Templates
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General Templates
Template:Towns and Settlements
Lesson Plans
General
Template:Teacher Resource (for individual lessons)
Template:Teacher Resource (for programs)
Assessment Rubrics
Holistic Rubric
| 5 | 4 | 3 | 2 | 1 | 0 | |
|---|---|---|---|---|---|---|
| Criteria - with multiple standards to be met | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Criteria - with multiple standards to be met | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Criteria - with multiple standards to be met | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
Analytic Rubric
| 4 | 3 | 2 | 1 | |
|---|---|---|---|---|
| Criteria 1 | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Criteria 2 | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Criteria 3 | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
General Rubric
| 4 | 3 | 2 | 1 | 0 | |
|---|---|---|---|---|---|
| Content | |||||
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Structure | |||||
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Use of evidence | |||||
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Use of Artefacts | |||||
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Referencing Requirements | |||||
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Mechanics | |||||
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
| Standard to be achieved | Description of performance exceeding standards. | Description of performance meeting standards. | Description of performance meeting most standards. | Description of performance meeting some standards. | Description of performance failing to meet standards. |
Oral Presentation Rubric
Template:Oral Presentation Rubric
| 4 | 3 | 2 | 1 | 0 | |
|---|---|---|---|---|---|
| Non-verbal Skills | |||||
| Eye contact | Constant use of direct eye contact, involved all audience members - did not look at notes. | Constant use of direct eye contact - seldom looks at notes. | Consistent use of direct eye contact - sometimes looks to notes. | Minimal eye contact - reads mostly from notes. | No eye contact. |
| Body language | Appeared relaxed - used gestures that directed the audience's attention. | Appeared nervous - used gestures that directed the audience's attention. | Appeared relaxed - gestures were minimal. | Appeared nervous - gestures were minimal. | Appeared disinterested - no gestures to engage the audience. |
| Verbal Skills | |||||
| Enthusiasm | Positive feelings about topic presented are constantly shared with the audience. | Mostly shows positive feelings about topic presented. | Occasionally shows positive feelings about topic presented. | Shows some negativity towards topic presented. | Shows no interest in topic presented. |
| Elocution | Clear voice, correct pronunciation, all audience can hear. | Clear voice, mispronounces 1 or 2 words, all audience can hear. | Clear voice, mispronounces few words, most audience can hear. | Voice low, mispronounces many words, speaks too quietly for all of audience. | Mumbles, mispronounces many words, speaks too quietly/loudly. |
| Content | |||||
| Subject knowledge | Displays comprehensive knowledge - answers audience questions with elaborations. | Displays comprehensive knowledge - answers audience questions briefly. | Displays limited knowledge of topic - answers audience questions with difficulty. | Displays little knowledge of topic - cannot answer audience questions. | Displays no knowledge of topic. |
| Organisation | Logical, interesting sequence - clear introduction and conclusion. | Logical sequence - weak introduction and conclusion | Basic sequence - poor introduction and conclusion. | Basic sequence - introduction and conclusion unclear. | No apparent sequence. |
| Mechanics | |||||
| Use of Communication Aids | Use of aids enhances presentation. Appropriate font. Details minimised - main points highlighted. | Use of aids contributes to presentation. Appropriate font. | Use of aids contributes to presentation. Font size too small. Some information not supported by visuals. | Use of aid contributes little to presentation. Font size too small. Too much information included. | Communication aids not used. |
| Use of language: grammar, word choice, voice | Outstanding use of language in an original or advanced navigation structure. | No errors in spelling, and grammar and navigation are intuitive and sound. | Few errors in spelling and grammar and good navigation for all the elements. | Grammar and spelling acceptable. Navigation is basic. | Poor use of grammar, and punctuation. Poor layout and difficult navigation. |
| Length of presentation | Presentation finishes within given range. No unnecessary pauses. Adequate time allowed for audience feedback. | Presentation finishes within given range. Some pauses. Little time given for audience feedback. | Presentation finishes within given range. No time for audience feedback. | Presentation too long. Adequate time given for audience feedback. | Presentation too short. |
Essay Rubric
| 4 | 3 | 2 | 1 | 0 | |
|---|---|---|---|---|---|
| Content | |||||
| Introduction | Highlights main points, without providing details. | Highlights main points, with some details. | Some overview of main points. | Some overview of main points. | Main points not presented. |
| Focus/Thesis | Thesis is clear, concise and relates to all parts of essay. | Thesis is clear and relates to all parts of essay. | Thesis expressed loosely and relates to all parts of essay. | Thesis unclear and relates to some parts of essay. | Thesis not stated or unrelated. |
