Rubrics

Below are the rubrics for each of the learning activities.  Make sure you look over them so you know how to earn the best possible score (4).  Please see me if you have any questions. 

Final Website Rubric

CATEGORY

4 3 2 1
Background Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability. Background is attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability. Background is consistent across pages and does not detract from readability. Background detracts from the readability of the site.
Fonts The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability. The fonts are consistent, easy to read and point size varies appropriately for headings and text. The fonts are consistent and point size varies appropriately for headings and text. A wide variety of fonts, styles and point sizes was used.
Graphics Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding. Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding. Graphics are related to the theme/purpose of the site, and are of good quality. Graphics seem randomly chosen, are of low quality, OR distract the reader.
Links (content) All links point to high quality, up-to-date, credible sites. Almost all links point to high quality, up-to-date, credible sites. Most links point to high quality, up-to-date, credible sites. Less than 3/4 of the links point to high quality, up-to-date, credible sites.
Spelling and Grammar There are no errors in spelling, punctuation or grammar in the final draft of the Web site. There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Web site. There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Web site. There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Web site.
Content The site has a well-stated clear purpose and theme that is carried out throughout the site. The site 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 site is somewhat muddy or vague. The site lacks a purpose and theme.
Layout The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material. The Web pages have an attractive and usable layout. It is easy to locate all important elements. The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements. The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.
Learning of Material The students have an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions about the content and procedures used to make the web site. The students havve a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site. The students have a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site. Students did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site.
Work Ethic Students always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Everyone contributed. Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Most of the group worked together well. Student usually uses classroom project time well, but occasionally distracts others from their work. Only two people worked together well. Student does not use classroom project time well OR typically is disruptive to the work of others. The group did not work together well.
 

CATEGORY

4 3 2 1
Background Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability. Background is attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability. Background is consistent across pages and does not detract from readability. Background detracts from the readability of the site.
Fonts The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability. The fonts are consistent, easy to read and point size varies appropriately for headings and text. The fonts are consistent and point size varies appropriately for headings and text. A wide variety of fonts, styles and point sizes was used.
Graphics Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding. Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding. Graphics are related to the theme/purpose of the site, and are of good quality. Graphics seem randomly chosen, are of low quality, OR distract the reader.
Links (content) All links point to high quality, up-to-date, credible sites. Almost all links point to high quality, up-to-date, credible sites. Most links point to high quality, up-to-date, credible sites. Less than 3/4 of the links point to high quality, up-to-date, credible sites.
Spelling and Grammar There are no errors in spelling, punctuation or grammar in the final draft of the Web site. There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Web site. There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Web site. There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Web site.
Content The site has a well-stated clear purpose and theme that is carried out throughout the site. The site 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 site is somewhat muddy or vague. The site lacks a purpose and theme.
Layout The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material. The Web pages have an attractive and usable layout. It is easy to locate all important elements. The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements. The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.
Learning of Material The students have an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions about the content and procedures used to make the web site. The students havve a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site. The students have a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site. Students did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site.
Work Ethic Students always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Everyone contributed. Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Most of the group worked together well. Student usually uses classroom project time well, but occasionally distracts others from their work. Only two people worked together well. Student does not use classroom project time well OR typically is disruptive to the work of others. The group did not work together well.
 

 

 

Multimedia Project : Glogster

 

CATEGORY

4 3 2 1
Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit.
Attractiveness 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.
Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar.
Content All 10 elements of a biography are included as well as at least five persuasive reasons. At least 8 elements ofa biography are included as well as at least four persuasive reasons. At least 5 elements of a biography are included as well as at least 3 persuasive reasons. Less than five elements of a biography are included as well as less than three persuasive reasons.

 

      
Interview

 

 

      
 

CATEGORY

4 3 2 1
Preparation Before the interview, the student prepared several in-depth AND factual questions to ask. Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. Before the interview, the student prepared several factual questions to ask. The student did not prepare any questions before the interview.
Videography Video does not rock/shake and the focus is excellent throughout. Video does not rock/shake and the focus is adequate throughout. Video has a little rocking or shaking, but the focus is excellent throughout. The video rocks/shakes often OR the focus is not adequate.
Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed. Student cannot accurately answer questions about the person who was interviewed.
Biography Elements All ten biography elements are included. At least eight biography elements are included. At least six biography elements are included. Less than five biography elements are included.
Questions Questions and answers are well thought out and relevant to what the historical figure would answer. Questions and answers are well thought out but do not always relate to the historical figure being interviewed. Questions and answers are very basic and do not reveal or relate to the historical figure being interviewed. Questions and answers do not relate to the historical figure being interviewed.
Setting Up the Interview The student introduced himself and explained why he wanted to interview the person. The student introduced himself but needed a reminder to explain why he wanted to do the interview. The student needed multiple reminders to introduce himself and to tell why he wanted to interview the person.

The student did not explain why he was doing an interview.

 

 

 

 

Letter-Writing : Memorial
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CATEGORY

4 3 2 1
Sentences & Paragraphs Sentences and paragraphs are complete, well-constructed and of varied structure. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Most sentences are complete and well-constructed. Paragraphing needs some work. Many sentence fragments or run-on sentences OR paragraphing needs lots of work.
Salutation and Closing Salutation and closing have no errors in capitalization and punctuation. Salutation and closing have 1-2 errors in capitalization and punctuation. Salutation and closing have 3 or more errors in capitalization and punctuation. Salutation and/or closing are missing.
Grammar & spelling Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling.
Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about and the letter is persuasive. Ideas were expressed in a pretty clear manner, but the organization and persuasion could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about and the letter was not very persuasive. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about and was not persuasive.
Format Complies with all the requirements for a business letter. Complies with almost all the requirements for a business letter. Complies with several of the requirements for a business letter. Complies with less than 75% of the requirements for a business letter.
Content Accuracy The letter contains at least 5 accurate facts about the topic. The letter contains 3-4 accurate facts about the topic. The letter contains 1-2 accurate facts about the topic. The letter contains no accurate facts about the topic.
Envelope Complete, accurate return address and recipient address. Addresses in correct positions. Complete, accurate return address and recipient address. Position may be slightly off. 1-2 errors in return address. Recipient address is correct. Addresses are incomplete and/or inaccurate.
Picture/Diagram A picture/diagram of the memorial is included and is original, neat, and detailed. A picture/diagram is included and is original and neat but not very detailed. A picture/diagram is included but is not original, neat, and/or detailed. No picture or diagram is included.

 

               
Story Writing : Journal

 

      
 

CATEGORY

4 3 2 1
Focus on Assigned Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic.
Organization The journal is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The journal is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The journal is a little hard to follow. The transitions are sometimes not clear. Ideas and scenes seem to be randomly arranged.
Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors.
Accuracy of Facts All facts presented in the story are accurate. Almost all facts presented in the story are accurate. Most facts presented in the story are accurate (at least 70%). There are several factual errors in the story.
Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination but ties in facts. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination but ties in facts. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination and has included some facts. There is little evidence of creativity in the story. The author does not seem to have used much imagination or facts.
Setting Many vivid, descriptive words are used to tell when and where the story took place. Some vivid, descriptive words are used to tell the audience when and where the story took place. The reader can figure out when and where the story took place, but the author didn't supply much detail. The reader has trouble figuring out when and where the story took place.
Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met. Almost all (about 90%) the written requirements were met. Most (about 75%) of the written requirements were met, but several were not. Many requirements were not met.