Native American Magazine: Evaluation

Evaluation

Your Rubric - Print View

Magazine Rubric:

CATEGORY	4	3	2	1
Content - Accuracy	-All facts in the magazine are accurate. -All areas asked for are included in the magazine and have been refined. -The math is done correctly.	-99-90% of the facts in the magazine are accurate. -Most of the areas are included and are understood easily. -Most of the math is done correctly.	-89-80% of the facts in the magazine are accurate. -Only about 75-80% of the areas are included and/or they are not completed or easily understood. -The math is mostly wrong.	-Fewer than 80% of the facts in the magazine are accurate. -70%or less of the areas are not included, they are not well organized, or they're incomplete and do not show any understanding of the material. -The math is either all wrong or not completed.
Attractiveness & Organization	The magazine has exceptionally attractive formatting and well-organized information.	The magazine has attractive formatting and well-organized information.	The magazine has well-organized information.	The magazine's formatting and organization of material are confusing to the reader.
Writing - Organization	Each section in the magazine has a clear beginning, middle, and end.	Almost all sections of the magazine have a clear beginning, middle and end.	Most sections of the magazine have a clear beginning, middle and end.	Less than half of the sections of the magazine have a clear beginning, middle and end.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the magazine.	No more than 1 spelling error remains after two people other than the typist reads and corrects the magazine.	No more than 3 spelling errors remain after two people other than the typist reads and corrects the magazine.	Several spelling errors in the magazine.
Sources	Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the magazine.	Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the magazine.	Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the magazine.	Sources are not documented accurately or are not kept on many facts and graphics.
Writing - Mechanics	Capitalization and punctuation are correct throughout the magazine.	Capitalization and punctuation are correct throughout the magazine after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the magazine even after feedback from an adult.	There are several capitalization or punctuation errors in the magazine even after feedback from an adult.
Knowledge Gained	All students in the group can accurately answer all questions related to facts in the magazine and to technical processes used to create the magazine.	All students in the group can accurately answer most questions related to facts in the magazine and to technical processes used to create the magazine.	Most students in the group can accurately answer most questions related to facts in the magazine and to technical processes used to create the magazine.	Several students in the group appear to have little knowledge about the facts or technical processes used in the magazine.
Graphics/Pictures	Graphics go well with the text and there is a good mix of text and graphics.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the magazine seems "text-heavy".	Graphics do not go with the accompanying text or appear to be randomly chosen.
Oral Story Telling	-The student chose their story on or ahead of the due date. -In relating the story to the class (s)he used voice inflection and gestures appropriately to relate the story while never faltering in the telling. -The student is prepared for relating the story to his/her buddy and uses the same techniques to capture the buddy's attention. -Understands what the story's relevance maybe to the nation being studied.	-The student chose their story by the due date. -In relating the story to the class (s)he used some voice inflection and gestures to relate the story while mostly never faltering in the telling. -The student is prepared for relating the story to his/her buddy and uses the same techniques to capture the buddy's attention. -Understands in general why the story has relevance to the nation being studied.	-The student chose their story by the due date or a day or two late. -In relating the story to the class (s)he used no voice inflection or gestures to relate the story and faltered a few times in the telling. -The student is mostly prepared for relating the story, but has some trouble capturing the buddy's attention. -Doesn't really understands why the story has relevance to the nation being studied.	-The student chose their story late or it wasn't relevant to the nation being studied. -In relating the story to the class (s)he used no voice inflection or gestures to relate the story and faltered a many times in the telling. -The student is not really prepared for relating the story, and is not able to keep the attention of their buddy through it. -Has no understanding why the story has relevance to the nation being studied.

Group Presentations Rubric:

	Exemplary	Accomplished	Developing	Beginning	Score
	4 points	3 points	2 points	1 point
ORAL PRESENTATION	Well-balanced participation by all group members	All group members have significant participation	Most group members participate	One main speaker; little participation from other group members
Information	Student presents information in logical, interesting sequence which audience can follow.	Student presents information in logical sequence which audience can follow.	Audience has difficulty following presentation because student jumps around.	Audience cannot understand presentation because there is no sequence of information.
Subject Knowledge	Subject knowledge is evident throughout. (more than required) All information is clear, appropriate, and correct.	Subject knowledge is evident in much of the product. Information is clear, appropriate, and correct.	Some subject knowledge is evident. Some information is confusing, incorrect or flawed.	Subject knowledge is not evident. Information is confusing, incorrect or flawed.
Evidence	Recommendation given, evidence well-chosen, explanation thorough	Recommendation given, but not fully supported by evidence	No consensus among group members, or no explanation given for group recommendation	No recommendation, or no evidence given
Eye Contact	Student maintains eye contact with audience, seldom returning to notes.	Student maintains eye contact most of the time but frequently returns to notes.	Student occasionally uses eye contact, but still reads most of report.	Student reads all of report with no eye contact.
Elocution	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
VISUALS	Accurate, in-depth information enhances presentation	Information accurate	Most information accurate	Inaccurate information given
	Visually attractive, i.e. includes colorful pictures or diagrams, uses space well	Adequate visuals, but not very interesting	Some pictures or diagrams, but poorly planned	Very weak visual component
Mechanics	Presentation has no misspellings or grammatical errors.	Presentation has fewer than two misspellings and/or grammatical errors.	Presentation has three or more misspellings and/or grammatical errors.	Presentation has four or more spelling errors and/or grammatical errors.
				TOTAL

Date Created: March 03, 2007

To view information about the Privacy Policies and the Terms of Use, please go to the following web address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse