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Evaluation
Rubric for Students
You will be evaluated on both your process as well as your project. Your
grade will reflect your partner research, your partner worksheets,
your individual reasons worksheet, your participation, and your
individual project.
This rubric is for your overall grade:
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Beginning
1 |
Developing
2 |
Accomplished
3 |
Outstanding
4 |
Score
and Comments |
P
R
O
C
E
S
S
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Research
|
- Did not use
resources appropriately |
- Viewed and
discussed some of the resources. |
- Viewed and discussed multiple resources.
- Made connections.
|
- Viewed, discussed, analyzed, and compared
multiple resources.
- Made connections that deepened understanding. |
|
Partner
Worksheets |
- Did very little or no fact gathering. |
- Did little fact gathering. - Notes do not make sense. - Notes copied. - Sometimes records source information. |
- Notes demonstrate repeated viewings. - Notes are in students’ own words.
- Records source information. |
- Notes demonstrate repeated viewing and evaluation. -Notes are in students’ own words. -Records source information.
- Shows Best Work |
|
Reasons
Worksheet |
- Reasons not relevant. |
- Lists general reasons why you agree
and/ or disagree with Patrick Henry. |
- Lists specific reasons why you agree
and disagree with Patrick Henry. |
- Lists multiple, specific reasons why you agree and disagree
with Patrick Henry. - Shows Best Work |
|
Partner
Participation |
- Off topic and arguing |
- Contributed ideas. - Workload not shared. - Sometimes off topic and/ or arguing. |
- Listened to partner. - Contributed ideas. - Shared resources and workload. |
-Collaborated to create new understanding - Shared resources and workload and solved partner problems. |
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P
R
O
J
E
C
T
|
Project |
- Examples and reasons do not support topic. - Unclear focus. |
- Gives general reasons or examples. - Attempts to maintain focused position. |
- Gives specific reasons and/or examples. - Clear and focused position. |
- Gives specific reasons and examples that create the foundation
of your argument. - Clear and focused position. |
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Pat
Altenburger & Jennifer Kalletta © 2005
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