Assessment Form - Rubrics and Criteria For All Occaasions

Bridging the Gap ~ Education Component
Samaritan House Page 369

Predictions About Characters
and Events in a Story Rubric
Apprentice Basic Learned Exemplary

No attempt made to Fails to make prediction Makes a prediction Makes a reasonable
respond or response is or makes a prediction about character(s) and/or prediction about
inappropriate. which is illogical, event(s). Uses few/no character(s) and/or
irrelevant, or details to make the event(s). Uses some
unsupported. connection between the details to make the
story and the inference. connection between the
May use generalities to story and the inference.
make the connection
between the story and
prediction made.

Rubric for Reader’s Response (Retelling)

The student gives an The student's retelling The student's retelling The student uses details
incomplete retelling that includes at least one may include some and sequence to
contains no major points major point or event but details and most major summarize the selection.
or events. Details may may focus on a detail or points or events, The student's retelling
be limited. Sequencing a part of the selection. sequencing them when includes all major points
of events does not exist. Student's response does appropriate. One major or events and some
The student's not show an point or event is left out. relationships between
understanding of the understanding of The student gives a them. The student gives
main idea is incorrect or sequence. The student simple but acceptable a complete statement of
makes no sense. The gives a partial statement statement of the main the main idea. The
student is unable to of the main idea. The idea. The prediction is student's prediction is
make a prediction based student's prediction is generally consistent with consistent with the
on the story. Depending inconsistent with the the selection. selection. The response
on the selection, a selection. Depending on Depending on the shows an exceptional
description of the the selection, a selection, an incomplete understanding of the
characters or the setting description of the description of the selection. Depending on
is not included or characters or the setting characters and the the selection, a
incorrect. is included in the setting will be included description of the
retelling. One or the in the retelling. characters and the
other may be incorrect. setting will add to the
completeness of the
retelling.

Reading Scoring Rubric

! Students ! Readers at this ! A reading ! An exemplary reading
performing at level construct a performance at this performance is insightful,
this level are thoughtful and level is discerning, discerning, and perceptive as the
literal readers, plausible thorough, and reader constructs and reflects on
constructing a interpretation of a perceptive, but will meaning in a text. Readers at this
plausible but text. They fill in some probably show level are sensitive to linguistic,
superficial gaps in a text, making somewhat less structural, cultural, and
interpretation of assumptions about insight or psychological nuances and
a text. They show unstated causes or sensitivity to complexities. They fill in gaps in a
little sensitivity motivations or nuances and text, making plausible assumptions
to nuances and drawing meaning complexities of text about unstated causes or
complexities. from cues in the text. than an exemplary motivations, or drawing meaning
They usually reading. These from subtle cues. They differentiate
! These readers differentiate between readers are able to between literal and figurative
develop few or literal and figurative fill in gaps in a text, meanings. They recognize real or
no connections meanings. They may making plausible seeming contradictions, exploring
with or among recognize real or assumptions from possibilities for their resolution or
texts. Sometimes seeming subtle cues; but tolerating ambiguities. They
they connect the contradictions, but are they engage in demonstrate their understanding of
text sometimes distracted these operations the whole work as well as an
associationally by these with less acuteness awareness of how the parts work
with personal contradictions and by of vision than more together to create the whole.
experience, but ambiguities. They expert readers.
the connection is demonstrate their They recognize and ! Readers achieving this level
generally understanding of the differentiate develop connections with and
superficial and whole work. between literal and among texts. They connect their
unexamined. figurative understanding of the text not only to
! Readers achieving meanings. They their own ideas, experience and
! At this level this level develop recognize real or knowledge, but to their history as
readers are not connections within seeming participants in a culture or larger
risk takers. They and among texts. contradictions, community, often making
show little They usually connect exploring connections to other texts or other
tolerance for their understanding of possibilities for works of art. Exceptional readers
textual the text to their own their resolution or draw on evidence from the text to
difficulties or experience and tolerating generate, validate, expand, and
lack of closure. knowledge and ambiguities. They reflect on their own ideas.
Confronted by sometimes to other demonstrate their
textual texts. When directed, understanding of ! These readers take risks. They
complexity, they these readers may the whole work as entertain challenging ideas and
are inclined to generate, validate, well as an explore multiple possibilities of

ignore the expand and/or reflect awareness of how meaning as they read, grounding
difficulties. Their on their ideas about the parts work these meanings in their acute
reading process the text, but with less together to create perceptions of textual and cultural
tends not to be depth than in the the whole. complexities. They often revise their
recursive: having learned or exemplary understanding of a text as they re-
made some initial level. These readers ! These readers read and as additional information or
sense of the text, tend to paraphrase or may explore insight becomes available to them.
they are inclined retell, often thoroughly multiple They sometimes articulate a newly
to retain their and purposefully. possibilities of developed level of understanding.
view without They also see, meaning. While ! Readers demonstrating this level
testing or revising however, a more they may form firm of performance challenge the text.
it. general significance in interpretations early They carry on an internal dialogue
or wider application of in their reading, with the writer, raising questions,
! Readers at this the literal facts of the they are open to taking exception, agreeing,
level of reading text. revising their ideas disagreeing, appreciating or
performance as additional objecting to text features. They may
rarely challenge ! These readers, information or test the validity of the author's
the text or carry while confident, insight becomes ideas, information, and/or logic by
on an internal rarely take risks. They available to them. considering the authority of the
dialogue with the accept the text They sometimes author and the nature and quality of
writer. If they without exploring articulate newly the author's source(s). They
raise questions at multiple possibilities developed levels of frequently suggest ways of
all the questions of meaning. They understanding. rewriting the text, speculating about
will be largely tend to present their the ideology or cultural or historical
unproductive understanding of a ! Readers at this biases that seem to inform a text,
expressions of text as fixed and level challenge the speculating about the ideology or
frustration or low rarely revise their text. They pose cultural or historical biases that
level inquiries interpretation as they questions, postulate seem to inform a text, sometimes
(i.e., about word re-read and as answers, take recognizing and embracing and
meanings). Any additional exception, agree, sometimes resisting the ideological
expressed information becomes disagree, speculate; position that a text seems to
appreciations or available. however, the construct for its reader.
criticisms are questions and/or
likely to be ! Readers issues they raise
simplistic demonstrating this may not be as
level of reading insightful or
performance perceptive as those
sometimes challenge of the reader
or question the text. demonstrating an
They may raise exemplary reading..
questions and may
agree or disagree
without explaining
their reactions.

Draft Response to Literature Rubric

! Response does not ! Response shows ! Response shows ! Response shows
indicate understanding partial understanding of good understanding of exceptional
of selection. selection. selection. understanding of
selection.
! No predictions ! Prediction ! Prediction is
consistent with inconsistent with generally consistent ! Prediction consistent
selection. selection. with selection. with selection.
! Retelling incomplete ! Retelling includes at ! Retelling includes ! Retelling includes

with no major events. least one major event. major events. all major events.
! Details limited in ! May focus on one ! Uses some details in ! Uses important
summary and not in detail or part of sequence to summarize. details in sequence to
sequence. selection. summarize.
! Simple statement of
! No statement of ! Does not show main idea. ! Complete statements
main idea or statement understanding of of main idea.
makes no sense. sequence. ! Description of
character and setting ! Description of
! Description of ! Partial statement of mostly complete. characters and main
characters and setting main idea. setting accurate.
incorrect or not ! Statement of conflict
included. ! Description of or problem is vague. ! States problem or
character or setting is conflict clearly.
incorrect.

Reading Assessment Rubric

! Depends heavily on ! Tends to choose ! Remembers books, ! Reaches out to
phonetic cues. short, easy, familiar characters and settings. challenging books
books. within reach.
! Lacks expression ! Uses a variety of
and fluency. ! Often needs strategies to deal with ! Appreciates humour.
encouragement to read. difficult words.
! Reads slowly orally ! Reads widely;
and silently. ! May ignore ! Shares information knows authors, styles.
punctuation when and feelings about
! Doesn't use context reading aloud. stories spontaneously. ! Remembers books,
to attack unknown characters, settings.
words. ! May be distracted by ! Raises questions.
irrelevant details. ! Savours language.
! Reads word by ! Reads at varying
word. ! Shares feelings rates depending on ! Reads aloud fluently
about stories with purpose and and effortlessly.
! Won't take risks. encouragement. encouragement.
! Summarizes and
! Does not ! Knows limited ! Retells accurately interprets story
comprehend main idea. number of authors but may not filter out effectively.
irrelevant details.
! Is easily distracted ! Raises unique
during reading time. ! Recommends books questions.
to peers.
! Perceives reading as
painful and time- ! Recognizes author's
consuming. style

States Main Idea and
Gives Supporting Details Rubric

Attempts to identify the Identifies the main Identifies the main Clearly and accurately
main idea(s); however, idea(s), and includes idea(s) correctly, and identifies the main
the main idea may be some supporting details. includes many idea(s), and includes
stated incorrectly or Much of the response is supporting details. most of the relevant
may be missing. May copied directly from the Response is written supporting details.
contain few, incorrect, text. May contain major mostly in the student’s Response is written in
or irrelevant details. inaccuracies. own words. May contain the student’s own
minor inaccuracies. words.
This Rubric may be used as a listening rubric.

Makes Inferences About Characters
and/or Events in a Story Rubric

Fails to make an Makes a general Makes a general Makes logical and
inference, or makes an inference about inference about relevant inferences
inference which is character(s) and/or character(s) and/or about character(s)
illogical or irrelevant. event(s) with few/no event(s) with some and/or event(s). Details
supporting details, or supporting details, or from the story support
uses irrelevant details. uses irrelevant details. the inferences made.
This rubric may also be used as a listening rubric.

Summarizes Main Characters, Main
Events in Sequence, Setting Rubric

Unable to adequately Summarizes most of the Summarizes the main Accurately and
summarize events, most events, most of the main events, the main completely summarizes
of the main characters, characters, and the characters, and the the main events in
and the setting (major setting (major flaws). setting (minor flaws) correct sequence, the
flaws). main characters, and the
setting.

Draws Conclusions From Text Rubric

Fails to draw a Draws a conclusion but Draws a conclusion, and Draws logical and
conclusion (may give a conclusion is uses a few supporting relevant conclusion(s)
summary instead). unsupported, illogical, details from the text. and uses supporting
or irrelevant. details from the text.

