. Student accepts responsibility for assigned role and invites contribution from others. Student needs to be more respectful in disagreeing.

forming questions, but made little contribution to construction of the hunt. A few of the sites found are relevant and provide a fair source for questions Questions are taken from a few sites and from same places within each site. Few questions are relevant to how the particular group was influenced.

hunt.

Few sites are relevant. Sites are not a good source for questions. Questions are taken from 1 or 2 sites. Few questions are relevant to how the particular group was influenced. Questions call only for surface answers Student is uninvolved most of the time and/or makes irrelevant or distracting statements.

No relevant sites are included. Sites are not good sources for questions. Questions taken from one site and are not relevant to how the particular group was influenced.

Final Hunt Result

Title is appropriate. Hunt includes at least 12 questions and 6 sites The hunt is properly formatted and ready to publish.

Student sits in group but doesn't participate adequately. Student responds to others but does not volunteer for work. Student doesn't distract from work of group. Title is acceptable. Hunt includes at least 10 questions and 6 sites. The hunt is properly formatted.

Student is uninvolved and leaves group at times. Student makes personal attacks.

Title is uninteresting. Hunt includes at least 8 questions and 5 sites. The hunt is not properly formatted

Title is missing or too general. Hunt includes fewer than 8 questions and 5 sites. No attempt is made at formatting.

Checklist for Elementary: Grades K-4


Research
I used a library book.

Questioning Observations Cooperation Directions Safety


I made up some of my own questions. I saw something new to me. I worked well with other students. I was nice to my classmates. I did what my teacher asked. I read directions before I started. I wore goggles. I carried things with two hands. I told my teacher

I used a magazine. I asked my teacher I looked closely at about things I did not understand. I wrote down what I

I used an encyclopedia.

I asked other saw. students about things I did not understand. I drew what I saw. I talked about what I saw.

I tried hard to finish. I behaved well. I helped my group members. I didn't waste time.

I did things in the right order.

about any accidents.

I used the Internet. I wrote down any questions I had. I used a CD-ROM. I found an answer to one of my own questions.

I finished all of the I did not hide any steps. accidents or spills. I cleaned up my mess when I was done. I followed directions. I walked and did not run. I did not throw things. I did not horse around or roughhouse.

General Science Lab Rubric


Distinguished (3) FORMAT Title Page Contains title, name, date, course, teacher, period. Logically sequenced: Question, Hypoth., Test, Mater./Proc., Data, Anal./Conclusion. All present. Lab report sections clearly distinct from each other; grammatically correct English; figures/graphs correctly titled & labeled. Missing one except title or name. Missing more than Missing two except two, or title or title or name. name. Satisfactory (2) Borderline (1) Unsatisfactory (0)

Sequence

Not more than one Not more than 2 More than 2 category missing categories missing categories missing or out of sequence. or out of sequence. or out of sequence. Sections labeled but not separated; Sections not labeled frequent errors in nor separated; grammar; English poor; figures/graphs figures/graphs not labeled but contain titled nor labeled. errors in units, axes or headings.

Clarity

Sections clearly labeled but not separated; English generally correct; figures/graphs correctly labeled but not titled.

REPRODUCIBILITY Clear explanation of Gives a correct Declares a purpose Hypothesis purpose; educates by purpose with some Purpose is incorrect. that is correct. providing context. framework Clear step-by-step Step-by-step Step-by-step description of Description lacks description that description that experimental more than two key misses not more misses not more procedures; labeled details; no mention than one key than two key Design diagrams/drawings of of detail; details; any apparatuses/devices diagrams/drawings apparatuses/devices apparatuses/devices used to carry out the included but not mentioned but not used to carry out the experiment. labeled shown. experiment. Includes formulas Includes Includes formulas and calculations Does not include formulas/calculations and some used to analyze formulas nor used to analyze data calculations used to data. Records calculations used to & explains their use. analyze data. Detail observations, analyze data. No Records observations Records some sometimes their observations noted. and explains their observations. Some import. Most Original data not import. All original original data original data present. data included. included. included. ACCURACY Units are used correctly and Units consistently throughout the report. Calculations clearly

Units generally used correctly in most of report Calculations

Units used only in Units are rarely used some key parts of or are generally report. incorrect.

Positions

-Understands the monkey in the middle concept with the cones, but doesn't relate the positions to the basketball game and doesn't see the open spaces in the field -Stays mostly on the same place -moves towards the ball when wanting to receive it

-Sees most of the open spaces and moves to them in order to receive the ball. Needs some indications -Creates right angles with the person who has the ball. Distance might be too short or too far away.

-Sees open spaces in the field and moves to them in order to receive the ball -Creates space in the field by keeping the right distance from team mates.

Teamwork/Fair play

-Plays mostly alone or doesn't want to share the ball -excludes team mates from playing because of their skills and or limitations -Needs supervision to follow class and basketball rules

-Plays well together with everybody in the team. -Recognizes everybody's skills and limitations -Follows independent the class and basketball rules

-Makes sure everybody in the team get the opportunity to play -Recognizes everybody's skills and limitations -Follows independent the class and basketball rules.

Participation Rubric - All Grades


Subject Attention Needs Improvement 65 79 Student pays little attention and talks during teacher's explanation. Student doesn't follow instructions Student doesn't recognize the skills and limitations of other students and mostly plays Good 80 - 89 Student is quiet during explanations and pays attention but hardly responds to the teacher Student follows most of the instruction Students recognizes own and others skills and limitations. And gives everybody a fair Excellent 90 - 100 Student listens actively and responds to the teacher

Instructions Cooperation

Student follows teacher's instructions Students recognizes own and others skills and limitations. And gives everybody a fair change

alone.

change according to his or her abilities.

Motivation

Student shows no effort nor motivation to participate in class

Independency

Needs teacher corrections to participate well in class.

Student participates and shows some motivation but has more potential and doesn't go to the max. Needs teacher control to stay on task or to participate well in games

according to his or her abilities. Coaches and helps other students to perform better Student shows great effort and motivation in class and goes to the max of his or her capacities and abilities. Can work independent on tasks or in games.

