Templates

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(Analytic Rubric)
(Analytic Rubric)
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| ''Criteria 1'' || Description of performance exceeding standards. || Description of meeting standards. || Description of performance meeting some standards. || Description of performance failing to meet standards.
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| ''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.
 
|-
 
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| ''Criteria 2'' || Description of performance exceeding standards. || Description of meeting standards. || Description of performance meeting some standards. || Description of performance failing to meet standards.
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| ''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.
 
|-
 
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| ''Criteria 3'' || Description of performance exceeding standards. || Description of meeting standards. || Description of performance meeting some standards. || Description of performance failing to meet standards.
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| ''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.
 
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|| || || || || © 2012 Beth Kicinski
 
|| || || || || © 2012 Beth Kicinski

Revision as of 00:44, 7 June 2012

The following should be used in creating your pages...


Contents

General Templates

Template:Business


Template:Event


Template:Person


Template:Place


Lesson Plans

General

Template:Lesson Plan


Template:Teacher Resource (for programs)


Template:Resource Kit


Assessment Rubrics

Choosing a rubric


Holistic Rubric

5 4 3 2 1 0
Criteria - with multiple requirements Demonstrates complete understanding of the problem. All requirements of task are included in response. Demonstrates considerable understanding of the problem. All requirements of task are included. Demonstrates partial understanding of the problem. Most requirements of task are included. Demonstrates little understanding of the problem. Many requirements of task are missing. Demonstrates no understanding of the problem. No response/task not attempted.
Criteria - with multiple requirements Demonstrates complete understanding of the problem. All requirements of task are included in response. Demonstrates considerable understanding of the problem. All requirements of task are included. Demonstrates partial understanding of the problem. Most requirements of task are included. Demonstrates little understanding of the problem. Many requirements of task are missing. Demonstrates no understanding of the problem. No response/task not attempted.
Criteria - with multiple requirements Demonstrates complete understanding of the problem. All requirements of task are included in response. Demonstrates considerable understanding of the problem. All requirements of task are included. Demonstrates partial understanding of the problem. Most requirements of task are included. Demonstrates little understanding of the problem. Many requirements of task are missing. Demonstrates no understanding of the problem. No response/task not attempted.
© 2012 Beth Kicinski

Template:Holistic Rubric

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.
© 2012 Beth Kicinski

Template:Analytic Rubric

General Rubric

4 3 2 1 0
Content
Requirement Exceeds requirements and exhibits evidence of an original approach to the entire project. Meets requirements for content and exhibits several original contributions. Meets requirements for content and exhibits some original contributions. Meets basic requirements for content, little original content. Only basic input. Nil or minimal attainment of requirements.
Requirement Exceeds requirements and exhibits evidence of an original approach to the entire project. Meets requirements for content and exhibits several original contributions. Meets requirements for content and exhibits some original contributions. Meets basic requirements for content, little original content. Only basic input. Nil or minimal attainment of requirements.
Structure
Requirement Outstanding presentation of material which supports all requirements. Structure is sound throughout and supports logical exposition. Content is generally organised logically with some sections needing more attention. Structure is just sufficient to present the content. Ideas often presented in disorganised manner. Nil or disorganised structure.
Requirement Outstanding presentation of material which supports all requirements. Structure is sound throughout and supports logical exposition. Content is generally organised logically with some sections needing more attention. Structure is just sufficient to present the content. Ideas often presented in disorganised manner. Nil or disorganised structure.
Use of evidence
Requirement Outstanding integration of a wide range of evidence and all points are substantiated by primary resources. Excellent integration of evidence into material and primary sources used to support most points. Most points are supported by third party evidence. Some examples are used but only of a basic nature. Little or no use of evidence to support content requirements.
Requirement Outstanding integration of a wide range of evidence and all points are substantiated by primary resources. Excellent integration of evidence into material and primary sources used to support most points. Most points are supported by third party evidence. Some examples are used but only of a basic nature. Little or no use of evidence to support content requirements.
Use of Artefacts
Requirement Original artefacts have been developed as well as inclusion of materials from diverse sources. A wide range of media is used and is appropriate to the content. Appropriate artefacts have been included but limited in their diversity of genre. Artefacts are sometimes unrelated to content or are all of the same genre. Nil or poor quality of artefacts.
Requirement Original artefacts have been developed as well as inclusion of materials from diverse sources. A wide range of media is used and is appropriate to the content. Appropriate artefacts have been included but limited in their diversity of genre. Artefacts are sometimes unrelated to content or are all of the same genre. Nil or poor quality of artefacts.
Referencing Requirements
Requirement All sources cited in correct format and evidence of a wide range of research. All sources are cited in the correct format. Most sources are cited and all are in the correct format. Gives citation for some sources and inconsistent in citation style. Copied material with no citations.
Requirement All sources cited in correct format and evidence of a wide range of research. All sources are cited in the correct format. Most sources are cited and all are in the correct format. Gives citation for some sources and inconsistent in citation style. Copied material with no citations.
Mechanics
Requirement 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.
Requirement 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.

Template:General Rubric


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.

Template:Oral Presentation Rubric


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.

Template:Essay Rubric


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.

Template:Project Rubric


Art Production Rubric

Template:Art Production Rubric


Internal Links

References





--Beth Kicinski 13:11, 23 March 2012 (EST)

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