Multifaceted Reading Rubric

Constructing The response The response The response Responses are complex
Meaning demonstrates demonstrates an demonstrates and demonstrate a
little evidence of adequate good thorough understanding
constructing understanding of the understanding of and interpretation of the
meaning from the gist of the text. The the text. The text. The response:
text. The response: response: ! Shows evidence of
response: ! Provides a solid ! Provides a comprehension on many
! Attends to summary of the text. solid summary levels (e.g., literal,
minor details of ! Tends to focus on of the text. inferential, evaluative.)
the text, or may literal understandings ! Provides ! Uses the reader’s
recopy verbatim but may include inferential and background knowledge
passages. some evidence of evaluative and experience to enrich
! Is likely to be inferential or comprehension. the understanding of the
inaccurate, evaluative ! Shows new text.
incomplete, comprehension. evidence that the ! May display
irrelevant, or ! Shows little reader has used knowledge about the
incoherent. evidence that the background functions of print
! May be reader has actively knowledge. conventions in
sketchy, used background ! Provides interpretations of text.
fragmented or knowledge. good ! May display
may show a Interpretations tend interpretations understanding of text
serious to be somewhat flat. of the text. structures and genres.
misunderstandin ! Seldom explores ! Points out ! May demonstrate
g of the text. meanings of some figurative sensitivity to word
! Does not take individual words, meanings in the meanings by focusing on
into account the nuances of meaning text. specific words and
functions of or figurative elaborating or
print meanings. speculating about
conventions and origins, nuances, or
text structures or figurative meanings.
genres.
Connections The response The response clarifies The response The response reveals
Within Text may demonstrate and explains the clarifies and complex interpretations
some relationships of all the explains the of the text by making
understanding of parts of the text; relationships of connections among
discrete parts of however, the ability all the parts of different parts of the text.
the text or may to integrate all the the text; but The response:
focus solely on a parts into a complete interpretations ! Shows rich, complex
single aspect or whole may be may be lacking integration of

section. The lacking. The in complexity. understanding through
response: response: The response: ongoing, recurring
! Focuses on ! May include some ! May include interactions with the text.
isolated facts retelling or some retelling or ! May elaborate on or
and does not summarizing which summarizing but explain issues or
connect text is more complete in focuses more on contradictions within the
elements. some sections and interacting with text.
! Lacks may contain some the text to ! Shows understanding
awareness of the inaccuracies of lack interpret the of the relationship of
author’s style or of coherence in other connections parts of the text to the
craft as a sections. among the integrity of the whole
unifying ! Does not attempt different parts of selection.
presence in the to clarify or explain the text. ! Shows evidence of
selection. inconsistencies ! Attempts to “reading like a writer” –
! May present within the text or clarify or analyzing, evaluating, or
no information within the explain appreciating the author’s
from the interpretation. inconsistencies perspective and craft.
passage, or may Contradictions are within the text
briefly mention tolerated rather than or interpretation
only the topic or explained. but lacks
some key words complexity in
from a section of such.
the passage.
Extending The response The response may The response The response
Beyond Text does not make demonstrate some demonstrates demonstrates
extensions to personal connection some evidence of considerable evidence of
other texts, to the text, but extension beyond extension beyond the text
relevant personal references are general the text to other to other texts,
experiences rather than precise texts, experiences, abstractions
which extend and often reflect the experiences, and/or generalizations.
understanding, or ordinary rather than abstractions The response:
abstractions or the unique. The and/or ! Draws on personal
generalizations. response: generalizations, experiences to assist in
The response: ! Personal but focuses more clarifying and
! Is typically involvement is on personal elaborating issues
text-bound and somewhat superficial experience than beyond test-bound
lacks extensions or occurs as an anything else. concerns.
which foster afterthought rather The response: ! Shows precise and
deeper than an inherent part ! Draws insightful connections to
understanding. of the interaction somewhat on other texts, reflecting
! May refer to with the text. other texts for deeper understanding.
personal ! May express deeper ! Draws conclusions
experiences, but opinions, judgments understanding, about abstractions or
often is or insights about the but focuses generalizations which
tangential rather content of the text more on show a complex
than integral to but does not extend personal understanding of the text
the reading. these to abstract or experience which and an awareness of
! May reflect general concepts. may be limited. interactions beyond the
an attempt to tell ! May refer to other ! May express text.
about something texts but may reflect opinions, ! Reflects a strong
read or viewed, the mundane and judgments, or personal involvement
not directly obvious. insights about through comparison/
related to the the content of contrast to other texts
passage. the text and may and experiences.
! May contain extend these to ! May contain
vague abstract or expressions of curiosity,
abstractions or general wonder or desire to learn
generalizations concepts. more about something in
or none at all. or related to the text.
Risk-Taking The response The response may The response The response
reflects a safe, exhibit some risk- exhibits some demonstrates evidence of
text-bound taking but generally risk-taking and behaviours such as
interpretation and regards the author and questioning of questioning authorial
does not take the text as authorial authority, creating
risks. The authoritative. The authority, but is alternative
response: response: limited in interpretations, or
! Generally ! May attempt an alternative discovering personal
accepts the alternative interpretations insights. The response:
writer’s absolute interpretation, but and insights. The ! Reflects pride and
authority. focuses more on response: confidence in reading
! Focuses on a arriving at the “right” ! Attempts to ability; the reader
single “correct” interpretation. question appears “in charge’ of
interpretation, ! May contain authorial own literacy.
often relying on personal insights authority but ! May suggest more
verbatim phrases connected, more interpretations than one interpretation or
from the text. often, to prior and insights are develop an alternative
! Reveals knowledge rather of a literal interpretation, supported
reading than to newly understanding with relevant textual
difficulties and discovered and lacking in information.
lacks evidence understanding. depth. ! May thoughtfully
of strategies to ! May challenge support or challenge
overcome them. author’s knowledge, author’s assumptions,
! Lacks claims or style, but is perspective, claims or
personal insights tentative. style.
or contains ! May reveal ! Expresses opinions,
irrelevant ideas. reading obstacles and judgments and personal
! Lacks difficulties, insights about the text.
awareness of the sometimes with a ! May contain evidence
author’s voice. sense of the reader’s of persistence with
frustration. reading task and use of
! Expresses strategies to overcome
confidence about obstacles or difficulties.
reading of “easy”
passages.
Oral Reading Performance Rubric

Read word by word and Reads word by word Usually groups words in Groups words logically
must be assisted with with no logical a logical manner. when reading aloud.
many words. grouping.
Uneven emphasis given Changes voice tone to
Meaning is lost in the Speaks in a monotone, to important content. emphasize important
difficulty with the with little change in content.
words. pace or voice inflection. Tone and pace follow
text punctuation fairly Alters voice and pace in
Speaks too softly to be well. accordance with text
heard by all in audience. punctuation.
Loudness of voice
Slurs and mumbles varies. Can be heard by all in
words. audience.
Mispronounces some
words. Enunciates each word
clearly.

Narrative Analytic Rubric

General Some evidence of Adequate Commendable Exceptional
Competence achievement. achievement. achievement and achievement.
Developing writer. Competent writer. writer. Exceptional writer.
Focus/ Topic may not be Topic clear. Most Topic clear. Events Topic clear. Events
Organization clear. Few events events are logical. are logical. Possible are logical. No
are logical. May be Some digression slight digression digressions. Varied
no attempt to limit causing slight without significant transitions.
topic. Much reader confusion. distraction to reader. Transitions smooth
digression or over- Most transitions are Most transitions and logical. Clear
elaborations with logical, but may be smooth and logical. sense of beginning
significant repetitive. Clear Clear sense of and end.
interference with sense of beginning beginning and end.
reader and end.
understanding.
Development Minimal Most elements of Elements of Elements of

development of narrative are narrative are well- narrative are well-
elements of present. Some elaborated. Most elaborated (plot,
narrative. Minimal elaboration may be elaboration is even setting, characters).
or no detail. Detail less even and lack and appropriate. Elaboration even
used is uneven and depth. Some details Some varied and appropriate.
unclear. Simple are vivid or specific, sentence patterns Sentence patterns
sentence patterns. although one or two used. Vocabulary varied and complex.
Very simplistic may lack direct appropriate. Some Sentence patterns
vocabulary. Detail relevance. details are more varied and complex.
may be irrelevant or Supporting details specific than Diction appropriate.
confusing. begin to be more general statements. Detail vivid and
specific than A few details may specific.
general statements. lack specificity.
Mechanics Many minor errors. A few minor errors. A few minor errors. One or two minor
Many major errors. One or two major One or two major errors. No major
Many errors cause errors. No more errors. No more errors.
reader confusion than five combined than five combined
and interference errors (major and errors (major and
with understanding. minor). Errors do minor). Errors do
not cause significant not cause significant
reader confusion. reader confusion.

Writing Portfolio Collection Rubric

Topics, ideas, or plans Controlling topics, Generally well Unified, focused
may often not be clear. ideas, or overall plans organized according to compositions. Topic or
Use of supporting always present but do definite plans. Topics or ideas consistently clear,
details or events may not always focus the ideas generally clear. no digressions.
not be logical. May be writing. Endings may Typically clear Typically clear
digressions or sometimes be awkward beginnings and ends. beginnings, middles,
overelaborations that or abrupt. Transitions Most transitions smooth and ends. Transitions
significantly Interfere are typically logical but and logical. Details typically smooth and
with reader may on occasion lack generally varied and logical. Details varied
understanding. depth and/or direct vivid; metaphors may and vivid. Details
Typically little sense of relevance. sometimes be consistently support
beginnings or endings. appropriate. Most details logic or idea. Points are
Few transitions. consistent with overall often extensively
Minimal use of plans. In each elaborated (8-10
supportive detail; detail composition, at least one clauses). Mechanical
may be irrelevant or point is fully elaborated errors are minor and
confusing. Many (6-9 clauses.) infrequent.
mechanical errors that Mechanical errors do not
interfere with confuse reader, but in
understanding. each composition there
may be several minor
errors or one or two
major errors.

Business Letter Rubric

No concept of business Little concept of Business letter form Business letter form
letter form. Lack of business letter form. maintained. Necessary maintained. Necessary
necessary information. Lack of necessary information presented. information presented.
Ideas unorganized. information. Ideas not Ideas sufficiently Ideas well organized and
Sentence fragments and sufficiently organized organized and communicated clearly
run-ons; few complete and/or communicated. communicated. Minimal and concisely.
sentences. Language Sentence fragments and number of sentence Command of sentence
inappropriate to run-ons; few complete fragments or run-ons. structure. Excellent
business letter. Frequent sentences. Language Appropriate business business letter language.
usage errors (such as: inappropriate to business letter language. Only Correct usage. Correct
agreement, pronoun letter. Frequent usage occasional usage errors capitalization,
misuse, tense). Incorrect errors (such as: (such as agreement, punctuation, and
use of capitalization, agreement, pronoun pronoun misuse, tense). spelling.
punctuation, and misuse, tense). Incorrect
spelling conventions. use of capitalization,
punctuation, and
spelling conventions.