RUBRIC LISTENING
DIRECTIONS: This form is designed to help you evaluate a students skill in listening. Read the statements below. Then indicate the number from the following scale that reflects your assessment of the students mastery of this skill. 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong 1. The student determines exactly what he or she needs to know. 1 2 3 4 5 2. The student pays careful attention to relevant verbal information. 1 2 3 4 5 3. The student asks effective questions to clarify verbal information. 1 2 3 4 5 4. The student encourages others to present information and opinions. 1 2 3 4 5 5. The student is able to identify and summarize the speakers main points. 1 2 3 4 5 Additional Comments:

Total Points/Grade: ____________

Poetry Presentation Rubric


CATEGORY Posture and eye contact 4 Stands up straight, looks relaxed and confident; establishes eye contact with the audience during the presentation 3 Stands up straight and establishes eye contact with the audience during the presentation 2 Sometimes stands up straight and establishes eye contact with the audience during the presentation 1 Slouches and/or does not look at the audience during the presentation

Preparedness Completely prepared and has obviously rehearsed

Seems somewhat prepared, but may have needed a couple more rehearsals Pitch was used often, but the emotion it conveyed did not always fit the

Seems Does not seem at all somewhat prepared for prepared, but it presentation is clear that rehearsal was lacking Pitch was rarely Pitch was not used to used OR the convey emotion emotion it conveyed often did not fit the

Pitch

Pitch was used often to convey emotions appropriately

content Pauses Pauses were effectively used two or more times to improve meaning and/or dramatic impact Pauses were effectively used once to improve meaning and/or dramatic impact

content Pauses were Pauses were not intentionally intentionally used used, but were not effective in improving meaning and/or dramatic impact Speaks clearly and distinctly most (85%94%) of the time, but mispronounces no more than one word Often mumbles or cannot be understood OR mispronounces more than one word.

Speaks clearly

Speaks clearly and distinctly all (95%100%) of the time, and does not mispronounce any of the words

Speaks clearly and distinctly all (95%-100%) of the time, but mispronounces no more than one word Volume is loud enough to be heard by all audience members at least 90% of the time Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic Listens intently, but makes one distracting noise or movement

Volume

Volume is loud enough to be heard by all audience members during the entire presentation

Volume is loud Volume is often too enough to be soft to be heard by all heard by all audience members audience members at least 80% of the time Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked Sometimes does not appear to be listening, but is not distracting Very little use of facial expressions or body language; does not generate much interest in topic

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic

Listens to Listens intently; other does not make presentations distracting noises or movements

Sometimes does not appear to be listening, and makes distracting noises or movements

Grading Rubric for Term Papers/Essays


Qualities & Criteria
Format/Layout

Poor (0-80)

Good (80-90)

Excellent (90100)

Presentation of the text Structuring of text Follows requirements of length, font


(Weight 15%)

Follows poorly the Follows, for the most Closely follows all the requirements related part, all the requirements related to format and layout. requirements related to format and layout. to format and layout. Some requirements are not followed.

and style
The essay is not The essay is objective The essay is objective objective and and for the most part and addresses with an addresses poorly the addresses with an in in depth analysis all issues referred in the depth analysis most of the issues referred in proposed topic. The the issues referred in the proposed topic. provided information the proposed topic. The provided is not necessary or not The provided information is sufficient to discuss information is, for the necessary and these issues. most part, necessary sufficient to discuss and sufficient to these issues. discuss these issues.

Content/Information

All elements of the topics are addressed The information is technically sound Information based on careful research Coherence of

information (Weight 50%)


Quality of Writing The essay is not well The essay is well written, and contains written for the most many spelling errors, part, without spelling, and/or grammar grammar or use of errors and/or use of English errors. The English errors. The essay is for the most essay is badly part well organized, organized, lacks clear and presents clarity and/or does not ideas in a coherent present ideas in a way. coherent way. The essay is well written from start to finish, without spelling, grammar or use of English errors. The essay is well organized, clear and presents ideas in a coherent way.

Clarity of sentences and paragraphs No errors and spelling, grammar and use of English Organization and coherence of ideas
(Weight 20%) References and use of references

Scholarly level of references How effective the references are used in the essay Soundness of references APA style in reference list and for citations (Weight 15%)

Most of the references Most of the references All the references used used are not used are important, are important, and are important, and/or are and are of of good/scholarly not of good/scholarly good/scholarly quality. quality. There is a quality. There is not a There is a minimum of minimum of 4 minimum of 4 4 scholarly resources scholarly resources scholarly resources, that are for the most that are used and/or they are not part used effectively in effectively in the used effectively in the the essay. Most of the essay. All the essay. References are references are references are not effectively used, effectively used, effectively used, and/or correctly cited correctly cited and correctly cited and and/or correctly listed correctly listed in the correctly listed in the in the reference list reference list reference list according to APA according to APA style. according to APA style. style.

Overriding criterion: 0riginality and authenticity. If the essay is identified as not being original, and/or not done by the student, the instructor has the right to grade the paper as an F.

ABET Scoring Rubrics for Program Outcomes


Outcome 1 Outcome 2 An ability to apply knowledge of mathematics and science to engineering An ability to identify, formulate, and solve engineering problems in the following major civil engineering disciplines: structural, environmental and water resources, transportation, and geotechnical engineering An ability to design and conduct experiments, analyze and interpret data An ability to use the techniques, skills, and modern tools of engineering practice An ability to design a system, component, or process An ability to perform civil engineering design by means of problem-based experiences integrated throughout the curriculum A knowledge of professional practice issues, such as procurement of work, bidding versus quality-based selection processes, and the interactions of design and construction professionals in executing a project An understanding of professional and ethical responsibility

Outcome 3 Outcome 4 Outcome 5 Outcome 6

Outcome 7

Outcome 8

Outcome 9a Outcome 9b Outcome 10 Outcome 11 Outcome 12a Outcome 12b

Understanding of the impact of engineering in a global societal context A knowledge of contemporary issues An ability to engage in lifelong learning The ability to function on (multidisciplinary) teams An ability to communicate effectively (written) An ability to communicate effectively (oral)

Action Research Project Rubric


Levels of Achievement Standards of Scholarship &ARP Elements Clear Goals a. Abstract b. Research Question Not Yet Acceptable Acceptable Exemplary

a. Abstract not clearly stated b. Research Question is not clearly stated and/or does not relate to student learning

a. Abstract includes purpose, methods & results of project b. Research Question is clearly stated and relates to student learning

a.Acceptable + clearly articulated and concise. b.Acdeptable + polished

Adequate Preparation Perspectives 1. Student 2. Colleague 3. Expert 4. Self Appropriate Methods Methods & Assessment

Discussion of four perspectives insufficient to document relevant information; one or more perspectives missing

Documents the relevant Acceptable + integrates information from four and synthesizes the perspectives in relation to relevant information the question

1. SLO not resultsoriented, not clearly written nor measurable.

1. SLO results-oriented, clearly written & measurable

1. SLO results-oriented, clearly written, measurable, and critical to teaching & learning

1. Student Learning Outcome (SLO) 2. Performance Indicators 3. Teaching Strategies of SLO 4. Assessment Strategies of SLO 5. Action Research Methodology Design

2. Indicators do not identify the incremental traits of mastery. 3. Strategies not appropriate for achieving the FL. 4. Assessment(s) do not adequately measure the identified indicators

2. Indicators identify the incremental traits of mastery 3. Teaching strategies appropriate for achieving the FLO 4. Assessment(s) measure the identified indicators; some formative & summative assessment tools evident. 5. The AR methodology design provides feedback that informs your practice