| Fact base | Facts provide effective support. Consistently detailed. Excellent variety of sources. | Facts provide substantial support. Detailed. Good variety of sources. | Facts provide some support. Lacking details. Some variety of sources. | Few facts provided. Lacking details. Limited variety of sources. | Few or no facts provided. No details. No variety of sources. |
| Depth/Analysis | Facts consistently linked to thesis - explanations are effective. Critical thinking obvious. Full understanding of topic demonstrated. | Facts generally linked to thesis - explanations are effective. Needs additional analysis in some places. Solid understanding of topic demonstrated. | Facts not always linked to thesis. Need more analysis and explanation. Developing understanding of topic demonstrated. | Facts rarely linked to thesis. Needs more analysis and explanation. Beginning understanding of topic demonstrated. | Facts not linked to thesis. Lacks analysis and explanation. No understanding of topic demonstrated. |
| Conclusion | Properly restates thesis. Summarises main points, with no new data. Identifies varied and interesting future applications of knowledge. | Restates thesis. Summarises main points, with no new data. Identifies varied applications of knowledge. | Restates thesis, poorly worded. Unclear summary of main points. Identifies limited applications of knowledge. | Restates thesis, poorly worded. Unclear summary of main points. Identifies only one application of knowledge. | Thesis not restated. No summary of main points. Identifies no applications of knowledge. |
| Style | |||||
| Spelling and grammar | Correct spelling and grammar used throughout. Displays consistent use of complex sentence structure. | Correct spelling and grammar used almost all of the time. Some examples of complex sentence structure. | Spelling and grammar consistent - with some errors. One or two examples of complex sentence structure. | Spelling and grammar consistent - with many errors. No complex sentence structures. | Spelling and grammar highly inconsistent. Poor sentence structures. |
| Organisation and flow | Topic and concluding sentences show clear links to thesis. Excellent paragraph structure - demonstrating variation. Smooth transitions between all paragraphs. | Topic and concluding sentences show clear links to thesis. Excellent paragraph structure - some variation. Smooth transitions between most paragraphs. | Topic and concluding sentences show some links to thesis. Good paragraph structure - demonstrating some variation. Smooth transitions between most paragraphs. | Topic and concluding sentences show a few links to thesis. Good paragraph structure - demonstrating no variation. Smooth transitions between some paragraphs. | Topic and concluding sentences show no links to thesis. Poor paragraph structure. Smooth transitions not demonstrated. |
| Referencing | |||||
| In-text citation | Demonstrates attention to detail - all aspects of formatting are correct every time. Uses notes to further explain use of source. | Demonstrates attention to detail - all aspects of formatting are correct most times. Uses some notes to explain use of sources. | Demonstrates developing attention to detail - all aspects of formatting are correct. | Demonstrates beginning attention to detail - some aspects of formatting are correct. | Demonstrates no attention to detail - formatting is consistently incorrect. |
| Full citations/Reference list | Demonstrates attention to detail - all aspects of formatting are correct every time. Uses notes to further explain use of source. | Demonstrates attention to detail - all aspects of formatting are correct most times. Uses some notes to explain use of sources. | Demonstrates developing attention to detail - all aspects of formatting are correct. | Demonstrates beginning attention to detail - some aspects of formatting are correct. | Demonstrates no attention to detail - formatting is consistently incorrect. |
Project Rubric
| 4 | 3 | 2 | 1 | 0 | |
|---|---|---|---|---|---|
| Research | |||||
| Statement of problem - context, purpose and terms | Shows clear context and purpose for project. Includes comprehensive list of terms. Clearly states research questions and hypothesis. | Shows clear context and purpose for project. Includes a developing list of terms. Clearly states research questions. States developing hypothesis. | Most elements of context and purpose stated clearly. Includes a developing list of terms. States developing research questions. States developing hypothesis. | Some elements of context and purpose stated clearly. Includes a beginning list of terms. Research questions and hypothesis unclear. | Context and purpose not stated. No list of terms. No research questions and hypothesis. |
| Literature review | Thorough review of relevant resources - includes seminal works. Clearly links information gathered to thesis - with excellent explanation. | Good review of relevant resources. Clearly links information gathered to thesis - with some explanation. | Good review of relevant resources. Clearly links information gathered to thesis - no explanation. | Developing review of relevant resources. Identifies some links to thesis - no explanation. | No review oof resources, or resources irrelevant. Identifies no links to thesis. |
| Method - research design, materials, procedure | Clear and descriptive statement of research design. Identifies all materials to be used - includes how they will be accessed. Provides a step-by-step description of how the project will be completed - includes method for modifications. | Clear statement of research design - some description. Identifies all materials to be used. Provides a step-by-step description of how the project will be completed - no method for modifications. | Clear statement of research design - no description. Identifies most materials to be used. Some elements of step-by-step description of how project will be completed missing. | Partial statement of research design - with or without description. Identifies some materials to be used. Some elements of step-by-step description of how project will be completed missing. | No statement of research design. Identifies no materials to be used. Only some elements of step-by-step description of how project will be completed are included. |
| Content | |||||
| Introduction | Highlights main points, without providing details. | Highlights main points, with some details. | Some overview of main points. | Some overview of main points. | Main points not presented. |
| Fact base | Facts provide effective support. Consistently detailed. Excellent variety of sources. | Facts provide substantial support. Detailed. Good variety of sources. | Facts provide some support. Lacking details. Some variety of sources. | Few facts provided. Lacking details. Limited variety of sources. | Few or no facts provided. No details. No variety of sources. |
| Depth/Analysis | Facts consistently linked to thesis - explanations are effective. Critical thinking obvious. Full understanding of topic demonstrated. | Facts generally linked to thesis - explanations are effective. Needs additional analysis in some places. Solid understanding of topic demonstrated. | Facts not always linked to thesis. Need more analysis and explanation. Developing understanding of topic demonstrated. | Facts rarely linked to thesis. Needs more analysis and explanation. Beginning understanding of topic demonstrated. | Facts not linked to thesis. Lacks analysis and explanation. No understanding of topic demonstrated. |
| Conclusion | Properly restates thesis. Summarises main points, with no new data. Identifies varied and interesting future applications of knowledge. | Restates thesis. Summarises main points, with no new data. Identifies varied applications of knowledge. | Restates thesis, poorly worded. Unclear summary of main points. Identifies limited applications of knowledge. | Restates thesis, poorly worded. Unclear summary of main points. Identifies only one application of knowledge. | Thesis not restated. No summary of main points. Identifies no applications of knowledge. |
| Referencing | |||||
| In-text citation | Demonstrates attention to detail - all aspects of formatting are correct every time. Uses notes to further explain use of source. | Demonstrates attention to detail - all aspects of formatting are correct most times. Uses some notes to explain use of sources. | Demonstrates developing attention to detail - all aspects of formatting are correct. | Demonstrates beginning attention to detail - some aspects of formatting are correct. | Demonstrates no attention to detail - formatting is consistently incorrect. |
| Full citations/Reference list | Demonstrates attention to detail - all aspects of formatting are correct every time. Uses notes to further explain use of source. | Demonstrates attention to detail - all aspects of formatting are correct most times. Uses some notes to explain use of sources. | Demonstrates developing attention to detail - all aspects of formatting are correct. | Demonstrates beginning attention to detail - some aspects of formatting are correct. | Demonstrates no attention to detail - formatting is consistently incorrect. |
Art Production Rubric
Template:Art Production Rubric
| 5 | 4 | 3 | 2 | 1 | 0 | |
|---|---|---|---|---|---|---|
| Skills | ||||||
| Design brief | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Technique | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Problem solving | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Knowledge and understanding | ||||||
| History concepts | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Art theory | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Artists and artworks | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Communication | ||||||
| Content | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Organisation | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Terms | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Self-assessment | ||||||
| Identify existing knowledge/skills | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Identify new knowledge/skills | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
| Identify opportunities for growth | Description of performance exceeding standards. | Description of performance meeting all standards. | Description of performance meeting most standards - quantify the number achieved that places it in this category. | Description of performance meeting some standards - quantify the number achieved that places it in this category. | Description of performance meeting 1 or 2 standards. | No response/task not attempted. |
Internal Links
References
External Links
--Beth Kicinski 13:11, 23 March 2012 (EST)