Writing Evaluation Rubric

Writing ! Little evidence of ! Some evidence ! Much evidence ! Plan improves
Process plan/focus. of plan/focus. of plan/focus. overall quality of
work.
! Little evidence of ! Some evidence ! Much evidence
revision. of revision. of revision. ! Revisions
improve overall
! Little attempt at ! Some attempt at ! Much attempt at quality of work.
editing. editing. editing.
! Effective editing.
Storyline- ! Many ideas do ! Develops ideas ! Develops ideas ! Develops ideas

Development not relate to theme. that usually relate to so that they relate to clearly relating to
of Focus/ the focus/theme. the focus/theme. the focus/theme.
Theme ! Details are
missing or lacking ! Events are ! Events are ! Events are
direction. covered with some covered with covered with
detail. sufficient detail. exceptional detail.
! Topic is
insufficiently ! Deals with the ! Deals with the ! Deals with the
developed. topic in an ordinary topic in an topic in a unique
and functional interesting and and creative
fashion. creative fashion. fashion.
Organization ! Ineffective ! Acceptable ! Effective ! Exceptional

opening doesn’t opening attempts to opening catches the opening catches the
catch the reader’s catch the reader’s reader’s interest. reader’s interest.
interest. interest.
! Follows a ! Clearly follows
! Sequence of ! Follows some sequence of events. sequence of events.
events is confusing. sequence of events.
! Transitions exist ! Exceptional
! Transitions are ! Some transitions between events. transitions between
unclear. exist between events.
events. ! Has an effective
! Has some sense conclusion. ! Has an
of conclusions. ! Has a exceptional
conclusion. ! Generally uses conclusion.
! Beginning to use paragraphs
paragraphs. ! Occasionally correctly. ! Consistently uses
uses paragraphs paragraphs correctly
correctly.
Writing Evaluation Rubric (continued)
Word Choices/ ! Attempts to ! Occasionally ! Generally uses ! Consistently
Styles include appropriate uses descriptive/ descriptive/ uses descriptive/
vocabulary. appropriate appropriate appropriate
vocabulary. vocabulary. vocabulary.
! Little evidence
of imagery and ! Attempts to ! Creates imagery ! Creates imagery
mood. create imagery and and mood. and mood in a
mood. variety of ways.
! Uses simple ! Attempts to use
and/or run-on ! Uses well complex sentence ! Uses complex
sentence structures developed simple structures. sentence structures.
repeatedly. and compound
sentence structures.
Mechanics/ ! Many errors in ! Errors in ! Generally uses ! Consistently

Grammar/ capitalization capitalization don’t correct uses correct
Word Usage affect readability. capitalization. capitalization
(verb tense, ! Many
subject/verb, errors/omissions in ! Errors in ! Consistently ! Consistently
noun/ pronoun, punctuation. punctuation don’t uses correct uses correct
agreement, etc.) affect readability. punctuation. punctuation.
! Word usage is
unclear and ! Few errors in ! Word usage is ! Word usage is
inaccurate work usage generally clear and consistently clear
accurate. and concise
! Spells ! Spells
commonly used commonly used ! Spells many ! Superior
words incorrectly. words correctly. difficult words spelling.
accurately.

Research Papers Rubric

• Limited awareness of • An attempt to • Focused on a purpose; • Establishes and
audience and/or purpose establish and maintain evidence of voice and/or maintains clear focus;
purpose and suitable tone evidence of distinctive
• Minimal idea communicate with the voice and/or appropriate
development, limited audience • Depth of idea tone
and/or unrelated details development supported
• Unelaborated idea by elaborated, relevant • Depth and complexity
• Few references development; details of ideas supported by
unelaborated and/or rich, engaging, and or
• Random or weak repetitious details • Use of references pertinent details;
organization indicate ample research evidence of analysis,
• Some references reflection and insight.
• Incorrect or lack of • Logical organization
topic and/or transition • Lapses in focus and/or • Use of references
sentences coherence • Controlled and varied indicate substantial
sentence structure research
• Incorrect and/or • Simplistic and/or
ineffective wording awkward sentence • Acceptable, effective • Careful and/or
and/or sentence structure structure language suitable organization
• Errors in grammar and • Simplistic and/or • Few errors in • Variety of sentence

format (e.g., spelling, imprecise language. grammar or format structure and length
punctuation, relative to length and
capitalization, headings) • Some errors in complexity • Precise and/or rich
grammar and/or format language
that do not interfere with
communication • Control of surface
features

Writing Assessment Rubric

Focus Confused Vague focus Clear focus Sharp, distinct
! Demonstrates awareness of Focus focus
audience and task
! Establishes and maintains a clear
purpose
! Sustains a single point of view
! Exhibits clarity of ideas
Content Superficial Content limited Specific and Substantial,

! Information and details are content to a listing, illustrative and illustrative
specific to topic repetition or content content;
! Information and details are mere sequence sophisticated
relevant to focus of ideas ideas that are
! Ideas are fully developed particularly
well developed
Organization Confused Inconsistent Logical and Obviously

! Logical order or sequence is organization organization appropriate controlled
maintained organization and/or subtle
! Paragraphs deal with one subject organization
! Logical transitions are made
within sentences and between
paragraphs
! Introduction and conclusion are
evident
Style Lack of Limited Precision and Writer’s voice

! Precise language sentence and sentence variety in apparent in
! Effective word choice word choice variety and sentence tone, sentence
! Voice, tone, originality of variety word choice structure and structure, and
language work choice word choice
! Variety of sentence structures,
types, and lengths
Conventions Mechanical and Repeated Some Few

! Mechanics, spelling, usage errors weaknesses in mechanical and mechanical and
capitalization, punctuation that seriously mechanics and usage errors usage errors
! Usage (eg., pronoun references, interfere with usage
subject-verb agreement) the writer’s
! Sentence completeness purpose

Student Writing Assessment Checklist
Question Yes No Examples/Comments

Content Are the details specific and supportive of
the topic?
Are the ideas fully developed?
Does the information support the topic

and focus on the theme?
Focus Was there a specific audience?
Were all the ideas clear?
Does the writing sustain a single point of

view?
Organization Is there a definite sequence?
Does each paragraph deal with one

another?
Does logical sentence order and do

transitions exist between paragraphs or
ideas?
Are the introductions and conclusions

clear?
Style Is the word choice effective and

appropriate?
Does the structure vary?
Conventions Are spelling, punctuation and

capitalization correct?
Is the usage correct?
Are all sentences complete?

Observing and Reporting:
Expository Writing Rubric
Expository writing is meant to inform first—but often to entertain as well. The skillful expository writer
draws on information form his or her own experience, and from other sources, too—books, films,
interviews, etc.—integrating, synthesizing and making connections that might not be apparent to
everyone, and then reshaping the whole to give it meaning and relevance for a particular audience.
Thus, an expository essay on the life of the sea slug written for curious first graders will be transformed
totally when reworked into an essay for experienced marine biologists.
From the most successful expository writing, the reader learns something new and has no trouble paying
attention. Basic information (the who, what, when, where, why or how of the subject) is enlivened by
fitting examples or anecdotes. The writer shows enough knowledge of the topic to choose information
in an order that makes it both knowledgeable and confident. This encourages a kind of trust on the part
of the reader, who feels in good hands taking the writer’s word of how things are.

Idea Misses even high points. Solid and trustworthy, but Ferrets out the curious, the
development Baffling/befogging general. Misses the remarkable, the little
impedes information. Repetition to nuances. Competently known. Renders the
progress. fill space. Stays on the presented. Leaves reader mysterious familiar.
Student needs a surface. Frugal hungry for juicy tidbits. Not Bursting with details. Bits
great deal of development. Restricted fully sifted--some sand with of the surprising, the
assistance. flow of information. Trivia the pearls. Leaves some unexpected. Takes the
overload. Leaves reader in questions for another day. reader by the hand. A well
the dark. Limited Hits the high points. of good information.
knowledge of topic. Details Development sparing to Creative examples. Tells
questionable/missing. modest. Overview. Matter- enough, tells what matters.
Unsupported statements. of-fact. Doesn't dig. An insider's perspective.
Meager. Skimpy. Flimsy. Ground-level perspective. Anticipates reader's
Shallow. Adequate Functionally informative. questions. Dots the i's,
achievement. Competent Clear, but simple. crosses the t's with flair.
writer. Reaffirms what reader Sweeps away the cobwebs.
know/suspected. Garden- Keeps it lively. Abundant
variety information. detail. Beyond Obvious.
Answers basic questions. Exceptional achievement.
Typical textbook. Exceptional writer.
Commendable
achievement.
Commendable writer.

Painting a Picture with Words:
Descriptive Writing Rubric

Unable to begin. The Details blurry or lost. The quick once-over. Tangible--reach and
paint is dry and the Paints outside the lines. Broad brushstrokes-- touch it. Etched with
paintbrush is broken. Insubstantial. sweeping details. Hints sure strokes. Seen
Obfuscated. Seen at critical details. Never through a discerning
through the fog. gets too close. A light eye. Irrefutable. Lives
Abstract. Bodiless. sketch. Shows the man and breathes. Fine brush
Misses even the in the coat--but not the strokes. Doesn't miss a
obvious. Out of focus. tarnish on the buttons. trick. What matters
Faint, colorless. Holes in Coming into focus. most. Distinct. Attentive
the canvas. Nebulous. General. Panoramic. to telling details.
Unanswered questions. Mix of critical and Captures the
Reader struggles for trivial. Just out of reach. quintessential. True to
clues. Imprecise. Feeble. The big picture. Generic. the original. Graphic.
Clouded. Fuzzy. Misty. Partly in shadow. Partly "You had to be there"
Adequate achievement. illuminated. Notices the moments. Precise.
Competent writer. obvious. Readily Selective. In focus.
foretold. Commendable Notices everything.
achievement.
Commendable writer.

Telling a Story:
Narrative Writing Rubric

Unable to begin a story. No "glue" to hold it all Familiar plotline. Reader Graceful ending lays the
Has trouble getting together. No real can foretell events. conflict to rest. Reader
beyond the pre-writing storyline yet. Details Reader craves wonders what will
phase of the writing wander in search of a embellishment. Link to happen. A tale you can
process. plot. Significant conflict sometimes retell. Events
intermingles with trivial. fuzzy. Pithy, telling foreshadow one another.
Many unanswered events mix non- A lead sets up the story.
questions. Conflict or essentials. Characters Clear sense of time and
question not defined yet. live and breathe, but place. Conflict
Little or no sense of time lack depth. Skeletal resolution, change
or place. No sense of outline. A beginning of discovery. Well-
closure. No real lead to sorts. Minimal developed plot with
set up what follows. foreshadowing. Some depth. Intricate
Tough to stage. important questions framework. Reader
Characters do not think answered. Barebones gains something from
or feel yet. Reader asks, sketch. Evolving sense the telling. Characters
"Why are you telling me of plot. Emerging sense who learn or grow.
this?" Doesn't go of time and place. Strategic, purposeful
anywhere. Random Reaches closure. Plot sequence. Events matter.
sequencing. Not much unfolds logically, but Notable turning point.
happens. List of events. mechanically.