5. The AR methodology design does not provide feedback that informs your practice

2. Indicators clearly identify the incremental traits of mastery and sequenced for optimum learning. 3. Teaching strategies appropriate for achieving the FLO; follows the rigors of the discipline 4. Assessment(s) measure the identified indicators; comprehensive set of formative and summative assessment tools evident 5. The AR methodology design provides feedback that informs your practice; feedback informs you in areas you were seeking to improve Acceptable + description of how results will inform your practice and impact student learning are included Acceptable + polished presentation; comprehensive

Significant Results Project Results

Results are not analyzed in relation to the original question

Results are analyzed in relation to the original question

Effective Presentation

Not written clearly or coherently: not presented and edited professionally to an appropriate audience; not uploaded to the ARP Builder

Written clearly and choherently; presented and edited professionally to an appropriate audience; uploaded into the ARP Builder

Art Rubric for Assessment of the Discussion & Writing on Art History, Aesthetics and Art Criticism - an Assessment Form
Category Person evaluated _____________ Your name __________________ Description In knowledge and vocabulary? In awareness and perception? Noticing? In interest, involvement, and attitude? In spontaneous comments about art topics? Creativity Speculates about meaning and feeling of work. Takes risks. Mentions alternatives. How original and innovative are comments, questions, and answers? . . . . Check & comment here Good . . . . Average . . . . Needs work

Growth How does student now compare with earlier lessons?

Fulfills Assignment

How well does written and spoken work solve the problems outlined in this assignment? Are variations from the assignments made for valid & creative reasons?

Knowledge

Gaining knowledge & awareness of art terminology & art purposes & concepts. Gaining knowledge and awareness of artists and their styles and work.

Helpful

Is the student positive, cooperative, tactful, & considerate in discussions? A thoughtful listener. Asked good questions?

. . .

. . .

. . .

Work Habits

Attentive and participatory? Do conversations with classmates stick to art topics and other appropriate related topics?

Composition And Design

Did the student notice the principles of design and composition and wonder how things worked visually? Wonders about visual causes and effects in art?

Inspiration and Kidspiration Rubric


CATEGORY Purpose Excellent Clearly establishes and maintains a precise focus of the concept map or story board. Information is precise and vital to the concept map or story board. All necessary information is present. Information on the concept map or story board is very logically organized and clearly connected. Good Establishes a basic purpose and focus of the concept map or story board. Information is appropriate to the concept map or story board. Satisfactory Attempts to establish a purpose, but the concept map or story board is not completely clear. Information is complete, accurate and necessary to the concept map or story board. Needs Improvement Concept map or story board does not focus on the purpose and is not clear. Information is poorly presented or lacks detail. Does not include all necessary information. Information on the concept map or story board is random and not well organized or properly linked.

Content

Organization

Information on the concept map or story board is mostly organized and connected.

Information on the concept map or story board follows a basic organization, but all links may not be present or linked correctly.

Design

Use of font, color and style enhances the type of concept map or story board created. Effectively uses graphics where appropriate. Story board or web has no misspellings and/or grammatical errors.

Use of font, color and style is appropriate for the type of concept map or story board created. Uses graphics where appropriate. Story board or web has few misspellings and/or grammatical errors.

Use of font, color and style does not distract from the concept map or story board created. Uses some graphics.

Use of font, color and style distracts from the information being presented or is not appropriate for the design. Concept map or story board has many misspellings and/or grammatical errors.

Grammar & Usage

Story board or web has several misspellings and/or grammatical errors.

The Critical Thinking Rubric


1) Identifies and summarizes the problem/question at issue (and/or the source's position). Scant Does not identify and summarize the problem, is confused or identifies a different and inappropriate problem. Does not identify or is confused by the issue, or represents the issue inaccurately. Substantially Developed Identifies the main problem and subsidiary, embedded, or implicit aspects of the problem, and identifies them clearly, addressing their relationships to each other.

Identifies not only the basics of the issue, but recognizes nuances of the issue. 2) Identifies and presents the STUDENT'S OWN perspective and position as it is important to the analysis of the issue. Scant Substantially Developed Identifies, appropriately, one's Addresses a single source or view of own position on the issue, the argument and fails to clarify the drawing support from established or presented position experience, and information not relative to one's own. Fails to establish available from assigned other critical distinctions. sources. 3) Identifies and considers OTHER salient perspectives and positions that are important to the analysis of the issue.

Scant Substantially Developed Deals only with a single perspective Addresses perspectives noted and fails to discuss other possible previously, and additional perspectives, especially those salient to diverse perspectives drawn the issue. from outside information. 4) Identifies and assesses the key assumptions. Scant Substantially Developed Identifies and questions the Does not surface the assumptions and validity of the assumptions and ethical issues that underlie the issue, or addresses the ethical does so superficially. dimensions that underlie the issue. 5) Identifies and assesses the quality of supporting data/evidence and provides additional data/evidence related to the issue. Scant Substantially Developed Examines the evidence and source of evidence; questions its accuracy, precision, relevance, completeness. Observes cause and effect and addresses existing or potential consequences.

Merely repeats information provided, taking it as truth, or denies evidence without adequate justification. Confuses associations and correlations with cause and effect. Does not distinguish between fact, opinion, and value judgments.

Clearly distinguishes between fact, opinion, & acknowledges value judgments. 6) Identifies and considers the influence of the context * on the issue. Scant Discusses the problem only in egocentric or sociocentric terms. Substantially Developed Analyzes the issue with a clear sense of scope and context, including an assessment of the audience of the analysis.

Does not present the problem as having connections to other contexts-cultural, Considers other pertinent political, etc. contexts. 7) Identifies and assesses conclusions, implications and consequences. Scant Substantially Developed Identifies and discusses Fails to identify conclusions, conclusions, implications, and implications, and consequences of the consequences considering issue or the key relationships between context, assumptions, data, and the other elements of the problem, such evidence. as context, implications, assumptions, or data and evidence. Objectively reflects upon the their own assertions. Contexts for Consideration

1. Cultural/Social
Group, national, ethnic behavior/attitude

2. Scientific 3. 4. 5.
Conceptual, basic science, scientific method Educational Schooling, formal training Economic Trade, business concerns costs Technological Applied science, engineering

6. Ethical 7. 8.
Values Political Organizational or governmental Personal Experience Personal observation, informal character

Team Cooperation Rubric


Date: _______________ Rater: ____________________________ __________________ Student: ________________ Course:

TRAIT Commitme nt

Unacceptable Seems reluctant to engage fully in discussions and task assignments

Balance between task and interperson al relations

Acceptable Consistently demonstrates commitment to the project by being prepared for each group meeting. Focuses exclusively Balances the need on task to be for task accomplished accomplishment without regard to with the needs of team members or individuals in the focuses exclusively group on interpersonal relations without regard to task

Exemplary Follows up on ideas and suggestions from previous meetings and reports findings to the group Volunteers to assist others and shares information openly.

