Let's Go Down Under

Evaluating the group work

beginning

1 point

developing

2 points

accomplished

3 points

exemplary

4 points

Use of the barometer 

The barometer was used rarely.

Only a few group members participated in this activity.

The barometer was used occasionally by your group.

Not every group member participated actively.

Good use of the barometer on a regular basis.

Most group members participated in this activity.

Excellent use of the barometer on a regular basis.

All group members participated in this activity.

Use of the quest diary

The quest diary was used rarely.

Only a few group members participated actively in the reflection of the lesson.

The quest diary was used occasionally.

Not every group member participated actively in the reflection of the lesson.

Good use of the quest diary on a regular basis.

Most group members participated actively in the reflection of the lesson.

Excellent use of the quest diary on a regular basis.

All group members participated actively in the reflection of the lesson.

Use of time to organize and coordinate the tasks

Time was often wasted and not used to organize and coordinate the tasks.

Time was not always used well in the group to organize and coordinate tasks.

Time was used well in the group to organize and coordinate the tasks.

Time was used highly effectively in the group to organize and coordinate the tasks.

Communication within the group

The group members rarely communicated with each other.

The group members communicated infrequently with each other.

The group members communicated frequently with some degree of effectiveness.

The group members communicated continuously and effectively.

Use of English for group communication

The group members used English rarely.

The group members used English infrequently.

The group members used English frequently.

The group members attempted to use English all the time.

Evaluating the advertising brochure

Beginning

1 point

developing

2 points

Accomplished

3 points

exemplary

4 points

Content:

Relevance

The information is not relevant to the task.

The information has some relevance to the task.

The information is mostly relevant to the task.

The information is highly relevant

to the task.

Content:

Details

The information lacks appropriate details.

The information contains some appropriate details.

The information contains a lot of appropriate details.

The information contains sufficient appropriate details.

Visual support:

* Relevance (image)

* Relevance (quantity)

Visual elements are used but they do not support the message of the insider tip.

Reasonable use of visual elements which partly support the message of the insider tips.

Good use of visual elements:

the message of the insider tip is supported but the amount of images distracts from the main text.

Excellent use of visual elements: the message of the insider tip is supported well by an appropriate amount of selected images.

Layout:

* readability

* style

Poor use of layout which does not attract or maintain reader’s attention.

Average use of layout which attracts the reader’s attention but does not maintain it.

Good use of layout which attracts the audience and mostly maintains the reader’s attention.

Excellent use of layout which attracts and maintains the reader’s attention consistently.

Language:

* grammar

* orthography

* expression

In each sentence there is at least one break against basic (simple sentence) and orthography rules.

These mistakes impair the reading and cause misunderstandings.

Individual sentences are free of breaks against basic grammar (simple sentences) and orthography rules. Mistakes do not occur so frequently as to impact on the reading and understanding of the text.

There are breaks of basic grammar (simple sentences) and orthography rules here and there. However, several sentences in a row are mostly free of mistakes. The mistakes do not impact on the readability of the text.

The text is mostly free of basic grammar and orthography mistakes.When mistakes happen, they concern complex sentences. This shows that the writer has taken risks in composing his/her text in order to communicate.

Poor choice and variation of words.

Satisfactory choice and variation of words.

Good choice and variation of words.

Excellent choice and variation of words.

Evaluating the presentation

beginning

1 point

developing

2 points

accomplished

3 points

exemplary

4 points

Oral presentation:

·       fluency

·       clarity of speech

·       contact with audience

Poor presentation: lacked fluency, unclear and inaudible speech and minimal contact with audience.

Good presentation:

reasonable fluency, partially clear and audible with some contact with audience.

Very good presentation: fluent, mostly clear and audible with some contact with audience.

Excellent presentation: consistently fluent, clear and audible speech with frequent contact with the audience.

Materials supporting your presentation:

Functionality (purpose)

clarity

degree of originality

Poor materials that offer little support to presentation structure and fail to clarify content.

Sufficient materials to

support presentation structure but rarely clarify content.

Good materials to support presentation structure and often clarify content.

Excellent materials to support presentation structure and consistently clarify content.