Daily Journal Writing Rubric

Could not or would not Needs substantial help to Completes the task, but Works independently.
write anything on the complete the task. may need prompts to Free writes
paper. Unable or unwilling to complete the task. continuously. Develops
write own sentences. thoughts and ideas while
Copies dictated expanding on the topic
sentences to own paper. of the day.
Needs help with writing
or spelling words.

Constructing and Argument:
Persuasive Writing Rubric
In persuasive writing, the writer crafts an argument, using a combination of logic, wit, winning rhetoric,
and skillfully presented evidence. The purpose is to influence the readers’ thinking, and sometimes to
change the reader's mind about something or prompt some action.
Constructing a sound argument, the sort that can make a believer even out off a skeptic, demands both
rational thought and creative presentation of ideas. First, the writer must sift and weigh all the available
information (including what comes from experience), separate out what is inconsequential or
insupportable or misleading, and use what remains to build a defensible position. The writing must then
make that position crystal clear and defend it with grace and gusto, marshalling the best evidence at
hand and sometimes, if it’s useful, exposing the weakness of opposing views.
Good persuasive writing is clear, compelling, well-supported, opinionated without

relying solely on opinion, and lively—since readers who drift off to sleep are rarely
convinced of anything. Writers who know an issue inside and out and who can anticipate
and field opposing viewpoints without becoming rattled or cranky stand the best chance
to succeed.

Writer restates Fuzzy thinking dominates. Some chinks in foundation. Weak counterpoints
the point of the Weak, questionable Few surprises. Predictable, exposed. Digs for truth.
argument but evidence. Reader resists well-worn arguments. Propels reader in one
makes no attempt budging. Appeals to Nudges reader gently. direction. Sound
to express feelings. Position Relies on good will of reasoning. Clear position.
opinion or weak/unclear/shifting. audience. Overlooks key Opinions thoughtfully
compel the Easy to refute. evidence. Basic position supported. Credible
audience. Exaggeration in lieu of easily inferred. Credible evidence probing,
logic. Ignores/glosses over but limited support. penetrating. Telling
facts. Repetition in lieu of Acceptable, knowledge as evidence. Avoids
real strength. Unsure of evidence. Relies on exaggeration. Provable
ground. Giant leaps of common sense. statements. Compelling
faith required. Minimal Fact/opinion sometimes arguments, Fact/opinion
content. Unsupported overlap. Non-probing. distinguished. Conclusions
statements Holds one position well-grounded. Displays
throughout. Mix of rational evidence to advantage.
and muddled thinking. Believable. Defensible.
Convincing. Tough to
refute.

Journal Checklist
Rating Scale: 1 = never, 2 = rarely, 3 = about half the time, 4 = usually, 5 = always or almost always
1 2 3 4 5
Is the journal used regularly?
Is the writing fluent?
Is there detail and elaboration?
Is there variety?
Is there an attempt to use known conventions

to communicate effectively?
Is there evidence that the Writer is Willing to

Take Risks and Try Out New Ideas?

Compare/Contrast Essay Checklist
Rating Scale: 1 = very weak, 2 = weak, 3 = okay, 4 = very good, 5 = super
Criteria 1 2 3 4 5 Comments
Opening catches reader’s

interests.
Thesis states topics and the

main idea.
Features or subjects are

discussed in the same order.
Order in which features are

discussed is logical.
Specific examples are used to

support ideas.
Wording and ideas are fresh

and interesting.
Compare/contrast clue words

are used.
Grammar
Spelling
Capitalization

Body Paragraph Evaluation Checklist
Use this checklist to evaluate a body paragraph of an essay, but not for an introduction or summary paragraph.
Checklist 0 1 2 Comments
1. Starts with a transition.
2. First sentence contains appropriate idea from thesis.
3. Contains one to three explanatory sentences.
4. Contains two to four sentences about specific details.
5. Details are colourful, interesting and appropriate.
6. Ends with a good closing sentence.
7. Contains no run-ons or sentence fragments.
8. Is free of errors in agreement.

- Subject/verb - singular or plural
- Pronoun selection correct (singular or plural)
- Pronoun selection correct (subject or object)
9. Is free of punctuation errors.
10. Is free of spelling errors.
11. Handwriting is easy to read.
What are the strongest points of this paragraph?
What should the writer do to make this paragraph better?

Technical Writing Rubric

Organization/ Little evidence of a Some evidence of a Organizes material Organizes material
Format cohesive plan. Little cohesive plan. in an appropriate in a clear,
or no description or Some effort on manner, but may appropriate, and
detail. Ideas seem description and lack some clarity or precise manner.
scrambled, jumbled, detail. Ideas are consistency.
or disconnected. developing, but not Presents basic
quite clear. information but
may have
extraneous material.
Content Little evidence of Material is Material is clear, Material content is

appropriate content. appropriate, but relevant, and clear, relevant,
may lack a clear accurate, but may accurate, and
connection to the be lacking concise.
purpose. conciseness.
Writing Little or no Some evidence of Minor errors are Enhances the

Conventions evidence of correct correct writing. present, but they do readability of the
writing. Poor Poor conventions not detract from the paper.
conventions limit the paper’s readability of the
seriously limit the readability, but not paper.
paper's readability. seriously
Research and Incorrectly Correctly interprets Correctly interprets Correct

Interpret interprets data or data or information data or information, interpretation of
Data/ information with but provides little or but analysis or data or information.
Information little or no analysis no evidence of conclusion may not Analysis and
or conclusion. Little analysis or be supported by conclusion are
or no evidence of conclusion. research. based on research.
research presented. Research is limited.
Appropriate Inappropriate Some inappropriate Articulates Articulates

Vocabulary vocabulary and use vocabulary present, appropriate appropriate
occurs. or limited use of vocabulary but is vocabulary and
appropriate still limited terms associated
vocabulary. somewhat. with the subject
matter.

Written Report Checklist
Conventions Fluency Organization Capitalization Word Choice Ideas
# My # My # My report # I have # Every # I used

paragraphs sentences is sequenced capitalized word seems brainstormin
are sound. begin in in order. the first word just right. g or a story
different in every map to
# Each of ways. # My sentence. # I used a create and
my introduction lot of organize
paragraphs # My is exciting # I have describing ideas.
has one main sentences and inviting. capitalized words
idea. build upon people and (adjectives # My ideas
the ones # My ideas pet names. and are written in
# I have before it. flow and are adverbs). my own
used correct well # I have words.
grammar. # My connected. capitalized # My words
sentences are months and paint # My report
# I have different # I have a days. pictures in is clear and
used correct lengths. satisfying the reader’s focused. I
punctuation. conclusion. # I have mind. stay on
# The capitalized target.
# Periods are meaning of cities, # I use
at the ends of each of my provinces, strong verbs #I
my sentences is and places. like darted understand
sentences. clear. and my topic.
# I have exclaimed.
# I have # My capitalized # My details
quotation sentences titles of # I used give the
marks flow and use books, synonyms to reader
around correct movies, et add variety. important
dialogue. grammar. cetera. information.
# My # There are # My ideas
spelling is no run-ons. relate to one
correct. another.
# My
# My sentences are # I have
handwriting complete. listened to
is legible. suggestions
from the
# My teacher or
printouts peer writers.
contain no
typos.

Biography Rubric

Reasoning ! Has little to no ideas ! Has a suggestion ! Has a good idea ! Has a good idea of
what reading materials for one research of what sources are what books are
would be useful and source but appropriate and is appropriate and can
can only proceed with otherwise still able to get them on suggest a variety of
a lot of help from needs help from the his/her own. other resources for
group members. group in choosing. group members.
! Most notes are
! Makes notes that are ! Makes some relevant to the ! All notes are
irrelevant to the notes that are historic person’s relevant to the historic
historic person’s relevant to the character. person’s character.
character (e.g. historic person’s
“Champlain’s mother character. ! Uses adjectives ! Uses adjectives that
avoided eating meat.”) that are all are all consistent with
! Uses adjectives consistent with the the character.
! Uses adjectives that that are mostly character.
are inconsistent with consistent with the ! All examples
the character (e.g., character. ! All examples support the adjective
“Samuel de support the chosen and reveal
Champlain was ! Some examples adjectives chosen. insight into the
unadventurous) support the character (e.g.,
adjectives chosen. “Champlain was self-
! The examples don’t absorbed. He always
support the adjectives put exploration and
chosen (e.g., settlement ahead of his
“Champlain was bold personal life. In the
because he never saw end Champlain’s
his wife.”) many trips led to a
static marriage with
Helene Boulle.”)
Communication ! Has trouble ! Describes simple ! Describes some ! Describes all

describing examples examples with little examples with detail examples with detail
used to support the detail. and clarity. and clarity.
adjectives (e.g.,
“Champlain was ! Uses very short, ! Occasionally ! Uses a variety of
fearless because there basic sentences that varies sentence complete sentence
was that time that he don’t vary in types to describe the types throughout
fought off those structure to example (e.g., description of
Indians in that place describe the “Champlain, who examples.
and that kind of meant example (e.g., was not only smart,
he was serious about “Champlain was was also quite ! All jot notes
the whole thing.”) strong because he strong. While many communicate a
! Jot notes don’t make fought Indians. of the crew couldn’t coherent idea.
sense or don’t Champlain was rig a boom without

communicate a coherent brave because he help, Champlain ! Facilitates group
idea (e.g., “Champlain could stand the could do it by discussion and
big, Habitation with cold.”) himself.”) encourages others to
Helene.”) speak.
! Some jot notes ! Most jot notes
! Often interrupts communicate a communicate a ! Makes only
group discussions with coherent idea (e.g., coherent idea. relevant comments
irrelevant statements. “Champlain and helps others focus
Habitation.”) ! Doesn’t interrupt their comments.
! Makes irrelevant group discussions
comments that don’t ! Occasionally and lets people
help the group move interrupts group speak.
forward. discussions with
irrelevant ! Makes only
statements. relevant comments.
! Makes some
irrelevant
comments.
Organization of ! Doesn’t keep track ! Has some idea ! Is able to match ! Is able to provide
Ideas of what examples of which source the sources with detailed notes on the
came from what example came from examples. source for each
source example.
! The order of ! All adjectives are
! Adjectives aren’t in some adjectives in order of ! All adjectives are
any order of show a logical importance to the in order of importance
importance. building of character of the to the character of the
importance. historic figure. historic figure.
Application of ! Uses words that !