Score

Contributio ns

Does not offer ideas Frequently offers or suggestions that helpful ideas or contribute to suggestions problem solving. Takes the group off track by initiating conversations or discussions unrelated to the task. Introduces suggestions and ideas that are relevant to the task

Stays on Track

Listens actively and shows understanding by paraphrasing or by acknowledging and building on others ideas. Uses tact and diplomacy to alert group that focus has strayed from the task at hand

Article Review Rubric


Date: _______________ Rater: ____________________________ __________________ Student: ________________ TRAIT Abstract Unacceptable Vague about the purpose of investigation and/or does not provide a summary of the whole article Provides background research into the topic area but does not lay out a specific question to be answered or problem to be Acceptable States the purpose of the investigation in a vague way and summarizes the method, results, and conclusions sections Course:

Exemplary In one or two paragraphs, clearly states the purpose of the investigation in the form of a problem, question, or issue to be resolved, and summarizes the method, results, and conclusions sections Provides background research into the topic area summarizing important findings from earlier work with citations to books and articles and from recent periodicals and/or journals. Puts a

Sc or e

Introduction

Provides background research into the topic area and puts a question to be answered or describes a problem to be solved in relation to this background

solved

Methods Results and Conclusions

Description of data analysis is either not present or poor. Description of research focuses mainly on finding information but doesnt mention specific search criteria used or explain how information relates to questions or problem

Does a good job of explaining the strategy behind the work of investigators. The analysis of research materials or data are described

questions to be answered or describes a problem to be solved that clearly emerges from this background, and explains the significance of this problem for an audience of non-specialists Focuses on how research materials or data were used to pursue specific questions or problems. Explains why the actions of the investigators were expected to lead to a resolution of the question or a solution to the problem

DEBATE RUBRIC
Criteria
Opening & Closing Statements

Mastery
- Extremely thorough, well-organized presentation of arguments and evidence - Opening statement engages the interest of audience; closing statement leaves no unanswered issues and resonates with the audience

Above Standard
- Well-organized and complete presentation of arguments and evidence - Opening statement successfully frames the issues; closing statement summarizes many arguments made in the debate

Standard
-Organized and generally complete presentation of arguments and evidence - Opening statement outlines or lists arguments and evidence but does not generate interest; closing statement does not reflect remarks made during debate. - Responds to most of the issues raised by opponents with generally accurate answers - Offers arguments, but no evidence, to counter the arguments made by opponents

Approaches Standard
-Somewhat organized presentation of arguments and evidence -Opening statement minimally outlines arguments; closing argument briefly restates the ideas offered in the opening statement

Below Standard
-Arguments are unorganized, incomplete, or completely lacking in evidence -Opening statement and closing statements do little more than state the position of the team -Is unable to respond to issues raised by opponents in a meaningful or accurate way

Rebuttals

- Responds to issues raised by opponents with concise, accurate, logical answers - Effectively challenges the arguments made by opponents with argument and evidence

- Responds to issues raised by opponents with accurate and generally concise answers - Challenges the arguments made by opponents; challenges are generally effective

-Seems to be caught off-guard by opponents; offers tentative, somewhat accurate, but possibly vague or illogical responses -Attempts to challenge arguments of opponents

Effective use of historical evidence / content knowledge

-Demonstrates a sophisticated understanding of the issues, events and facts relevant to the topic -Demonstrates thorough and accurate understanding of details as well as the ability to make original connections and interpretations

- Demonstrates a sophisticated understanding of the issues, events and facts relevant to the topic -Demonstrates thorough and accurate understanding of details as well as the ability to make original connections and interpretations

-Demonstrates an basic and accurate understanding of the issues, events and facts relevant to the topic. -Demonstrates the ability to make basic connections between facts and concepts

-Demonstrates a generally accurate understanding of relevant issues, events and facts, but may exhibit minor confusion or misunderstandings seem to understand general ideas, but do not support their ideas with relevant facts; OR, seem to understand facts but are unable to connect them into coherent arguments Makes minimal use of persuasive appeals

Use of persuasive appeals

Makes deliberate and effective use of logical, emotional and ethical appeals in order to persuade justices - Uses language that is stylistically sophisticated and appropriate for the court - Uses literary devices to enhance the argument

Uses logical, emotional and ethical appeals to enhance effectiveness of argument - Uses language that is appropriate to the court - Uses literary devices to add interest

Language Use

Uses some appeals to make argument more persuasive, but may not include a mix of logical, emotional and ethical appeals - Uses language that is appropriate to the court - Attempts to use literary devices to add interest

Demonstrate s an inadequate understandin g of the history content relevant to the topic -Supports statements with vague or irrelevant information, or no information at all Does not use persuasive rhetoric

-Generally uses language that is appropriate to the court -Uses basic but clear language

-Uses colloquial, overly simplistic language -Uses language and syntax that is unclear

Performance

Exhibits confidence, energy, and passion in the course of the hearing - Maintains respectful tone - Accesses preparation materials with ease

- Exhibits confidence and energy in the course of the hearing -Maintains respectful tone - Uses preparation materials effectively

- Appears nervous, yet somewhat confident, before the court - Maintains respectful tone - Use of preparation materials does not distract

-Lacks confidence -Maintains respectful tone - Use of preparation materials distracts from quality of performance

Demonstrate s little or no preparation -Fails to maintain respectful tone

Case Analysis Rubric


Date: _______________ Rater: ____________________________ __________________ Student: ________________ Course:

TRAIT Issues

Unacceptable Does not recognize a

Acceptable Recognizes one or

Exemplary Recognizes multiple

Score

problem or mentions problems that are not based on facts of the case Perspect Does not recognize the ives perspectives of any characters in the case Knowle dge

more key problems in the case.

Actions Conseq uences

Considers the perspectives of individuals who are related to the problems Simply repeats facts Considers facts from listed in case and does the case and cites not discuss the relevance related knowledge of these facts from theoretical or empirical research No action proposed or More than one proposes infeasible reasonable action action(s) proposed. No positive and negative Positive and consequences are negative identified consequences for each action are discussed

problems in the case. Indicates some issues are more important than others and explains why Clearly describes the unique perspectives of multiple key characters. Discusses facts of the case in relation to empirical and theoretical research and add knowledge from personal experience Proposed actions seem to deal with the most important issues Consequences are tied to the issues deemed most important.

Writing Rubric II
Date: _______________ Rater: ____________________________ __________________ Student: ________________ Course:

TRAIT Logic & Organization

Unacceptable Does not develop ideas cogently, uneven and ineffective overall organization, unfocused introduction or conclusion Uses words that are unclear, sentence structures inadequate for clarity, errors are seriously

Language

Acceptable Develops unified and coherent ideas within paragraphs with generally adequate transitions; clear overall organization relating most ideas together, good introduction and conclusion. Word forms are correct, sentence structure is effective. Presence of a few errors is not distracting.

Exemplary Develops ideas cogently, organizes them logically with paragraphs and connects them with effective transitions. Clear and specific introduction and conclusion. Develops concise standard English sentences, balances a variety of sentence structures effectively.

