Evaluation
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
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Research on the symbolism of the number seven |
Demonstrates little knowledge or understanding of seven’s symbolism; just rewriting of facts | Demonstrates some gaps in understanding; includes some errors or misconceptions; attempts to discuss importance | Demonstrates good understanding of important symbolism; discusses the importance and relevance of the symbol | Demonstrates excellent understanding of the important symbolism; makes the number seven “come to life” | |
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Connecting the Seven Commandments to research on the Seven Deadly Sins / Seven Absolute Virtues |
Demonstrates little to no connection between the two sevens | Demonstrates some gaps in connecting the two sevens; attempts to tie abstract to the concrete | Demonstrates good connection of almost all the sevens; attempts to tie the abstract to the concrete | Demonstrates excellent connections of all the sevens; ties the abstract to the concrete | |
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Selecting your seven most important school rules and modifying them to reality ,like Squealer in the book |
Shows little evidence of rules being analyzed and evaluated; shows little or no modifications of rules | Shows some evidence of rules being analyzed and evaluated; shows some modifications of rules | Shows evidence of rules being analyzed and evaluated; shows modifications of rules | Shows evidence of all rules being analyzed and evaluated; shows modifications of all rules | |
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Connecting your seven school rules to research on other school rules
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Demonstrates little to no connection between the two sets of rules | Demonstrates some gaps in connecting the two sets of rules; attempts to tie the concrete to the abstract | Demonstrates good connection between the two sets of rules; attempts to tie the abstract to the concrete | Demonstrates excellent connections between the two sets of rules; ties the abstract to the concrete | |
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Creating a multimedia presentation for the school board
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Has little or no persuasiveness and/or organization | Has some gaps in persuasion and/or organization | Is generally persuasive and/or organized | Is highly persuasive and/or organized | |
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Creating a multimedia presentation for the school board |
Uses one or no multimedia effect; documents no sources | Uses one or none multimedia effect; documents one or no sources | Uses more than one multimedia effect; documents more than one source | Uses a variety of multimedia effects; documents a variety of sources | |
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