Uses very simple ! Uses some ! Uses complex
Language aren’t adjectives to adjectives (e.g., simple adjectives adjectives to
Conventions describe the person’s “Champlain was and some that are accurately describe the
character (e.g., strong, smart, more complex (e.g., person’s character.
“Champlain was cool.”) “Champlain was
always fighting.”) strong and ! Adjectives are
! Some adjectives conscientious.”) spelled correctly.
! Most adjectives are are spelled
spelled incorrectly. incorrectly. ! Adjectives are ! Examples contain
spelled correctly. no errors or omissions.
! Examples barely ! Examples make
make sense due to sense but contain ! Examples contain ! Requires no help
several major errors or numerous errors. a few minor errors. from group members
word omissions. and help others with
! Requires some ! Requires no help spelling and grammar.
! Requires a lot of help from group from group
help from group members spelling members when it
members and teachers simple and comes to spelling
when spelling simple common words. and grammar.
and common words.

Presentation Rubric

Organization Audience cannot Audience has Student presents Student presents
understand difficulty following information in information in
presentation because presentation because logical sequence logical, interesting
there is no sequence student jumps which audience can sequence which
of information. around. follow. audience can follow.
Subject Student does not Student is Student is at ease Student

Knowledge have grasp of uncomfortable with with expected demonstrates full
information; student information and is answers to all knowledge (more
cannot answer able to answer only questions, but fails than required) by
questions about rudimentary to elaborate. answering all class
subject. questions. questions with
explanations and
elaboration.
Graphics Student uses Student occasionally Student’s graphics Student’s graphics

superfluous graphics uses graphics that relate to text and explain and
or no graphics rarely support text presentation. reinforce screen text
and presentation. and presentation.
Mechanics Student’s Presentation has Presentation has no Presentation has no

presentation has four three misspellings more than two misspellings or
or more spelling and/or grammatical misspellings and/or grammatical errors.
errors and/or errors. grammatical errors.
grammatical errors.
Eye Contact Student reads all of Student occasionally Student maintains Student maintains
report with no eye uses eye contact, but eye contact most of eye contact with
contact. still reads most of the time but audience, seldom
report. frequently returns to returning to notes.
notes.
Elocution Student mumbles, Student’s voice is Student’s voice is Student uses a clear
incorrectly low. Student clear. Student voice and correct,
pronounces terms, incorrectly pronounces most precise
and speaks too pronounces terms. words correctly. pronunciation of
quietly for students Audience members Most audience terms so that all
in the back of class have difficulty members can hear audience members
to hear. hearing presentation. presentation. can hear
presentation.

Speaking Rubric

• Presentation shows • Presentation lacks • Speech is clear. • Speech is clear.
lack of interest. enthusiasm. • Eye contact is made • Eye contact is made.
• Speech difficult to • Speech is adequate. intermittently. • Grammar is
understand. • Lapses in sentence • Grammar usually conventional.
• Lack of eye contact. structure and grammar. correct. • Knowledge and facts
• Knowledge is • Fact not included. • Knowledge and facts are included
minimal. • Volume is uneven. are partially included. • Volume is
• Volume is uneven. • Volume is appropriate.
• Lacks focus. appropriate.
• Lacks information.
• Grammatical errors.

Speaking Assessment Criteria

! Content ! The speaker ! The speaker ! The speaker ! The speaker
says does not provide provides enough provides a variety of
practically enough content to content to meet the types of content
nothing. meet the requirements of appropriate for the
! The speaker requirements of the task. task, such as
focuses the task. ! The speaker generalizations,
primarily on ! The speaker focuses primarily details, examples
irrelevant includes some on relevant and various forms of
content. irrelevant content. content. The evidence.
! The speaker The speaker speaker sticks to ! The speaker
is highly wanders off the the topic. adapts the content in
egocentric. topic. ! The speaker a specific way to the
The speaker ! The speaker adapts the content listener and
appears to adapts poorly to in a general way to situation. The
ignore the the listener and the the listener and the speaker takes into
listener and situation. The situation. account the specific
the situation. speaker uses words ! The speaker knowledge and
and concepts uses words and experience of the
which are concepts which listener, adds
inappropriate for are appropriate for explanations as
the knowledge and the knowledge and necessary and refers
experiences of the experience of a to the listener’s
listener (e.g., general audience. experience. The
slang, jargon, ! The speaker speaker uses
technical uses arguments arguments which are
language). which are adapted adapted to the
to a general values and
audience. motivations of the
specific listener.
! Delivery ! The volume ! The volume is ! The volume is ! The speaker uses
is so low that too low or too not too low or too delivery to
you cannot loud. loud. emphasize and
understand ! The rate is too ! The rate is not enhance the
most of the fast or too slow. too fast or too meaning of the
message. Pauses are too long slow. Pauses are message. The
! The rate is or at inappropriate not too long or at speaker delivers the
so fast that spots. inappropriate message in a lively,
you cannot ! The spots. enthusiastic fashion
understand pronunciation and ! The volume
most of the enunciation are ! The varies to add
message. unclear. The pronunciation and emphasis and interest.
! The speaker exhibits enunciation are ! Rate varies and
pronunciation many disfluencies, clear. The speaker pauses are used to
and such as “ahs,” exhibits few add emphasis and
enunciation “uhms,” or “you disfluencies, such interest.
are so unclear knows.” as “ahs,” “uhms,” ! Pronunciation and
that you ! You are or “you knows”. enunciation are very
cannot distracted by clear. The speaker
understand problems in the exhibits very few
most of the delivery of the disfluencies, such as
message. message. “ahs,” “uhms,” or
! You have “you knows”.
difficulty
understanding the
words in the
message. You
have to work to
understand the
words.
! Organization ! The ! The organization ! The message is ! The message is

message is so of the message is organized. You overtly organized.
disorganized mixed up; it jumps do not have ! The speaker helps
you cannot back and forth. difficulty you understand the
understand ! The organization understanding the sequence and
most of the appears random or sequence and relationships of
message. rambling. relationships ideas by using
! You have among the ideas in organizational aids
difficulty the message. You such as announcing
understanding the do not have to the topic,
sequence and make assumptions previewing the
relationships about the sequence organization, using
among the ideas in and relationships transitions, and
the message. You of ideas. summarizing.
have to make some ! You can put the
assumptions about ideas in the
the sequence and message in an
relationship of outline.
ideas.
! You cannot put
the ideas in the
message into an
outline.
! Language ! The ! The speaker ! The speaker ! The speaker

grammar and makes many makes few mades very few
vocabulary are grammatical grammatical grammatical
so poor that mistakes. mistakes. mistakes.
you cannot ! The speaker uses ! The speaker ! The speaker uses
understand very simplistic, uses language language in highly
most of the bland language. which is effective ways to
message. The speaker uses a appropriate for the emphasize or
“restricted code,” a task, e.g., enhance the
style of descriptive meaning of the
communication language when message. As
characterized by describing, clear appropriate to the
simple and concise task, the speaker
grammatical language when uses a variety of
structure and giving information language techniques
concrete and explaining, such as vivid
vocabulary. persuasive language, emotional
language when language, humor,
persuading. The imagery, metaphor,
speaker uses an simile.
“elaborate code,” a
style of
communication
characterized by
complex
grammatical
structure and
abstract
vocabulary.

Debate Rubric
Name: _____________________________________ Date: _______________Period: ____________
Subject of Debate: __________________________________________________________________
Pro or Con (Circle One) Which Side Won: _____________________________________________
Criteria Rate 1-10 Comments

Appearance of Team (Professionally dressed.)
Opening statements were well organized.
Team members addressed remarks to the

audience.
Opening statements were not read from cards.
Both team members participated equally in

opening statement.
Students spoke loud enough to be heard.
Rebuttal was specific to arguments made in the

opposing team’s opening statement.
Both team members participated equally in the

rebuttal.
Answers to audience questions were well

thought out.
Respect was shown throughout the debate for

the opposing team. (No name calling,
interruptions, etc.)
Points Earned: ___________________________________________/100 Points

Oral Presentation Checklist
Content Resources Organization Presentation Delivery

Aids
# I used a strong # I used credible # I organized # Presentation # I maintained

attention-getting library resources. ideas in a aids were used eye contact most
device. meaningful way. during the of the time.
# I used credible speech.
# I used words Internet # I stated my # I spoke to the
that the audience resources. topic clearly in # Presentation entire audience,
could understand. the introduction. aids were not just one or
# I used relevant. two people.
# My vocabulary interviews with # I included
was strong and others as a necessary # Presentation # My
unambiguous. resource. background aids enhanced the pronunciation
information. speech or was clear and
# I used facts # I cited my reinforced main easy to
and logical resources using # A clear points. understand.
appeals where the appropriate introduction was
appropriate. format. present. # Presentation # My rate of
aids did not speech was not
# I used opinions # I gave credit to # The distract the too fast or too
or emotional the resources in introduction audience. slow.
appeals where my speech. included a
appropriate. statement of the # Presentation # My volume
# A bibliography main points. aids were was not too loud
# I used was available. creative. or too soft.
supportive # The audience
details. # I put things could predict the # Visual aids # My body
into my own presentation’s were easy to read language was not
# The words. basic structure or see. too relaxed or too
information I from the tense.
gave was # I was able to introduction # Audio aids
valuable. answer questions alone. were easy to # My voice
from the hear. varied in pitch; it
# The audience. # The body of was not
information and the presentation # Presentation monotone.
arguments were contained support aids contained no
easy to follow. for the main spelling or # I used
points. grammar errors. meaningful
gestures.
# I stayed # I used helpful
focused; I did not transitions between # I used notes
stray off my topic. main points (e.g.: sparingly; I did
“First of all…” or not read from
# I was well “Similarly…”etc). them.
informed on my
topic. # Ideas flowed # I used standard
logically from grammar.
# I presented one point to the
information that next. # I didn’t
others didn’t hesitate or lose
know. # A strong my place.
conclusion was
# I was able to present. # I didn’t use
answer questions filler words
from the # The conclusion (uhm, uh, ah,
audience. had a clear call to mm, like).
action or belief.
# I didn’t call
# The conclusion attention to errors
was a creative by apologizing.
summary of my
topic. # I didn’t fidget,
rock back and
# The audience forth, or pace.
could distinguish
the introduction, # I maintained
body, and good posture.
conclusion.

Speaking Rubric II

Vocal Expression- Monotonous. Some variation. Enthusiastic. Energizes the
Expressiveness audience with
(Voice Usage) enthusiasm.
Vocal Expression-Clarity Poor Generally clear. Clear Precisely clear.

(Distinctness of the articulation articulation. throughout.
and pronunciation of words)
Vocal Expression-Audibility Cannot be Generally Audibility Audible

(Appropriateness of the vocal heard. audible dropped a throughout.
volume used by the speaker) couple of times.
Physical Expression-Eye Avoids eye Some eye Much eye Involves

Contact contact. contact. contact. audience with
(Degree to which the speaker eye contact.
maintains eye contact with the
listener(s))
Physical Expression – Bodily Stiff or erratic. Some order. Good order. Effective order.
Movement
(Movements of the entire body
as well as facial expression,
and to the use of gestures)
Organization-Order No order. Some order. Good Order. Effective order.

(Sequencing of main points
within the message)
Organization-Focus Unclear focus Clear focus Focus (purpose) Audience never

(Extent to which the central (purpose). (purpose). ideas well loses sight of
thesis is clear and the subpoints related. the speaker’s
are related to this thesis) focus (purpose).
Organization-Transitions No transitions. Some Good Effective

(Extent to which the speaker transitions. transitions. transitions/sum
provides internal summaries maries.
and signal words (“in the first
place,” “finally,” etc.) for the
listener).

Support and Elaboration- No support. Some Good Full/effective
Reasoning elaboration. elaboration and elaboration
(Clarity and use of the support. with
reasoning process). documentation.
Support and Elaboration- Reasoning Reasoning Reasoning clear Reasoning clear

Illustrating, Exemplifying, unclear. clear. and somewhat and effective.
Clarifying and Documenting effective.
(The way the speaker works
with each idea).
Adaptation to Audience Inadequate Adequate Effective Audience

(Extent to which the speaker (unclear (appropriate (appropriate engaged during
uses language and conventions meaning, use, clear and effective the entire
appropriate for the inappropriate meaning). style). presentation.
listener/audience). style).

Problem Solving Rubric

Understanding Needs a complete Needs some Understands (can Understands the
the Problem explanation of the clarification from explain) the problem and relates
problem before others to understand problem and it to other situations
getting started. the problem. proceeds to the next in the working
step. world.
Planning to Designs only one Brainstorms a few Brainstorms several Brainstorms many
Solve the strategy. Requires strategies and strategies. Decides strategies. Makes
Problem assistance to requires assistance on an appropriate priorities for our
evaluate strategy. to select an solution. strategies.
appropriate
strategy.
Carrying out Attempts to solve Solves problem Solves problem Challenges self to
the Plan problem with an without making using design. try new methods to
inadequate strategy. modifications. Makes appropriate solve problem.
modifications to
conclude.
Evaluating the Requires assistance Limited evaluation Compares actual Suggests other
Results to evaluate solution. of solution without and expected modifications or
assistance. results. applications for
Compares solution other work
to the problem. situations. Designs
own evaluation
criteria.
Communicates Explains what Explains what Explains the reason Generalizes

Result happened in simple happened using one method is better solution. Describes
terms. terminology related using specialized how solution can be
to the problem. language and used in other
symbols including situations.
specific
measurements and
quantities.

Group Participation Assessment Rubric

! Rarely contributed to ! Contributed good ! Contributed great ! Contributed
the group’s project; effort to the group’s effort to the group’s exceptional effort to
often needed to be project. project. the group’s project.
begged to focus and
produce; frequently off ! Was helpful and ! Did a good job of ! Did a fantastic job in
task; distracted group. cooperative in organizing group organizing group
completing his or her efforts and keeping efforts and keeping
! Rarely completed his share. people on track. people on track.
or her share; almost
always needed to be ! Completed his or her ! Went above and
prodded. share with great effort. beyond the call of duty
to further group’s
work.

Class Participation Assessment Rubric

! Does not attend class ! Participation is ! Participation is as ! Attends all but one
on consistent basis. generally similar to one good as one receiving a or two class sessions.
receiving an Exemplary rating, but
! Never prepared for Apprentice rating, but one or two elements ! Always well
class. Evident that there are one or two are not quite a prepared for class.
individual has not elements which are distinguished level.
completed reading relatively well done. ! Evident that
assignments prior to individual has
class. completed all reading
assignments prior to
! Exhibits negative class.
attitudes toward course
and class members. ! Exhibits positive,
supportive attitude
! Does not contribute toward course and
to class discussions or class members.
in-class activities.
! Consistently
contributes to class
discussion.
! Consistently
contributes to in-class
activities.

Group Presentation Assessment Rubric

! Presenters are difficult to ! The ! The ! Presenters speak in a clear
hear. The rates of speaking are presentation is presentation is voice and show a flair for
too fast or too slow. generally as good as one communicating with the
similar to one receiving a audience.
! The speakers do not show receiving a distinguished
much interest and/or novice rating, rating, but there ! Rates of speech are
enthusiasm in the topic. May but there are are one or two appropriate.
sound like the speakers are one or two elements of the
reading the presentation. elements which presentation ! A speaker makes eye
are relatively which are less contact with everyone and has
! Eye contact is made with well done. polished. no nervous habits, is
only some of the audience. appropriately dressed and has
excellent posture.
! The speakers may have
nervous habits which distract ! Presentation involves
from presentation. The audience, allowing time for
speakers are not presentable. audience to think and respond.
! Speakers do not involve ! Presentation is well

audience. organized with a beginning,
middle and end. There is a
! Presentation shows little strong organizing theme, with
organization, unclear purpose, clear main ideas and
unclear relationship and/or transitions.
transition between presenters,
rambles or may seem like a list ! Information is complete and
of facts. Lacks conclusion. accurate. Clear evidence of
research.
! Details and examples are
lacking or not well chosen for ! Visual aids are well done
the topic or audience. Lacks and are used to make
evidence of research. presentation more interesting
and meaningful.
! Handout(s) attractive, well

organized and includes
relevant information.
! Appropriate length.

Group Work Rubric
Criteria Apprentice Basic Learned Exemplary

Decision One person Some students Most students Students contribute
Making dominates decision- contribute to contribute to to decision-making.
making. decision-making. decision-making.
Social Students frequently Students pay Body and/or verbal Students respect and
Interaction interrupt and/or put attention to the responses indicate encourage the views
down the views of group discussion. active listening. of others.
others.
Some students ask Most students ask Students ask
Students do not ask questions and build questions and build questions or
questions or on others comments. on others comments. clarification.
clarification.
Students build on
others comments.
Contributing Students do not Some students Most students Students

contribute in any contribute positively contribute positively consistently
positive way to the to the group work. to the group work. contribute in a
group work. positive way to the
group work.
On Task Students exhibit on- Students exhibit on- Most students Students exhibit on-
Behaviour task behaviour task behaviour some exhibit on-task task behaviour
inconsistently of the time. behaviour most of consistently.
the time.
Group With assistance, With assistance, Students complete a Students complete a

Structure students have students are able to sequence of steps. clear and logical
and difficulty sequence steps. sequence of steps.
Functioning sequencing steps. Complete task on
Rush to complete time. Complete task with
Task is not task. form and reflection
completed on time. The leader assigns and revision.
Division of tasks responsibilities and
and responsibilities tasks. Members volunteer
if inefficient and to take
wastes time. responsibilities and
roles.

MS Word: Word Art Assignment Rubric

Expression of Idea is unclear. Word is clear, Graphic(s) and Idea is clear.
Idea relationship to word fit together.
graphic unclear.
Word and Words and graphics Words and graphics Words made of Words and graphics
Graphic are separate share common graphic elements. flow seamlessly
Combined elements. background.
Colour and B & W, no Some colour used. Good colours and Colours and
Background background. background. background
contribute to mood.
5 different No features are 1 or 2 features are 3 or 4 features are 5 features are used.
Corel used. used. used.
features are
applied.
Principles of No effort made to Some of BUCRP One of BUCRP not Application of

Design. apply principles. applied. applied. Principles enhances
work.

Student Web Page/
Multimedia Project Rubric

Story Board or Story board is Story board is not Story board is Story board is
Planning Sheet incomplete and complete. somewhat complete. complete. Includes
lacks necessary Includes few Includes many all assigned
URL’s, formats, assigned elements assigned elements, in elements, in addition
and resources to or planned addition to most to planned formats,
complete project. formats, necessary planned formats, necessary URL’s,
URL’s, and necessary URL’s, and resources.
resources. and resources.
Organization No logical Some logical Logical sequence of Logical, intuitive

of Content sequence of sequence of information. Menus sequence of
information; information, but and paths to more information. Menus
menus and paths menus and paths information are clear and paths to all
to information are are confusing or and direct. information are clear
not evident. flawed. and direct.
Originality The work is a The work is an The product shows The product shows
minimal collection extensive evidence of significant evidence
or rehash of other collection and originality and of originality and
people’s ideas, rehash of other inventiveness. inventiveness. The
products, images people’s ideas, While based on an majority of the
and inventions. products, images extensive collection content and many of
There is no and inventions. of other people’s the ideas are fresh,
evidence of new There is no ideas, products, original, inventive,
thought. evidence of new images and and based upon
thought or inventions, the work logical conclusions
inventiveness. extends beyond that and sound research.
collection to offer
new insights.
Copyright and Sources have not Some sources Most sources and All sources are
Documentation been properly have not been property cited properly cited
cited and properly cited and according to MLA according to MLA
permissions have all permissions style; Permissions to style; Permissions to
not been received. have not been use any graphics use any graphics
received. from web pages or from commercial
other sources have web pages on other

been received, sources have been
printed, and saved received, printed,
for future reference. and saved for future
reference.
Format and The stack, The stack, Most of the stack, The stack,
Platform presentation, or presentation, or presentation, or web presentation, or web
Transferability web page plays web page plays page plays easily on page plays easily on
only on either best on either Mac both Mac and PC. both Mac and PC.
Mac or PC. There or PC. There are Although there are Care has been taken
are problems with problems with the minor problems with in naming files,
the operation of operation of some a few files, care has selecting
some files and the files and the been taken in naming technologies, or
project is not project is not files, selecting creating
cross-platform. cross-platform. technologies, or enhancements to
creating produce a final
enhancements to product that is cross-
produce a final platform.
product that is cross-
platform.
Subject Subject Some subject Subject knowledge is Subject knowledge is

Knowledge knowledge is not knowledge is evident in much of evident throughout
evident. evident. Some the product. (more than required).
Information is information is Information is clear, All information is
confusing, confusing, appropriate, and clear, appropriate,
incorrect or incorrect or correct. and correct.
flawed. flawed.
Graphical Exaggerated Graphical and Design elements and The combination of

Design emphasis upon multimedia content combine multimedia elements
graphics and elements effectively to deliver with words and ideas
special effects accompany a high impact takes communication
weakens the content but there message with the and persuasion to a
message and is little sign of graphics and the very high level,
interferes with the mutual words reinforcing superior to what
communication of reinforcement. each other. could be
content and ideas. There’s no accomplished with
attention paid to either alone. The
visual design mixture brings about
criteria such as synergy and
proportion, dramatic effects
balance, and which reach the
harmony restraint. intended audience.
There is some
tendency toward
random use of
graphics.
Mechanics Presentation has Presentation has Presentation has Presentation has no
four or more three of more fewer than two misspellings or
spelling errors misspellings misspellings and/or grammatical errors.
and/or and/or grammatical errors.
grammatical grammatical
errors. errors.
Screen Design Screens are either Screens are Screens contain Screens contain all
confusing and difficult to adequate necessary
cluttered or barren navigate, but some navigational tools navigational tools
and stark. Buttons buttons and and buttons. Users and buttons. Users
or navigational navigational tools can progress through can progress
tools are absent or work. Users can screens in a logical intuitively through
confusing navigate a few path to find screens in a logical
screens. information. path to find
information.
Use of No video, audio, Limited video, Some Video, audio, Appropriate amounts
Enhancements or 3-D audio, or 3-D or 3-D enhancements of Video, audio, or
enhancements are enhancements are are used 3-D enhancements
present or use of present. In most appropriately to are used effectively
these tools is instances, use of entice users to learn to entice users to
inappropriate. these tools is and to enrich the learn and to enrich
appropriate. experience. In some the experience.
cases, clips are either Clips are long
too long or too short enough convey
to be meaningful. meaning without
being too lengthy.
Teamwork One or two people Most team Most team members The workload was
did all or most of members contributed their fair divided and shared
the work participated in share of the work. equally by all team
some aspect of the members.
work, but
workloads varied.