Score

Spelling and Grammar

distracting Writing contains frequent spelling and grammar errors which interfere with comprehension The purpose and focus of the writing are not clear to the reader

Purpose

While there may be minor errors, the writing follows normal conventions of spelling and grammar throughout and has been carefully proofread The writer has made good decisions about focus, organization, style, and content so as to achieve the purpose of the writing.

The writing is essential error-free in terms of spelling and grammar

The writers decision about focus, organization, style, and content fully elucidate the purpose and keep the purpose at the center of the piece

Oral Communication Rubric II


Date: _______________ Rater: ____________________________ __________________ Student: ________________ TRAIT Organization Unacceptable No opening statement, or irrelevant statement. Leaves listener wondering where the presentation is headed Often hard to understand what is being said. Voice is too soft, or too loud. Pace is often too quick or too slow. Demonstrates one or more distracting mannerisms. Course:

Voice quality

Acceptable Has opening statement relevant to topic, and gives outline of speech. Mostly organized, provides an adequate road map for the listener. Can easily understand -appropriate pace and volume.

Exemplary Has a clear opening statement that catches audiences interest. Stays focused throughout. Excellent delivery. Modulates voice, projects enthusiasm, interest, confidence. Uses body language effectively to maintain audiences interest.

Score

Mannerisms

No distracting mannerisms.

Use of media

Relies heavily on slides or notes. Makes little eye contact. Slides contain too much text. Missing or poor. Not tied to analysis. Does not summarize points that brought the speaker to this conclusion.

Looks at slides to keep on track with presentation. Appropriate number of slides. Summarizes presentation's main points, and draws conclusions based upon these points.

Quality of conclusion

Slides are used effortlessly to enhance speech. Speech could be effectively delivered without them. Goes beyond "average" in delivering a conclusion that is very well documented and persuasive.

Ethical Considerations Rubric


Date: _______________ Rater: ____________________________ __________________ Student: ________________ Course:

TRAIT Identifies Dilemma

Unacceptable Has a vague idea of what the dilemma is and is uncertain what must be decided

Acceptable Identifies the dilemma, including pertinent facts, and ascertains what must be decided Determines who should be involved in the decision making process and accurately identifies all the stakeholders

Considers Stakeholders

Is unsure as to who should be involved in the decision-making process

Exemplary Score Describes the dilemma in detail having gathered pertinent facts. Ascertains exactly what must be decided Determines who should be involved in the decision making process and thoroughly reflects on the viewpoints of

Analyzes Alternatives and Consequences

Begins to appraise the relevant facts and assumptions and identifies some alternatives.

Chooses an Action

Has difficulty identifying and appropriate course of action from among alternatives

the stakeholders Clarifies at least Clarifies a two alternatives number of and predicts their alternatives and associated evaluates each consequences in on the basis of detail. whether or not there is interest and concern over the welfare of all stakeholders Formulates an Formulates an implementation implementation plan that delineates plan that the execution of delineates the the decision execution of the decision and that evidences a thoughtful reflection on the benefits and risks of action

Essay Rubric
Criteria The claim 4 3 2 1 I don't say what my argument or claim is. I do not give convincing reasons in support of my claim.

I make a claim I make a claim but My claim is and explain why it don't explain why it buried, confused is controversial. is controversial. and/or unclear. I give reasons in support of my claim but I may overlook important reasons. I give 1 or 2 weak reasons that don't support my claim and/or irrelevant or confusing reasons. I say that there are reasons against the claim but I don't discuss them.

Reasons in I give clear and support of the accurate reasons claim in support of my claim.

Reasons against the claim

I discuss the reasons against my claim and explain why it is valid anyway.

I discuss the reasons against my claim but leave some reasons out and/or don't explain why the claim still stands. My writing has a beginning, middle and end. It marches along but doesn't dance.

I do not acknowledge or discuss the reasons against the claim.

Organization

My writing has a compelling opening, an informative middle and a satisfying

My writing is organized but sometimes gets off topic.

My writing is aimless and disorganized.

conclusion. Voice and tone It sounds like I care about my argument. I show how I think and feel about it. My tone is OK but my paper could have been written by anyone. I need to tell more about how I think and feel. My writing is bland or pretentious. There is either no hint of a real person in it or it sounds like I'm a fake. The words I use are often dull or uninspired or sound like I am trying too hard to impress. My sentences are sometimes awkward, and/or contain run-ons and fragments. My writing is too formal or too informal. It sounds like I don't like the topic of the essay.

Word choice

The words I use I make routine word are striking but choices. natural, varied and vivid.

I use the same words over and over and over and over. Some words may be confusing to a reader. Many run-ons, fragments and awkward phrasings make my essay hard to read.

Sentence fluency

My sentences are clear, complete, and of varying lengths.

I have wellconstructed sentences.

Conventions

I use correct I generally use grammar, spelling, correct conventions. and punctuation. I have a couple of errors I should fix.

I have enough Numerous errors errors in my make my paper essay to distract a hard to read reader.

WRITING RUBRIC: REFLECTIVE ESSAY


4
1
CRITERIA OCCASION FOR REFLECTION A thing experienced ADVANCED Responses show that the writer meets all the criteria listed in Score Point 3. memorably presents the experience for the reflection. uses extended detail like a writer. uses language to be convincing. shows great depth of thought. is creative and original. reveals ideas through use of comparison and imagery. PROFICIENT Responses show that the writer presents the experience through use of concrete, sensory language, quotations, and narrative accounts that effectively use dialogue, action, and pacing. effectively focuses on a single subject including related experiences and observations. BASIC Responses show that the writer does not go deeply enough into the reflectio n. talks too much about himself/ herself instead of the experie nce. uses concret e detail. BELOW BASIC Responses show that the writer ass um es exp erie nce that pro mpt ed refl ecti on is impl icit in the res pon se. use s only sim ple, obvi

REFLECTION exploring analyzing

implicitly reveals feelings and thoughts through presentation of the experience. makes the reader

is thoughtful, convincing, insightful, and exploratory. Is firmly grounded in

is limited to flimsy generali zations.

understand the abstract ideas underlying the reflection through use of specific detail.

WRITING STRATEGIES - using specific, concrete details - comparing, contrasting - naming, describing - reporting conversation - reviewing the history - explaining possibilities - creating a scenario

effectively uses writing strategies to enhance reflection.

the subject. reveals a strong connection between the subject and the experience(s). analyzes the experience by looking at more than one angle. explores the subject in personal and general reflections. uses a variety of writing strategies. uses specific, concrete details to make the reflection clear to the reader.

ous stat em ent s.

uses few purpose ful writing strategi es. uses some details and sensory languag e.

COHERENCE AND STYLE

consistently uses appropriate language. shows deep insight through a natural flow of ideas and an effective conclusion.

achieves unity through a natural progression of ideas. uses precise language.

uses only simple, generic languag e. has lapses in coheren ce. has the tendenc y to digress.

doe s not atte mpt to ela bor ate ide as or ela bor ate s only thro ugh rep etiti on of the initi al stat em ent. doe s not hav e coh ere nce in writi ng. Is not org aniz ed in writi ng.

