Teacher Lesson Page, Activity Two


Copyright 2000 by Phillip Martin All rights reserved.	Home	Teachers' Lesson	E-mail

teacherothercoverg.gif (15281 bytes)

Assessment This rubric may be used for self-assessment and peer feedback. The project grade will be based upon the following evaluation scale:
xxx
Exemplary					xxxxx36 - 40 points xxxxx
Proficient					xxxxx32 - 36points
Partially Proficient or Incomplete					xxxxx31 points or belowxx(Needs to be resubmitted)

Activity	Exemplary	Proficient	Partially Proficient	Incomplete	Points
xxxx	3 Points	2 Points	1 Points	0 Points	xxxx
x
x
Teamwork	The group documents how members brainstormed, discussed, assumed roles, and solved problems. Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product(s). The project is clearly a group effort.	The group documents how members divided tasks, shared the workload, and managed problems in a way that advanced the group goal.	The group occasionally helped one another but required teacher assistance to resolve differences. One person documents that he/she did most of the work and/or problems were not managed in a way that advanced the group goal.	The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work.
x
Research and Notetaking	Notecards indicate group members accurately recorded and interpreted statements, graphics, and questions identifying relevant pro and con arguments.	Notecards show group members recorded relevant information from multiple sources of information and evaluated alternative points of view.	Notecards show group members misinterpreted statements, graphics, and questions failing to identify relevant counter-arguments.	Notecards show group members recorded information from four or less resources, and ignored alternative points of view.
x
Introduction	The introduction presents the overall position and provides motivating questions that grasp audience’s attention.	The introduction is clear and coherent and relates to the topic	The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.
x
Content	The content is written clearly and concisely with a major point of view. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from * primary sources. Details are logical and effective.	The content includes a clear point of view with a logical progression of ideas and supporting information. Includes persuasive information from *primary sources.	The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. *Primary source use is not always clear.	The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect.
x
Typography	The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
x
Layout	The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings.	The layout uses horizontal and vertical white space appropriately.	The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.
x
Citations	Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using MLA citations throughout the project.	Most sources of information use proper MLA citation, and sources are documented to make it possible to check on the accuracy of information.	Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations.	No way to check validity of information
x
Graphics, Sound and/or Animation	The graphics, sound and/or animation assist in presenting an overall theme that appeals to the audience and enhances concepts, with a high impact message. Images are created by the students with proper size and resolution.	The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Images are student produced. Images are proper size, resolution.	Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
x
Writing Mechanics	The text is written with no errors in grammar, capitalization, punctuation, and spelling.	The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
x
Storyboard	The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.	The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.	The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.	There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.

x
				TOTAL POINTS
x
* Primary sources can include original letters and diaries, personal observations, interviews, first-hand accounts, newspaper articles, magazine articles, audio recordings, video productions and photography.
x
Used with permission from Joan Vandervelde, A+ Rubric copyright 2000
x

Activity Two		Activity Three		Standards