Multimedia Project Rubric

Topic/ Includes little Includes come Includes essential Covers topic
Content essential essential information with completely and in
information and one information with most sources depth. Includes
or two facts. few citations and properly cited. properly cited
few facts. Includes enough sources and
elaboration to give complete
readers an information.
understanding of Encourages readers
the topic. to know more.
Technical Includes ____ cards Includes ____ cards Includes at least Includes at least
Requirements or less, few or less, fewer than 3 ____ cards, at least ____ cards, 5 or
(To be filled graphics from graphics from 3 graphics from more graphics from
in by teacher) outside sources, few outside sources, outside sources, at outside sources, 5
animations and fewer than 3 least 3 animations or more animations
advanced features. animations and few and some advanced and several
advanced features, features, such as advanced features,
such as video, 3PD video. such as video.
or sound.
Mechanics Includes more than Includes 3-4 Includes 2-3 Grammar, spelling,
5 grammatical grammatical errors, grammatical errors, punctuation,
errors, misspellings, misspellings, misspellings, capitalization are
punctuation errors, punctuation errors, punctuation errors, correct. No errors
etc. etc. etc. in the text.
Cooperative Cannot work with Works with others, Works well with Works well with
Group Work others in most but has difficulty others. Takes part others. Assumes a
situations. Cannot sharing decisions in most decisions clear role and
share decisions or and responsibilities. and contributes fair related
responsibilities. share to group. responsibilities.
Motivates other to
do their best.
Oral Great difficulty Some difficulty in Communicates Communicates

Presentation communicating communication of ideas with proper ideas with
Skills ideas. Poor voice ideas, due to voice voice projection. enthusiasm, voice
projection. Little projection, lack of Adequate projection, clear
preparation or preparation, or preparation and language and
incomplete work. incomplete work. delivery. delivery.

Judges’ Rubric For Multimedia Project

Copyright and Every graphic or
Permissions sound file is either
original, free of
copyright, or
permission for its
use in this contest
has been obtained
from the
creator/owner.
Hard copies of
letters of
permission are
available. All
sources of
information have
been properly cited
in MLA format.
Curriculum No evidence of Some evidence of Adequate evidence Clear evidence of

Alignment relationship to connection to target of connection to connection to
target curriculum; curriculum; a few target curriculum; garget curriculum;
no reference to facts references to facts clear references to frequent references
and properly and properly facts and properly to facts and
documented documented documented properly
resources. Users resources. Users resources. Users documented
are not likely to find it difficult to can learn from this resources. Users
learn from this learn from this product. are likely to learn
product. product. from this product.
Work Less than 45% of 45 – 59% of the 60 –74% of the 75 – 100% of the
Completed in the work was work was work was work was
the Classroom completed in the completed in the completed in the completed in the
classroom. classroom classroom classroom.
Teamwork The work load was Most team Most team The workload was
not divided equally members members divided and shared
and few team participated in some contributed their equally by all team
members aspect of the work. fair share of the members.
contributed their But workloads work.
fair share. varied.
Organization No logical sequence Some logical Logical sequence of Logical, intuitive
of Content of information; sequence of information. sequence of
menus and paths to information, but Menus and paths to information.
information are not menus and paths are more information Menus and paths to
evident. confusing or are clear and direct. all information are
flawed. clear and direct.
Originality The work is a The work is an The product shows The product shows
minimal collection extensive collection evidence of significant evidence
or rehash of other and rehash of other originality and of originality and
people’s ideas, people’s ideas, inventiveness. inventiveness. The
products, images products, images While based on an majority of the
and inventions. and inventions. extensive collection content and many
There is no There is no of other people’s of the ideas are
evidence of new evidence of new ideas, products, fresh, original,
thought. thought or images and inventive, and
inventiveness. inventions, the based upon logical
work extends conclusions and
beyond that sound research.
collection to offer
new insights.
Subject Subject knowledge Some subject Subject knowledge Subject knowledge

Knowledge is not evident. knowledge is is evident in much is evident
Information is evident. Some of the product. throughout. (More
confusing, incorrect information is Information is clear, than required.) All
or flawed. confusing, incorrect appropriate, and information is clear,
or flawed. correct. appropriate, and
correct.
Graphical Exaggerated Graphical and Design elements The combination of

Design emphasis upon multimedia and content multimedia
graphics and special elements combine effectively elements with
effects weakens the accompany content to deliver a high words and ideas
message and but there is little impact message takes
interferes with the sign of mutual with the graphics communication and
communication of reinforcement. and the words persuasion to a very
content and ideas. There is no reinforcing each high level, superior
attention paid to other. to what could be
visual design accomplished with
criteria such as either alone. The
balance, proportion, mixture brings
harmony and about synergy and
restraint. There is dramatic effects
some tendency which reach the
toward random use intended audience
of graphical with style, pizzazz
elements. and elegance.
Mechanics Presentation has Presentation has Presentation has Presentation has no
four or more three or more fewer than two misspellings or
spelling errors misspellings and/or misspellings and/or grammatical errors.
and/or grammatical grammatical errors. grammatical errors.
errors.
Screen Design Screens are either Screens are difficult Screens contain Screens contain all
confusing and to navigate, but adequate necessary
cluttered or barren some buttons and navigational tools navigational tools
and stark. Buttons navigational tools and buttons. Users and buttons. Users
or navigational work. Users can can progress can progress
tools are absent or navigate a few through screens in a intuitively through
confusing. screens. logical path to find screens in a logical
information. path to find
information.
Use of No video, audio, or Limited video, Some Video, audio, Appropriate

Enhancements 3-D enhancements audio, or 3-D or 3-D amounts of Video,
are present or use of enhancements are enhancements are audio, or 3-D
these tools is present. In most used appropriately enhancements are
inappropriate. instances, use of to entice users to used effectively to
these tools is learn and to enrich entice users to learn
appropriate. the experience. In and to enrich the
some cases, clips experience. Clips
are either too long are long enough to
or too short to be convey meaning
meaningful. without being too
lengthy.

Research Cycle Rubric

Questioning Has no interest in Relies upon others Formulates Discovers
- A researcher inquiring about a to state questions questions about independently an
recognizes topic. and topics. topics to elevate issue or problem
decisions, issues the question to which needs a
and problems focus on issues and decision or
when looking at a problems solution after
topic. exploring a topic.
Planning Wanders from Selects sources Selects sources Selects high

- A researcher source to source with assistance. with mixed quality sources
identifies sources without success. independently and
of information questioning which efficiently.
likely to build source will be
understanding. most helpful.
Gathering Cannot find Loses track of Collects Collects and

- A researcher needed most important information with organizes
collects and stores information. information. some degree of important
information for organization. information for
later consideration. retrieval
independently.
Sorting Leaves Creates partial Creates a structure Creates structure

- A researcher information as organization of but structure lacks which provides a
reorganizes gathered. information. some coherence. coherent and clear
information so that focus.
the most valuable
becomes readily
available to
support
understanding
Synthesizing Restates the Reorganizes and Combines the Creates an original

- A researcher decisions and combines strategies of others decision or
recombines solutions of others. strategies of with some original solution.
information to others. solution.
develop decisions
and solutions.

Evaluating Does not draw a Reaches a hasty Looks for missing Tests solutions and
- A researcher conclusion. conclusion. information. decisions to see if
determines supporting
whether the information is
information adequate.
gathered is
sufficient to
support a
conclusion.
Reporting Restates the Shares the work or Provides a product Creates and
- A researcher research but fails thoughts of others which offers some presents an
translates findings to translate but doesn’t reflect insight with regard original product
into a persuasive, findings. insight. to the original which effectively
instructive, or problem or issues. addresses original
effective problem or issues.
product(s).

Rubric Template

Stated Description of Description of Description of Description of
Objective of identifiable identifiable identifiable identifiable
Performance performance performance performance performance
characteristics characteristics characteristics characteristics
reflecting a reflecting reflecting mastery of reflecting the
beginning level of development and performance. highest level of
performance. movement toward performance.
mastery of
performance.

mastery of
performance.

mastery of
performance.

mastery of
performance.

Learning Skills Rubric
Needs
Criteria Satisfactory Good Excellent
Improvement
Works ! Needs ! Often needs ! Begins task ! Begins task
Independently prompting to prompting to promptly. promptly and
begin task. remain on task. stays focused
! Stays on task without external
! Is easily ! Is easily with little external prompting.
distracted. distracted but will prompting.
usually return to
task.
Teamwork ! Does not work ! Needs ! Cooperates with ! Cooperates

well in a group. encouragement to other group with other group
work in a group. members. members.
! May be
disruptive and ! Tries to work ! Remains on ! Keeps group
keep others from alone. task. focused and on
working. task.
! May only work ! Communicates
well with group effectively with ! Communicates
when student group. well with group
chooses the and on behalf of
group. the group.
Organization ! Missing pages ! Has a notebook. ! Keeps notebook ! Keeps notebook

from notebook or and other well organized.
papers stuffed in ! Usually puts equipment
locker or bag. worksheets etc. organized. ! Inserts pages
into notebook. and work as soon
! Forgets ! Brings as they are
equipment ! Usually brings equipment to received.
regularly. equipment to class daily.
class. ! Brings all
equipment and
knows where it is.

Work Habits/ ! Needs a lot of ! Needs ! Comes to class ! Opens book
Homework direction to get to reminders to get prepared to work. and gets out
work. work finished. equipment before
! Attempts class starts.
! Does not do ! Sometimes homework and
homework forgets to bring completes where ! Attempts and
homework back possible. completes
to class. homework daily.
! Does not ! Completes

always do extra work for
homework. practice or
interest.
Initiative ! Must be told to ! May or may not ! Seeks help ! Willing to ask
do everything. seek help when when required. for assistance.
required.
! Does not ! Looks for next ! Helps other
complete work or ! Waits for task to do as each students when the
start another page teacher to notice one is completed need arises.
or exercise work is done and
without much another task is
prompting. required

Learner’s Self Evaluation Checklist
Name: Date:
Address: Topic:
After this unit, I am now able to: Easily Need More Practice Not At All
I enjoyed
I need to know more about
I need more confidence in
I suggest

Unit Self-Assessment Checklist
1. 2. 3.
After this unit, I can After this unit, I can After this unit, I can
Please list three things

that you can do now.
I liked most I liked most I liked most
Please list three

things/activities that
you enjoyed most.
I need more practice with I need more practice with I need more practice with
Please list three things

that you need to
practice more.
I suggest I suggest I suggest
Please list three

suggestions for what
you want to learn next.