Generic Scoring Rubric - Document-Based Question


Score of 5: ? Thoroughly addresses all aspects of the Task by accurately analyzing and interpreting at least _____ documents ? Incorporates information from the documents in the body of the essay ? Incorporates relevant outside information ? Richly supports the theme or problem with relevant facts, examples, and details ? Is a well-developed essay, consistently demonstrating a logical and clear plan of organization ? Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the Task or Historical Context and concludes with a summation of the theme or problem Score of 4: ? Addresses all aspects of the Task by accurately analyzing and interpreting at least _____ documents ? Incorporates information from the documents in the body of the essay ? Incorporates relevant outside information ? Includes relevant facts, examples, and details, but discussion may be more descriptive than analytical ? Is a well-developed essay, demonstrating a logical and clear plan of organization ? Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the Task or Historical Context and concludes with a summation of the theme or problem Score of 3: ? Addresses most aspects of the Task or addresses all aspects of the Task in a limited way, using some of the documents ? Incorporates some information from the documents in the body of the essay ? Incorporates limited or no relevant outside information ? Includes some facts, examples, and details, but discussion is more descriptive than analytical ? Is a satisfactorily developed essay, demonstrating a general plan of organization ? Introduces the theme or problem by repeating the Task or Historical Context and concludes by simply repeating the theme or problem Score of 2: ? Attempts to address some aspects of the Task, making limited use of the documents ? Presents no relevant outside information ? Includes few facts, examples, and details; discussion restates contents of the documents ? Is a poorly organized essay, lacking focus ? Fails to introduce or summarize the theme or problem Score of 1: ? Shows limited understanding of the Task with vague, unclear references to the documents ? Presents no relevant outside information ? Includes little or no accurate or relevant facts, details, or examples ? Attempts to complete the Task, but demonstrates a major weakness in organization ? Fails to introduce or summarize the theme or problem

Score of 0: Fails to address the Task, is illegible, or is a blank paper

Rubric for the Historical Fiction Essay


Criteria Ideas and Content 5 My paper brings the time & place my character lived alive; vividly describes her/his experiences and values; refers to relevant, historically accurate details. 4 My paper reveals the time and place my character lived; describes a day in her/his life; most or all details are historically accurate. 3 The time & place my character lived is clear, but his/her experiences are more like a list than a letter or diary entry; some details may be historically inaccurate. I have a beginning, middle and end in logical order but without flair. 2 I tell the reader when and where my story is set but make no attempt to include historically accurate facts or details. 1 The setting of my story is murky, and the characters experiences and/or values are often historically inaccurate. N I didnt write enough to judge my own ideas and content.

Organization My letter/diary has a strong lead, a developed middle, and a satisfying ending, all in an order that makes sense, flows, and hangs together. Paragraphs I indent the beginnings of all paragraphs & have one topic per paragraph. I wrote at least 5

I have either a strong lead, developed middle or satisfying ending but not all three.

My organization is rough but workable. My writing may drag its feet then race ahead; my ending may stop suddenly.

My writing is aimless and disorganized; it is probably confusing to a reader.

I didnt write enough to judge.

I indent the beginnings of all paragraphs, have one topic/paragraph, and I wrote 5 paragraphs.

Some of my paragraphs are too long, too short, or not indented. I wrote at least 5 paragraphs.

I have several problems with paragraphs and/or I wrote less than 5 paragraphs.

I use incorrect paragraph format and/or I wrote less than 5 paragraphs.

I didnt write enough to judge.

paragraphs. Voice and Tone I use 1st person. My voice sounds like a real person. My paper has personality & shows how my character thinks and feels. I sound like I care about the topic. My writing voice is engaging but may fade in and out. My tone is OK but my paper could have been written by anyone. I need to reveal more about how I think and feel about the topic. My writing is bland, mechanical or pretentious. It sounds like I have not found my own way to say things. I used 2nd or 3rd person. My word choice is uninspired, colorless and dull, or sounds like I am trying too hard to impress. Some words may be used incorrectly. My writing is too formal or inappropriately informal. There may be no hints of a real person in it. It may sound like I dont like the topic. I didnt write enough to judge

Word choice The words I use are striking but natural, e.g., "wondered" instead of "thought." I use powerful verbs & historically accurate words, phrases and slang from the period. Sentence Fluency My sentences are clear; they begin in different ways; some are longer than others; no fragments; my paper is a delight to read out loud.

My paper has some fine word choices and generally good language. Some parts may be routine.

The words I use are acceptable but ordinary. I should try to use more expressive words.

The same words are repeated over and over and over and over. Some words may be confusing to a reader.

I had better get busy....

My sentences are mostly wellconstructed, some minor errors. My essay marches along but doesnt dance.

I have a few problems with fragments or awkward sentences that I should fix.

My sentences are often awkward or mechanical; little variety in length; may have many sentences that begin with the same word.

My paper is tough to read because almost all of my sentences are incomplete, run-ons, and/or awkward.

I didnt write enough to judge.

Conventions I use the correct grammar, capitals, spelling, and punctuation.

I made some errors, perhaps by taking risks and using interesting words or sentences.

My spelling is correct on common words. Some errors in grammar and punctuation. I need to check it again.

Frequent errors are distracting but do not interfere with the meaning of my paper.

Many errors in grammar, capitalization, spelling & punctuation make my paper hard to read.

I didnt write enough to judge.

Oral Communication Skills Rubric


Student ____________________ Course __________ Date __________
Intended Outcome: the student will use clear and concise communication in the oral form. Performance Area Organization Rating = 4 Rating = 3 Rating = 2 Rating = 1 Score

Presenter follows logical sequence and provides explanations/ elaboration. Presenter seldom returns to notes, maintaining eye contact with audience throughout the presentation.

Presenter follows logical sequence, but fails to elaborate.

Presenter does There is no not follow logical sequence logical sequence of information. (jumps around in presentation). Presenter reads most of report, but occasionally makes eye contact with audience. Presenter reads entire report, making no eye contact with audience.

Eye Contact

Presenter maintains eye contact with audience most of the time, but frequently returns to notes.

Delivery

Presenter speaks clearly and loud enough for all in audience to hear, makes no grammatical errors, and pronounces all terms correctly and precisely.

Presenter speaks clearly and loud enough to be heard by most in audience, makes relatively few grammatical errors, and pronounces most terms correctly.

Presenters voice is relatively clear, but too low to be heard by those in the back of the room. Presenter makes several major grammatical errors, and mispronounces some terms.

