Rubrics

//** ﻿ The following rubrics will be used to assess students during the duration of this PBL. Students will be given a copy of each rubric so that they are prepared and will know what is expected of them. **// //**﻿ **//


 * __** Multimedia Project : Creating a blog **__ ||


 * CATEGORY || 4 Exceeds Expectations || 3 Meets Expectations || 2 Needs Improvement || 1 Needs Additional Instruction ||
 * Blog Posts || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentaion content. ||
 * Sources || Source information collected for all graphics, facts and quotes. All documented in desired format. || Source information collected for all graphics, facts and quotes. Most documented in desired format. || Source information collected for graphics, facts and quotes, but not documented in desired format. || Very little or no source information was collected. ||
 * Requirements || All requirements are met and exceeded. || All requirements are met. || One requirement was not completely met. || More than one requirement was not completely met. ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part. || There was no clear or logical organizational structure, just lots of facts. ||

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 * **__ Blog Rubric __** ||

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 * CATEGORY || Blog content and analysis || Comments on other blogs || Number and length of blogs ||
 * Excellent || Blog posts are well thought out and ask questions as well as post thoughts. They connect to the readings and/or class discussions. It is clear you have been thinking about the topic and are analyzing rather than summarizing || You have made comments on at least one other blog each time missing only once during the program || You have posted your blogs each time, missing only once, and each post is at least 5 sentences long ||
 * Proficient || Blog posts are fairly well thought out. You have connected to the readings, but are summarizing information rather than analyzing || You have made comments on at least one other blog time, but have missed two to three times || You have posted your blogs each time, but have missed two to three times, and have posted shorter blogs two to three times ||
 * Incomplete || Blog posts are short summaries and/or incomplete || You have not made comments on other blogs || Blog posts are missing and/or too short ||
 * __** Personal blogs in response to readings **__ ||
 * __** Personal blogs in response to readings **__ ||


 * CATEGORY || Main idea || Question || Connection to experience ||
 * Highly proficient || Blogs are highly connected to main ideas that delve deeply into the readings and show more than surface level interpretations || Blogs ask questions that are founded in the texts of the readings themselves and are more than literal but are higher order, interpretive questions || Blogs are connected to experiences that show understanding and interpretation of readings through use of prior knowledge; experiences are used as reflection to analyze meaning ||
 * Proficient || Blogs are mostly connected to main ideas of texts, show some surface level interpretations at times, but demonstrate that author did all the readings || Blogs ask questions of each text, sometimes literal questions, but do show interaction and questioning of each reading || Connections to experience are made, although not all connections are clear and not all experiences are used to reflectively analyze meaning ||
 * Below Proficient || Blogs are missing one or more post concerning main idea. Interpretations are surface level and show holes in reading and understanding || Blogs are missing questions in one or more instance || Blogs are missing connections to experience in one or more instance ||


