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Activity Materials for Students
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Evaluation Techniques
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| REPORT RUBRIC |
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| Introduction
clearly establishes topic.
Ideas presented using logical sequencing.
Effective conclusion. |
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| Recognizable
introduction. Sequencing
is disconnected. Weak
conclusion. |
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| Weak
or unidentifiable introduction.
Sequencing is awkward and makes paper difficult
to read. Conclusion
missing or ineffective. |
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| 0-2
errors in spelling, capitalization, punctuation,
grammar, or usage. |
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| 3-5
errors in spelling, capitalization, punctuation,
grammar, or usage. |
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| more
than 5 errors in spelling, capitalization,
punctuation, grammar, or usage. |
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| Background
Information and Science Content |
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| All
information is accurate. |
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| All
information is accurate. |
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| Information
is inaccurate. |
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| Conclusions
from Research |
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| All
conclusions are supported by
scientific data. |
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| Conclusions
are partially supported by
scientific data. |
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| Conclusions
need to be supported by
scientific data. |
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| At
least 5 sources are
documented with complete
information using correct
bibliographic form. |
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| At
least 5 sources documented
with complete information
but correct bibliographic
form needs to be used. |
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| At
least 5 sources need to
be documented with
complete information AND
correct form. |
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| PRESENTATION RUBRIC |
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| Speakers
appear relaxed and practiced (appropriate gestures, posture,
eye contact, loudness, voice inflection, etc.) |
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| Speakers
appear somewhat relaxed and practiced (appropriate
gestures, posture, eye contact, loudness, voice
inflection, etc.) |
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| At
least one speaker is not prepared to perform. |
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| Information
presented convinces audience that their solution is
the best choice. |
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| Information
presented partially convinces audience that their
solution is the best choice. |
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| Information
presented does not convince the audience that
their solution is the best choice. |
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| PowerPoint
presentation and display board support
conclusions of research |
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| PowerPoint
presentation OR display board do not
support conclusions of research |
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| PowerPoint
presentation AND display board do not
support conclusions of research |
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| All
group members have a role in the
presentation and are able to
communicate their understanding of
the model |
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| At
least one group member does not
participate or is unable to
communicate understanding of the
model |
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| STELLA RUBRIC |
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| Appropriate
choice and construction of mathematical formulas. No errors in application and use of formulas. |
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| Inappropriate
choice and construction of mathematical formulas OR errors
in application and use of formulas. |
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| Inappropriate
choice and construction of mathematical formulas AND
errors in application and use of formulas. |
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| Correct
use of modeling functions (4 iconic building
blocks). |
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| Incorrect
use of modeling functions (4 iconic building
blocks). |
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| Model
has been analyzed for accuracy, precision, and
validity. |
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| Model
has not been analyzed for accuracy,
precision, and validity. |
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| Model
is adaptable to changes in the situation
wherever possible (sliders included
where appropriate). |
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| Model
is adaptable to changes in the
situation in some areas but not all
(sliders included where appropriate). |
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| Model
has not been made adaptable to
changes in the situation in any area
(sliders included where
appropriate). |
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| Appropriate
display of results (graph and/or
table). |
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| TEAM WORK RUBRIC |
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| No
put-downs, no injuries, no tears, no hiding… |
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| Put-downs,
injuries, tears, and/or hiding occur on occasion. |
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| Put-downs,
injuries, tears, and/or hiding DAILY |
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| Group
divides tasks so that each member has work to
complete. |
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| At
least one group member needs a task to complete. |
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| All
group members are on task during class time. |
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| Group
members are on task most of the time. |
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| No
group members are on task during class time. |
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| Contribution
to Final Product |
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| All
group members complete assigned tasks. |
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| At
least one group member does not
complete assigned task. |
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