Presenter mumbles, mispronounces terms, and makes serious and persistent grammatical errors throughout presentation. Presenter speaks too quietly to be heard by many in audience. T

otal Overall Score = Total/3

Speaking Skills Assessment Form


Course:_____________ ________________ Semester:_____________ Year:

Student:_____________ Major:_________________ Department:___________


Content Poor Topic is poorly developed. Supporting details absent or vague. Trite ideas and/or unclear wording reflect lack Acceptable Topic is evident with some supporting details; generally meets requirement s of assignment. Excellent Topic is well developed, effectively supported and appropriate for the assignment. Effective thinking is clearly and

of understandi ng of topic and audience. 1 Comments: Points: Organizatio n Poor Speech is rambling and unfocused, with main theme and supporting details presented in a disorganize d, unrelated way.

creatively expressed.

Acceptable Speech demonstrate s some grasp of organization , with a discernible theme and supporting details

Excellent Speech is clearly organized with effective introduction and conclusion. Each segment relates to the others according to a carefully planned framework. 5

1 Comments: Points: Delivery Poor Speaker appears unpracticed. Unnecessar y pauses, filler words. Problems with voice control, eye contact, or posture. Incorrect or inappropriat e language. Visuals/note s are not used as needed.

Acceptable Speaker appears proficient with language, vocal and physical expression. Notes and visuals used as needed.

1 Comments: Points

Excellent Speaker uses grammatical ly correct and appropriate language. Smooth, effective delivery. Good voice control, eye contact, and physical demeanor. Notes and visuals used to enhance the presentation . 5

NOTE: Students must achieve at least a 3 in each area to demonstrate proficiency.

Presentation Rubric
Evaluating Student Presentations Developed by Information Technology Evaluation Services, NC Department of Public Instruction 1 Audience cannot understand presentation Organization because there is no sequence of information. 2 3 4

Audience has difficulty following presentation because student jumps around.

Student presents Student presents information in information in logical, interesting logical sequence sequence which which audience audience can can follow. follow.

Student does not have grasp of Subject information; Knowledge student cannot answer que

Multimedia Presentation Rubric


Name: _______________________________ Excellent - 4 Subject Knowledge Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct. Citing Sources Organization All sources are properly cited. The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct. Good - 3 Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct. Most sources are properly cited. The sequence of information is logical. Menus and paths to most information are clear and direct. Satisfactory - 2 Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed. Few sources are properly cited. The sequence of information is somewhat logical. Menus and paths are confusing and flawed. Needs Improvement - 1 Subject knowledge is not evident. Information is confusing, incorrect, or flawed. No sources are properly cited. The sequence of information is not logical. Menus and paths to information are not evident.

Originality

The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive. Project runs perfectly with no technical problems. For example, there are no error messages, all sound, video, or other files are found.

The project shows some evidence of originality and inventiveness.

The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness. Project runs minimally. There are many technical problems when viewing the project.

The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought. Project does not run satisfactorily. There are too many technical problems to view the project.

Technical

Project runs adequately with minor technical problems.

Scientific Report Rubric


Title of Report __________________________________ Authors' names: __________________________________ __________________________________ __________________________________ __________________________________ Beginning 1 Introduction Does not give any information Developing 2 Gives very little information. Accomplished 3 Gives too much information-more like a Exemplary 4 Presents a concise lead-in to Score

about what to expect in the report. Does not answer any questions suggested in the template.

summary.

the report.

Research

Answers some questions.

Answers Answers some most questions and questions includes a few and includes other interesting many other facts. interesting facts. Addresses an issue somewhat related to research. Addresses a real issue directly related to research findings.

Purpose/Problem

Does not address an issue related to tidepools.

Addresses a tidepool issue which is unrelated to research.

Procedure

Not sequential, most steps are missing or are confusing.

Presents Some of the Most of the easy-tosteps are steps are follow steps understandable; understandable; which are most are some lack detail logical and confusing and or are confusing. adequately lack detail. detailed. Data table and graph neatly completed and totally accurate.

Data & Results

Data table Both complete, and/or graph minor missing inaccuracies information and/or illegible and are characters. inaccurate. Presents an illogical explanation for findings and does not address any of the questions suggested in the template. Very frequent grammar and/or spelling errors.

Both accurate, some ill-formed characters.

Conclusion

Presents an illogical explanation for findings and addresses few questions.

Presents a Presents a logical logical explanation explanation for for findings findings and and addresses some addresses of the questions. most of the questions.

Grammar & Spelling

More than two errors.

All grammar Only one or two and spelling errors. are correct.

Attractiveness

Illegible Legible writing, Legible writing, Word writing, some ill-formed well-formed processed or loose pages. letters, print too characters, clean typed, clean small or too and neatly and neatly large, papers bound in a bound in a

stapled together. Report handed in more than one week late.

report cover, illustrations provided.

report cover, illustrations provided. Report handed in on time. Total

Timeliness

Up to one week late.

Up to two days late.

Rubric for Assessing Electronic Portfolios

skill

most links do not work, many dead Mechanics ends, numerous spelling errors one stack or each card saved as a stack, named incorrectly

Structure

Graphics

no graphics

Use of Tools

no special tools used

*Content only personal Relevancy information

no captions or Captions/ reflective Reflections pieces

3 4 5 3-4 links 5-10 links don't most links don't work, multi-linked work, many work, links are some links pages, all links dead ends, clearly labeled, go to dead work, links links not clear, easy to ends, clearly labeled, all linear, navigate stack, numerous no spelling numerous few spelling spelling errors spelling errors errors errors one stack or one stack, 4-6 stacks, multi-stacks, each card saved named named named, .stk as a stack, correctly, correctly, table table of contents, some named no table of of contents easy navigation correctly contents clip art , only clip art, scanned clip art, clear clip art, clear no scanned pictures -not scanned scanned pictures little clear, little pictures, some pictures, varied use of drawing use of use of drawing use of drawing tools drawing tools tools tools original original relevant built in sound good use of relevant sound sound, (video), used but sound and and at least one animation, and irrelevant to one special New Button and at least one card effect Action (NBA) NBA few examples of good examples examples of coursework, mostly of coursework, coursework, lessons, related personal lessons related field field information, no field experience, experience, experience, coursework or hobbies and hobbies and hobbies and resume interests and interests, no interests and resume resume resume excellent captions provide few captions good use of links between mostly adquate captions but experiences and descriptive- not captions but greater depth learning theory, telling why descriptive of reflection thoughtful pieces were only needed reflections included explain why pieces included

* This may vary depending on the kind of portfolio that you are constructing other resources
ECCS Department - Poster Evaluation Sheet
Group: _________________________________________________________________ Date:________________________ Course:________________________

3 - Expert Poster Mechanics


The poster is exceptionally attractive in terms of design, layout, and neatness. Graphics are easily viewed and are related to the topic, making the material easier to understand. There are no grammatical mistakes on the poster. High level of relevant detail is presented to allow the audience to make judgments about the content. The details are not so elaborate that the presentation becomes tedious. Presentation includes thorough description of empirical results and explains the importance of the results. The audiences interests are piqued and well considered. The audiences attention has been drawn and engaged. Presenters demonstrate full knowledge of the material and can explain and elaborate on expected questions.

