rubric rev, post n present.doc

8/9/2019 rubric rev, post n present.doc

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Rubrics for Poster

Item 80-100% 50-80% 20-50% 0-20% Total

Title (5)Title can be read from2 m

away and is quite creative.

Title can be read from 2 m

away and describes content

well.

Title can be read from 1 m

away and describes the

content well.

The title is too small and/or does

not describe the content of the

poster well.

Content (10)

The poster has a well-stated

clear purpose and theme

that is carried out

throughout the poster.

The poster has a clearly stated

purpose and theme, but may

have one or two elements that

do not seem to be related to it.

The purpose and theme of

the poster is somewhatmuddy or vague.

The poster lacks a purpose and

theme.

Spelling

& Grammar (5)

There are no errors in

spelling, punctuation or

grammar in the poster.

There are 1- errors in



There are !-" errors in



There are more than " errors in

spelling, punctuation or grammar

in the poster.

Graphics (10)

#raphics are related to the

theme/purpose of the

poster, are thoughtfully

cropped, are of high quality

and enhance reader interest

or understanding.


theme/purpose of the poster,

are of good quality and

enhance reader interest or

understanding.


theme/purpose of the

poster, and are of good

quality.

#raphics seem randomly chosen,

are of low quality, $% distract the

reader.

Laels(5)

&ll items of importance on

the poster are clearlylabeled with labels that can

be read from at least 1 m

away

&lmost all items of

importance on the poster areclearly labeled with labels that

can be read from at least 1 m

away.

'everal items of

importance on the poster are clearly labeled with

labels that can be read

from at least 1 m away.

(abels are too small to view $%

no important items were labeled.

!ttracti"eness (5)

The poster is e)ceptionally

attractive in terms of

design, layout, and

neatness.

The poster is attractive in

terms of design, layout and

neatness.

The poster is acceptably

attractive though it may be

a bit messy.

The poster is distractingly messy

or very poorly designed. *t is not

attractive.

T#T!L ($0)



Rubrics for oral presentation

Items 0-20% 20-50% 50-80% 80-100% Total

#rganiation

(10)

&udience cannot

understand presentation

because there is no

sequence of information.

&udience has difficulty

following presentation

because student +umps

around.

'tudent presents

information in

logical sequence

which audience canfollow.

'tudent presents information in

logical, interesting sequence which

audience can follow.

S'ect

nole*ge

(10)

'tudent does not have

grasp of information

student cannot answer

questions about sub+ect.

'tudent is uncomfortable

with information and is

able to answer only

rudimentary questions, but

fails to elaborate.

'tudent is at ease

and answers most

questions with

e)planations and

some elaboration.

'tudent demonstrates full knowledge

more than required by answering

all class questions with e)planations

and elaboration.

+isal !i*s

(10)

'tudent uses unnecessary

visual aids or no visual

aids.

'tudent occasionally uses

visual aids that rarely

support the presentation.

'tudents visual aids

relate to the

presentation.

'tudents visual aids e)plain and

reinforce the presentation.

,echanics

(5)

'tudents presentation has

four or more spelling errors

and/or grammatical errors.

0resentation has three

misspellings and/or

grammatical errors.

0resentation has no

more than two

misspellings and/or grammatical errors.

0resentation has no misspellings or

grammatical errors.

.e Contact

(5)

'tudent makes no eye

contact and only reads

from notes.

'tudent occasionally uses

eye contact, but still reads

mostly from notes.

'tudent maintains

eye contact most of

the time but

frequently returns to

notes.

'tudent maintains eye contact with

audience, seldom returning to notes.

+eral

Techni/es

(5)

'tudent mumbles,

incorrectly pronounces

terms, and speaks too

quietly for audience in the

back of class to hear.

'tudents voice is low.

'tudent incorrectly

pronounces terms.

&udience members have

difficulty hearing

presentation.

'tudents voice is

clear. 'tudent

pronounces most

words correctly.

ost audience

members can hear presentation.

'tudent uses a clear voice and

correct, precise pronunciation of

terms so that all audience members

can hear presentation.

Grop

or(5)

annot work with others in

most situations. annot

share decisions or

responsibilities.

3orks with others, but has

difficulty sharing decisions

and responsibilities.

3orks well with

others. Takes part in

most decisions and

shares in the

responsibilities.

3orks very well with others.

&ssumes a clear role in decision

making and responsibilities.

Total (50)

Rubrics for reviews



CORE-40%0-60%0-80%0-100%ATEGORY

Does not adequatelyconvey topic.

Does not describesubtopics to be

reviewed.

Conveys topic, butnot key question(s).

Describes subtopicsto be reviewed.

Conveys topic and keyquestion(s).

Clearly delineatessubtopics to be reviewed.

Strong introduction of topic’s key question(s),

terms.Clearly delineates

subtopics to be reviewed.

Introduction (5)

ittle evidence materialis logically organi!ed

into topic, subtopics orrelated to topic.

"any transitions areunclear or none#istent.

"ost material clearlyrelated to subtopic,

main topic

"aterial may not beorgani!ed wit$in

subtopics. %ttemptsto provide variety of

transitions

%ll material clearlyrelated to subtopic, main

topic and logicallyorgani!ed wit$in

subtopics.Clear, varied transitionslinking subtopics, and

main topic.

%ll material clearlyrelated to subtopic, main

topic.Strong organi!ation andintegration of material

wit$in subtopics. Strongtransitions linking

subtopics, and maintopic.

Focus

!"u!ncin# (10)

&ew sources supportingt$esis. Sourcesinsigni'cant orunsubstantiated.

Sources generallyacceptable but not

peerreviewedresearc$ (evidence)

based.

Sources well selected tosupport t$esis wit$ some

researc$ in support of t$esis.

Strong peerreviewedresearc$ based support

for t$esis.u$$ort (10)

Does not summari!eevidence wit$ respect tot$esis statement. Doesnot discuss t$e impactof researc$ed material

on topic.

eview of keyconclusions. Some

integration wit$t$esis statement.

Discusses impact of researc$ed material

on topic.

Strong review of keyconclusions. Strong

integration wit$ t$esisstatement. Discussesimpact of researc$ed

material on topic.

Strong review of keyconclusions. Strong

integration wit$ t$esisstatement. *nsig$tful

discussion of impact of t$e researc$ed material

on topic.

Concusion (5)

+rammatical errors orspelling punctuationsubstantially detract

from t$e paper.

-ery fewgrammatical, spellingor punctuation errorsinterfere wit$ reading

t$e paper.

+rammatical errors orspelling punctuation

are rare and do notdetract from t$e paper.

$e paper is free of grammatical errors andspelling punctuation.

r&''&r !c&nics

(5)

/rrors in "% styledetract substantially

from t$e paper.

/rrors in "% styleare noticeable.

are errors in "% style0o errors in "% style.

For'&t &nd st*!(5)

eference and citationerrors detract

signi'cantly from paper.

wo references orcitations missing orincorrectly written.

1ne reference orcitations missing orincorrectly written.

%ll references andcitations are correctly

written and present.

Cit&tions R!+!r!nc!s

(10)

Total (50)

Documents

rubric rev, post n present.doc