 * **__ Persuasive Essay : Does Slavery Still Exist in America? __** ||


 * CATEGORY || 4 - Above Standards || 3 - Meets Standards || 2 - Approaching Standards || 1 - Below Standards || Score ||
 * Attention Grabber || The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. || The author has an interesting introductory paragraph but the connection to the topic is not clear. || The introductory paragraph is not interesting AND is not relevant to the topic. ||  ||
 * Position Statement || The position statement provides a clear, strong statement of the author's position on the topic. || The position statement provides a clear statement of the author's position on the topic. || A position statement is present, but does not make the author's position clear. || There is no position statement. ||  ||
 * Focus or Thesis Statement || The thesis statement names the topic of the essay and outlines the main points to be discussed. || The thesis statement names the topic of the essay. || The thesis statement outlines some or all of the main points to be discussed but does not name the topic. || The thesis statement does not name the topic AND does not preview what will be discussed. ||  ||
 * Support for Position || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||  ||
 * Evidence and Examples || All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. || Evidence and examples are NOT relevant AND/OR are not explained. ||  ||
 * Accuracy || All supportive facts and statistics are reported accurately. || Almost all supportive facts and statistics are reported accurately. || Most supportive facts and statistics are reported accurately. || Most supportive facts and statistics were inaccurately reported. ||  ||
 * Transitions || A variety of thoughtful transitions are used. They clearly show how ideas are connected || Transitions show how ideas are connected, but there is little variety || Some transitions work well, but some connections between ideas are fuzzy. || The transitions between ideas are unclear OR nonexistent. ||  ||
 * Closing paragraph || The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. || The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. || The author's position is restated within the closing paragraph, but not near the beginning. || There is no conclusion - the paper just ends. ||  ||
 * Audience || Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. || Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. || Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. || It is not clear who the author is writing for. ||  ||
 * Sentence Structure || All sentences are well-constructed with varied structure. || Most sentences are well-constructed and there is some varied sentence structure in the essay. || Most sentences are well constructed, but there is no variation is structure. || Most sentences are not well-constructed or varied. ||  ||
 * Grammar & Spelling || Author makes no errors in grammar or spelling that distract the reader from the content. || Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || Author makes more than 4 errors in grammar or spelling that distract the reader from the content. ||  ||
 * Capitalization & Punctuation || Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. ||  ||


 * **__ Class Debate : Does Slavery Exist in America __** ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Respect for Other Team || All statements, body language, and responses were respectful and were in appropriate language. || Statements and responses were respectful and used appropriate language, but once or twice body language was not. || Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. || Statements, responses and/or body language were consistently not respectful. ||
 * Information || All information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear and accurate, but was not usually thorough. || Information had several inaccuracies OR was usually not clear. ||
 * Rebuttal || All counter-arguments were accurate, relevant and strong. || Most counter-arguments were accurate, relevant, and strong. || Most counter-arguments were accurate and relevant, but several were weak. || Counter-arguments were not accurate and/or relevant ||
 * Use of Facts/Statistics || Every major point was well supported with several relevant facts, statistics and/or examples. || Every major point was adequately supported with relevant facts, statistics and/or examples. || Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. || Every point was not supported. ||
 * Presentation Style || Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || One or more members of the team had a presentation style that did not keep the attention of the audience. ||
 * Organization || All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. || Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. || All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. || Arguments were not clearly tied to an idea (premise). ||
 * Understanding of Topic || The team clearly understood the topic in-depth and presented their information forcefully and convincingly. || The team clearly undestood the topic in-depth and presented their information with ease. || The team seemed to understand the main points of the topic and presented those with ease. || The team did not show an adequate understanding of the topic. ||


 * **__ Digital Storytelling : Slavery in America: Real or Rumor __** ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Organization || Exceptional formatting, Clearly organized, Exceeds expectations of the assignment. || well formatted and organized. Met expectations. || Format and organization were a bit confusing and a little lackluster. || Format and organization very poorly done. Very confusing. ||
 * Information Quality || Exceptional information provided. Clearly researched thoroughly and brought about new information to their topic. || Provided good information. Met expectations but didn't provide anything spectacular. || Had decent information but lacked main points from their topic. || Didn't provide very good information and left out important information relevant to their topic. ||
 * Resources and Technology || Group used quality resources and provided good visuals and graphics. Exceeded expectations with the wiki. || Used good resources and decent visuals and graphics. Met expectations with the wiki. || Used resources but maybe not quality ones. poorly designed visuals and graphics. Wiki was a bit confusing. || Didn't use enough resources and the ones they did were poor. Nearly no visuals and graphics. Wiki was not easily understood. Very Confusing. ||
 * Presentation || Group did an excellent job on their presentation. Presented with clear speech, great explanations of visuals and graphics and of their topic.. || Group did a good presentation. Presented well with clear speech and did a decent job of explaining their topic. || Group did an OK presentation. Speech was a little jumbled and confusing but overall they covered their topic. Just not enough. || Group did not present well at all. Almost no explanation of their topic. ||