2 - Practitioner
The poster is acceptably attractive. Most graphics are easily viewed and relate to the topic. There is one grammatical mistake on the poster.

1 - Apprentice
The poster is a bit messy. Many graphics are not clear or are too small. There are two grammatical mistakes.

0 Novice
The poster is distractingly messy or very poorly designed. It is not attractive. Graphics do not relate to the topic. There are more than two grammatical mistakes on the poster.

Score: ______

Technical Details
Score: ______

Sufficient technical detail is included to enable the audience to understand the nature of progress.

In places, the information was too detailed or was lacking.

Significant amounts of technical detail are lacking or inadequate so that the audience cannot appreciate the progress that has been made.

Design Verification (experimental data)


Score: ______

Presentation includes sufficient results to draw conclusions.

Presentation does not include enough results to draw conclusions.

Conclusions are vague or unrelated.

Presentation Level
Score: ______

The audiences knowledge level and interests have been considered. The audiences attention has been maintained. Presenters have sufficient knowledge of the material to answer expected questions.

Some opportunities for adjusting the presentation level for the audience have been missed. The audiences attention is weak. Presenters have difficulty answering expected questions beyond a rudimentary level.

The knowledge level of the audience has not been considered. The audience is not paying attention.

Handling of Questions
Score: ______

Presenters cannot answer expected questions.

Comments:

Evaluator: ____________________________________________________________

Math Problem Solving Rubric


Name: _______________________________ Distinguished - 4 Understands the Problem Identifies special factors that influences the Proficient - 3 Understands the problem Apprentice - 2 Novice - 1

Understands Doesn't enough to solve understand part of the problem enough to get

approach before starting the problem Uses Information Appropriately Explains why certain information is essential to the solution Uses all appropriate information correctly Applies completely appropriate procedures Uses a representation that clearly depicts the problem

or to get part of the started or make solution progress Uses some appropriate information correctly Applies some appropriate procedures Uses a representation that gives some important information about the problem Copying error, computational error, partial answer for problem with multiple answers, no answer statement, answer labeled incorrectly Uses inappropriate information Applies inappropriate procedures Uses a representation that gives little or no significant information about the problem No answer or wrong answer based upon an inappropriate plan

Applies Appropriate Procedures Explains why procedures are appropriate for the problem Uses Representations Uses a representation that is unusual in its mathematical precision

Answers the Problem

Correct solution of Correct solution problem and made a general rule about the solution or extended the solution to a more complicated solution

Evaluating Your Proposal: A Simple Rubric


3 CATEGORY (Excellent) 2 (Fair) 1 (Poor)

Needs Assessment (Project Director)

Identifies specific need adequately in 25-50 words Statistics for local, state, or national situation is properly identified and referenced Internal data was obtained without force or cohersion and is unbiased and repeatable Statistical analysis of the data was accurately performed using the correct mathematical method having a sufficient sample size to test Purpose of the document is clear and thorough Provides a summary of all methods used, results to be obtained, and recommendations for funding Conclusion is strong and reiterates the goal behind the plan

Specific need is partially identified Provides some statistics that are relevant to the research Compliation of internal data has a minor amount of bias and a few errors when collecting data Statistical analysis has minor errors in the mathematical method with a sufficient sample size to test

Specific need not identified or is too vague No statistics provided Internal data is missing, heavily biased, and nonrepeatable Statistical analysis uses incorrect mathmatical model or sample size is too small.

Grant Proposal Executive Summary (Project Director)

Purpose of the document is somewhat clear and has a few areas that need additional supporting research Provides some of the methods used, and an incomplete listing of results to be obtained along with recommendations for funding Conclusion is a summary of the procedures used and needs a more specific goal Argument has some strong points and lacks some cohesive support to the research project Provides 4-7 instances of supporting documentation and references in the appropriate format Factual information is somewhat accurate and complete

Purpose of the document is unclear and incomplete Provides a vague listing of methods used, has no information on the results obtained or recommendations for funding Conclusion is weak and does not site a specific goal for the project

Grant Proposal Statement of Need (Project Director)

Argument for performing research is strong, convincing, and is significant to solving the problem at hand Provides more than seven instances of supporting documentation and references in the appropriate format Factual information is accurate, and supports the

Argument is weak and does not provide a significant reason to perform the research Provides less than four instances of supporting documentation and references in the appropriate format Factual information is missing or has no connection to the research being performed

reason for research

Grant Proposal Project Description (Business Director)

Project plan is in a well-structured format Provides a clear explanation of the methods to be used and the specific goals to be obtained Desribes the major milestones to be achieved with a supporting schedule Lists all possible funding sources with expected resouce allotments Provides resonable and necessary expenditures for the proposed plan Identifies potential pitfalls for excessive expenditures Includes a complete bugetary schedule for the length of the program Indicates organizational structure and level of authority within the organization Provides a listing of all key personnel responsible for research, management, and oversight for the program Describes all managment functions with information about staff qualifications

Project plan has some areas that are not properly structured for the research being performed Provides a clear explanation for some of the methods used and the majority of goals for the project Describes the majority of the milestones for the project with a supportin schedule Lists a few funding sources with minor errors in resorce allotments Provides most of the resonable and necessary expenditures for the proposed plan Identifies a few potential pitfalls for excessive expenditures Includes a partial bugetary schedule for the inital phase of the program

Project plan has no structure or is deficient in many areas Provides no information about the methods used or has vague goals Describes only a few of the major milestones for the project and does not include a schedule for completion Does not provide proper funding sources or has incorrect resource allotments Expenditures are unreasonable or unnecessary No propable expenditure overruns listed or identified Schedule is vague, not within program limits, or has unrealistic timeline

Grant Proposal Budget (Financial Manager)

Grant Proposal Organizational Information (Project Manager)

Indicates the majority of organizational structure and authority levels with some positions yet to be determined Provides a listing of the majority of key personnel responsible for research, management, and oversight for the program Describes some of the management functions with partial information on staff qualifications and experience

No organizational structure provided or little infomation on levels of authority within the organization Provides no listing of key personnel Does not describe the management functions or provide information about staff qualifications and experience

and experience

Grant Proposal Conclusion (Project Director)

Provides a summary statment with possible solutions based on the proposed research Places the focus of the project on the required need and the relevancy of the research Presents a "call to action" that requests the funding agency to support the project Written in an acceptable style with no errors Uses research data that is acceptable and relevant to the proposed project

Provides a summary statement of a few methods used and possible solutions based on the proposed research Places the focus of the project on the required need but does not site the relevancy of the research Presents the data with a vague request for support from the funding agency

Provides an incomplete summary with vague references to the proposed research Places no focus on the required need Does not request action from the funding agency to support the proposed research project

General Document Attributes (Business Manager)

Written in an acceptable style with 1-3 errors Uses research data that is somewhat relevant to the proposed research project

Written in an unacceptable style with several (>3) errors Uses research data that has no connection to the proposed research project