Evaluation
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score | |
|---|---|---|---|---|---|
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Group collaboration: Organization and time management, engagement, and effort 15% of final grade | Always postpones work until deadline. Has no organization for notes. Waits for direction. Knows little of what is going on or objectives. Cannot describe where group is in process. Actively avoids jobs when possible. Complains about others. Has large set of excuses. | Begins work early when required to do so, but usually postpones. May lose work overnight. Seeks direction, but does not initiate action. Objectives seen as poorly defined external requirements. May know where group is. Reluctantly does jobs when asked. Seeks easiest duties in group. Sometimes works to completion. | Will begin work early in process, but tends to increase effort toward deadline. Has adequate file system. Sometimes initiates action and always works well with direction. Generally knows the specific objectives and where group is. Willingly takes on jobs when asked. Works to completion. Will work long hours when required. | Begins immediately. Connects work to assignment not to deadline. Has organized file systems. Enthusiastically initiates action. Personalizes the task and takes ownership of the objectives. Always knows where group is. Volunteers for jobs no matter how difficult Always works to completion. Willing to work long hours. | |
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Content and Meaningful Development of Ideas
60% of final grade | Information is cursory or incorrect. Little understanding of content is evident from presentation. ideas are unclear and/or not well-developed. | Some solid information presented; however, some information is incorrect or cursory. Unelaborated ideas that are not fully explained or supported; repetitive details. . | Information is clear and correct throughout most of presentation. Depth of thought supported by elaborated, relevant supportive evidence provides clear vision of the idea; contains details. | Information is well presented, clear, and correct throughout. Depth and complexity of thought supported by rich, pertinent details; supporting evidence leads to high-level idea development. | |
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Planning / Notetaking 10% of final grade | Graphic organizer is incomplete. Little or no details about content are provided. | Graphic organizer lacks some important details about content. | Graphic organizer is mostly complete. Includes many important details content. | Graphic organizer is complete. All necessary information about content is included. | |
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Mechanics | Text contains many spelling/grammar errors. Sentences seem disconnected, and there is carelessness throughout. | Text
contains some spelling/grammar errors. Little logical structure or flow
to sentences. Evidence of carelessness in writing. | Grammar and spelling are nearly flawless. Logical sequence apparent. Some wording is careless. Inconsistency in style. | Grammar and spelling are flawless and the flow provides a logical pathway of ideas. Consistent and engaging style throughout. | |
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Page Design 5% of final grade | Many pages are either cluttered or empty. There is no text/image balance. No attention paid to variation in design. | Some
pages are either cluttered or empty. Inconsistent attention paid to
sizing of graphics, placement of graphics and text, and text wrapping. | Most pages contain well-placed objects, with thoughtful text/image balance. Inconsistent text wrapping. | Objects on all pages are well placed and sized. Pages are not cluttered or empty. Imaginative and logical text wrapping. | |
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References 5% of final grade | No references or incorrect references | Few references or some incorrect references | Use of references indicates some research | Use of references indicates substantial research | |
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Notes: | Mechanics and page design can be discounted, and that 10% added to the content or group collaboration areas if students choose to do a video instead of a PowerPoint as a presentation. Modify the rubric as necessary for your situation. |