Following St. Paul: Evaluation

Evaluation

Be sure to check these evaluation criteria before you start your work and again during the process as often as needed so you know the expectations and do your best to meet or exceed them.

Ask your teacher if you have any questions or need any assistance.

Standard Performance	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Scripture Scholar: Identify, quote, and explain key passages in scripture that give details of a selected journey of St. Paul.	Quotes missing or irrelevant. Explanations weak or missing.	Identifies and quotes a limited number of passages, but some may be irrelevant. Explanations lacking in understanding.	Identifies and quotes several relevant passages accurately. Explanations show reasonable understanding.	Identifies and quotes several relevant passages accurately, and uses them appropriately. Explanations show clear understanding with some depth.
Travel Specialist: Construct a minimum of one detailed, scale map in color, including labels, natural features, boundaries, cities, routes, places of interest, and a key, with particular attention to suitable routes and stops for tourists.	Scale map present, but lacking in accuracy and detail. Routes and stops not indicated and/or not appropriate for tour groups.	Scale map present and generally accurate, but somewhat limited, with few significant features marked. Routes and stops generally indicated and reasonably appropriate for tour groups, in keeping with the theme of the tour.	At least one scale map is present, accurate, and readable, with most significant features marked. Routes and stops provide variety and interesting sites for tour groups in keeping with the theme of the tour.	Clearly rendered and accurate scale maps are present, with significant features clearly marked and colors used to best advantage for clarity. Routes and stops well-planned for comfort of tour groups while providing variety and notable sites in keeping with the theme of the tour.
Photographer/ Illustrator: Select and/or create photographs and graphics to illustrate a particular topic for a specific audience.	Few, if any, illustrations present; lacking in quality and/or relevance to topic and audience.	Limited illustrations present; generally relevant top topic and appropriate for general audience.	Good selection of clear, focused photographs and graphics appropriate for the topic and the specific audience.	Excellent balance of photographs and graphics which illustrate the topic well and are appropriate for the specific audience.
Media Specialist (for a Multimedia Presentation): Using a multimedia presentation program, create a multimedia presentation suitable for the project. Use formatting techniques to aid comprehension.	Presentation of the topic with most of the required elements, but may lack or have difficulties with transitions, animations, graphics, and/or text. May have significant problems with grammar, spelling, and other conventions.	Presentation of the topic with most of the required elements, transitions and some animations, graphics, and use of bulleted text. May have some errors of grammar, spelling, and other conventions.	Structured presentation of the topic with all the required elements, transitions and animations, appropriate graphics, and use of bulleted text to communicate key points. Has no more than five errors of grammar, spelling, and other conventions.	Comprehensive, structured presentation of the topic with all the required elements, smooth transitions and animations, appropriate graphics, and excellent use of bulleted text to communicate key points. Has no more than two errors of grammar, spelling, and other conventions.
Media Specialist (for a Brochure): Using a word processor or desktop publishing program, create a brochure suitable for the project. Use formatting techniques to aid comprehension.	Presentation of the topic with most of the required elements, but may lack or have difficulties with neatness, layout, fonts, and/or text. May have significant problems with grammar, spelling, and other conventions.	Presentation of the topic with most of the required elements, with serviceable layout, fonts, and text that is orderly and reasonably neat. May have some errors of grammar, spelling, and other conventions.	Neat and organized presentation of the topic with all the required elements; attractive layout and fonts provide good readability; key points clear. Has no more than five errors of grammar, spelling, and other conventions.	Neat and comprehensive presentation of the topic with all the required elements; attractive, creative layouts and fonts provide excellent readability and interest, emphasizing key points. Has no more than two errors of grammar, spelling, and other conventions.
Media Specialist (for a Web page): Using HTML or Web design software, create a Web page suitable for the project. Use formatting techniques to aid comprehension.	Presentation of the topic with most of the required elements, but may lack or have difficulties with neatness, layout, fonts, links, and/or text. May have significant problems with grammar, spelling, and other conventions.	Presentation of the topic with most of the required elements, with serviceable layout, fonts, links, and animations, and text that is orderly and reasonably neat. May have some errors of grammar, spelling, and other conventions.	Neat and organized presentation of the topic with all the required elements; attractive layout and fonts provide good readability; key points clear; appropriate working links and animations. Has no more than five errors of grammar, spelling, and other conventions.	Neat and comprehensive presentation of the topic with all the required elements; attractive, creative layouts and fonts provide excellent readability and interest, emphasizing key points; well-chosen, working links and animations. Has no more than two errors of grammar, spelling, and other conventions.
Entire Team: Use relevant information from multiple authoritative sources to support conclusions.	Includes information from fewer than 5 sources, or irrelevant sources; makes little or no attempt to apply it or use it to support conclusions, with some attempt at citations.	Includes information from 5 or more sources, without particular attention to its relevance or with only limited attempts to use it to support conclusions, with accurate citations.	Selects and organizes relevant information from 7 or more authoritative sources, and applies it to support conclusions, with accurate citations.	Selects and organizes relevant information from 10 or more authoritative sources, and integrates it to support conclusions clearly, with accurate citations.
Entire Team: Organization and Delivery of Oral Communication	Student relies on the visual aid for the majority of the oral presentation; shows limited vocal modulation; and generally adheres to standard English.	Student uses the visual aid to guide the oral presentation; uses appropriate vocal modulation; and generally adheres to standard English.	Student uses the visual aid as one part of the oral presentation; emphasizes important points to aid the audience’s understanding; uses appropriate vocal modulation; and shows command of standard English.	Student appears confident; uses the visual aid as a complement to the oral presentation; demonstrates focus; emphasizes important points in a logical progression to aid the audience’s understanding; uses appropriate vocal modulation; and shows command of standard English.
Entire Team: Demonstrates understanding of the journeys of St. Paul, with particular reference to the routes he took, the places he visited, and the purpose for each journey in the context of the Roman Empire and Early Christianity.	Student gives partial explanations or uses language that s/he does not fully understand.	Student gives simple explanations using appropriate language that s/he clearly understands.	Student articulates accurate explanations using appropriate language that s/he clearly understands.	Student articulates accurate and detailed explanations using appropriate language that s/he clearly understands.
Stated Objective or Performance (Teachers may add criteria for art, language arts, and/or other desired learning outcomes for the project.)	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.

You may be asked to evaluate the other members of your team using the next rubric--and they may be asked to evaluate you!

Group and Individual Teamwork Rubric:

Standard Performance	1	2	3	4	Points
Helping Students offer assistance to each other.	None of the Time	Some of the Time	Most of the Time	All of the Time
Listening Students give full attention to listen to each other.	None of the Time	Some of the Time	Most of the Time	All of the Time
Participating: Each and every student contributes to the project.	None of the Time	Some of the Time	Most of the Time	All of the Time
Persuading: Students persuade each other politely, and exchange, defend, and rethink ideas as needed.	None of the Time	Some of the Time	Most of the Time	All of the Time
Questioning: Students pose good questions to all members of the team.	None of the Time	Some of the Time	Most of the Time	All of the Time
Respecting: Students encourage and support the ideas and efforts of others.	None of the Time	Some of the Time	Most of the Time	All of the Time
Sharing: Students offer ideas and report their findings to each other.	None of the Time	Some of the Time	Most of the Time	All of the Time

Following St. Paul

Evaluation

Standard Performance

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Scripture Scholar:

Identify, quote, and explain key passages in scripture that give details of a selected journey of St. Paul.

Travel Specialist:

Construct a minimum of one detailed, scale map in color, including labels, natural features, boundaries, cities, routes, places of interest, and a key, with particular attention to suitable routes and stops for tourists.

Photographer/ Illustrator:

Select and/or create photographs and graphics to illustrate a particular topic for a specific audience.

Media Specialist (for a Multimedia Presentation):

Using a multimedia presentation program, create a multimedia presentation suitable for the project. Use formatting techniques to aid comprehension.

Media Specialist (for a Brochure):

Using a word processor or desktop publishing program, create a brochure suitable for the project. Use formatting techniques to aid comprehension.

Media Specialist (for a Web page):

Using HTML or Web design software, create a Web page suitable for the project. Use formatting techniques to aid comprehension.

Entire Team:

Use relevant information from multiple authoritative sources to support conclusions.

Entire Team:

Organization and Delivery of Oral Communication

Entire Team:

Demonstrates understanding of the journeys of St. Paul, with particular reference to the routes he took, the places he visited, and the purpose for each journey in the context of the Roman Empire and Early Christianity.

Stated Objective or Performance

(Teachers may add criteria for art, language arts, and/or other desired learning outcomes for the project.)

Media Specialist
(for a Multimedia Presentation):

Media Specialist
(for a Brochure):

Media Specialist
(for a Web page):