Generalized Task Rubric

! Demonstrates partial ! Demonstrates a ! Demonstrates ! Demonstrates deep
understanding of the fundamental level of detailed understanding understanding of major
major concepts. understanding of major of major concepts. concepts.
concepts.
- is stronger at “doing” -uses language, to a -uses language to
than at describing with -uses language at the point, to describe describe process or
language literal level process or strategy strategy
-solves basic problems -reflects about process -reflects and generalizes -reflects and generalizes
at the concrete level and purpose about process and about process and
only purpose purpose

Instructional Unit Assessment Rubric
Excellent Satisfactory Unsatisfactory

! Contains lesson plan that exhibits excellent ! Instructional unit ! Instructional unit
characteristics as described in rubric for lesson plans. contains and/or contains and/or
exhibits most of the exhibits few of the
! Evidence of Research: Materials (e.g., articles, elements depicted elements depicted
citations, reviews, annotated bibliographies) presented under excellent under excellent
that demonstrate that you have researched your chosen performance. performance.
topic.
! Student Materials: All materials necessary for student

to complete instructional unit included and well
formatted.
! Teacher Materials: All materials necessary for teacher

to implement instructional unit included and well
formatted.
! Resources: Learners presented with additional

references and resources for additional information and
learning if desired.
! Overall Organization and Presentation: Complete

package presented in well-organized and professional
fashion. Can be given to a substitute teacher for ready
use.

Lesson Plan Assessment Rubric
Excellent Satisfactory Unsatisfactory

! Instructional goals and objectives clearly stated. ! Lesson plan ! Instructional unit
Learners have a clear understanding of what is expected of contains and/or contains and/or
them. Learners can determine what they should know and exhibits most of exhibits few of the
be able to do as a result of learning and instruction. the elements elements depicted
depicted under under excellent
! Evidence of Research: Materials (e.g., articles, excellent performance.
citations, reviews, annotated bibliographies) presented that performance.
demonstrate that you have researched your chosen topic.
! Student Materials: All materials necessary for student to

complete instructional unit included and well formatted.
! Teacher Materials: All materials necessary for teacher

to implement instructional unit included and well
formatted.
! Resources: Learners presented with additional

references and resources for additional information and
learning if desired.

fashion. Can be given to a substitute teacher for ready use.
! Relevance of goals and objectives depicted describing

why it is important for learners to acquire targeted skills,
knowledge, and/or attitudes.
! Instructional strategies appropriate for learning

outcome(s). Strategy based on a combination of practical
experience, theory, research and documented best practice.
! Method for assessing student learning and evaluating

instruction is clearly delineated. Can be readily used for
expert, peer, and/or self-evaluation.
! Selection and application of technologies appropriate for

learning environment and outcomes. Technologies applied
to enhance learning.

! Technology is surrounded by activities and methods for
learners use; the “how” of usage are well described and/or
demonstrated.
! Appropriateness to Target Audience: Reasonable and

appropriate to those who would employ them, and likely
be considered interesting and useful.
! All materials necessary for student and teacher to

complete lesson clearly listed.

fashion.

Job Offer Evaluation Checklist
Position/Title ___________________________ Company Name ___________________________
Location _______________________________ Compensation ____________________________
Consider each of the factors below and circle the appropriate number using the following scale:
-1 0 +1
Negative Factor Neutral Factor Positive Factors
Does not meet my objectives Not a factor in my considerations Meets or exceeds my objectives
Fits my values. -1 0 +1
comments:
Fits my strengths. -1 0 +1
comments:
Uses the knowledge and skills I want to use. -1 0 +1

comments:
Salary. -1 0 +1
comments:
Location (commuting time and cost) -1 0 +1

comments:
Style of supervision/management. -1 0 +1
comments:
Level of responsibility. -1 0 +1
comments:

Working conditions (hours, travel, etc.) -1 0 +1
comments:
Physical environment (indoor/outdoor, manufacturing/office setting) -1 0 +1

comments:
Benefits package (insurance, pension plans, sick benefits, parking, training -1 0 +1

comments:
Bring me closer to my career goal / fits long range goals. -1 0 +1

comments:
Company atmosphere (philosophy, work style, interaction with co-workers) -1 0 +1

comments:
Company stability / future direction. -1 0 +1

comments:
Advancement opportunities (promotions, transfers) -1 0 +1

comments:
Family’s opinion. -1 0 +1
comments:
Other factors: -1 0 +1
comments:
Total score ______ + # of factors ______ = ______ final rating

Total scores and divide the sum by the number of factors used to get the final rating. If
the final rating is above 0, consider the job. A rating of 0.5 or more is a very good match.

Interview Checklist
Consider your performance in relation to the questions below. Yes No

Did I arrive 5 - 10 minutes before my interview?
Was I friendly and courteous to all?
Were my responses clear, concise and to the point?
Did I demonstrate that I was knowledgeable about the company?
Did I communicate the necessary information about my background?
Did I confirm my ability to do the job by relating my experience?
Was I enthusiastic and confident throughout the interview?
Did I maintain eye contact with the interviewer(s)?
Did I leave visual examples of my work?
Did I ask all the questions I wanted to ask?
Overall, did I make a positive impression?

Job Interview Checklist
Yes No
Was the applicant on time for the interview?
Did the applicant appear to be paying attention?
Was the applicant dressed and groomed properly?
Did the applicant answer the questions well?
Did the applicant seem to be prepared for the interview?
Did the applicant talk too much?
Did the applicant talk too little?
Did the applicant talk just enough?
Did the applicant ask questions to get information?
Did the applicant make a good first impression on you?
Did the applicant make positive statements about his/her qualifications?
Was the applicant polite and courteous at all times?
Did the applicant appear to be relaxed?
Did the applicant use good attending behaviours, such as eye contact, gestures, etc.?
Did the applicant answer questions using complete statements?
Did the applicant speak clearly?
Did the applicant avoid using slang expressions?
Did the applicant take care not to interrupt?
Did the applicant seem to know when the interview was over?
Did the applicant thank the interviewer?

Interview Evaluation Checklist
Rate yourself after being interviewed using the criteria listed below. For each item, rate yourself on a
scale from 1 to 5 where 1 = poor and 5 = excellent.
Criteria Rating
Eye contact with interviewer.
1 2 3 4 5
Voice level (volume).

1 2 3 4 5
Facial expressions.
1 2 3 4 5
Mannerisms/Body movements.
1 2 3 4 5
Self-confidence/Comfort level.
1 2 3 4 5
Willingness to volunteer information.

1 2 3 4 5
Appropriateness of responses to the questions asked.

1 2 3 4 5
Effectiveness describing strengths, skills and abilities

1 2 3 4 5
in relation to the job.
Overall evaluation. 1 2 3 4 5

Interview Checklist
Use this checklist before your interview to make sure

you are as well prepared as possible. Yes No
Preparation Research the company.
Learn as much as you can about the position:

- access a copy of the job description.
- talk to someone employed in the same kind of position.
Read your own resume to anticipate questions it may generate.
Anticipate the type of questions you may be asked and prepare answers for
likely questions; so that you are not taken unawares by questions for which
you have not prepared answers.
Prepare a list of questions to ask during the interview.
Plan what you are going to wear to the interview the night before you attend
and have everything prepared, including proper footwear.
Do a trial run, know exactly where you are going:

- establish travelling time.
- determine availability of parking and/or bus routes.
Arrive at least ten minutes early.
Prepare yourself mentally for the interview:

- think positive thoughts, visualize it going well.
- feel good about your skills and abilities.
Take along a folder or briefcase containing the following:

- notepad and pen.
- list of references and/or letters of recommendation.
- transcripts, diploma, certificates.
- additional copies of your resume.
- if you are taking your car, make sure you have change for parking.
Optional things to bring with you:

- completed sample application form.
- dictionary, calculator, portfolio.
- extra pair of pantyhose.

Appearance Be conservative in appearance.
Dress appropriately for the position for which you are applying.
Maintain an overall well groomed appearance:

- pressed clothes, polished shoes, good personal hygiene.
Wear a minimum of makeup, perfume and jewellry.
Never chew gum or smoke.
During the Make a point of being friendly and courteous to the front-desk person.
Interview
When you first meet the interviewer be assertive and extend your hand first.
Show a relaxed and confident manner.
Don’t be afraid to smile.
Be mentally alert and responsive.
When answering interview question, follow the lead of the interviewer.
Make certain your answers are clear, concise and to the point.
Be prepared to market yourself:

- stress your qualifications.
- list ways the organization can benefit from hiring you.
- give examples of what makes you the ideal candidate.
- focus on positive attitudes – they are just as important as skills and
knowledge.
Don’t be afraid to ask for clarification – questions may be interpreted in

different ways.
Maintain eye contact but do not stare.
When interviewed by more that one person, make sure you make eye
contact with each member of the panel.
Be aware of your body language:

- sit up straight.
- lean slightly forward to show interest.
- mirror the actions of the interviewer.

When the meeting is over, shake hands and thank the interviewer or person
meeting with you.
Ask permission to do a follow-up call after the interview.
After the Assess your performance and identify areas for improvement.
Interview
Practise self care – be sure to do something positive for yourself.
The next day, drop off a thank you card or letter thanking the interviewer(s)
for:
- taking time to meet with you.
- a company tour (if one was given).
- providing you with additional information.
Also:
- mention something specific about the company that impressed you.
- indicate what makes you an excellent candidate.
- restate your interest in the position.
- mention you are looking forward to hearing from them.

Telephone Effectiveness Checklist
How well are you using the telephone to communicate? Review this list after each call you make to
an employer.
Name of Business: Person Spoken To:
Yes No
! I introduced myself to the person answering.
! I asked for the name of the department.
! I addressed the department head by name.
! I mentioned the name of the person who referred me.
! I stated my qualifications to the department head.
! I requested a meeting to discuss possible future openings.
! I requested permission to forward a copy of my resume.
! I asked for the names of other possible employers.
! I asked permission to use their name.
! I suggested a call back date.
! I spoke clearly and without hesitation.

Resume Checklist
Yes No
I have included the essentials – my name, address, telephone numbers.
My education is given completely, but in just a few lines.
My work experience gives dates and companies.
I have included other experiences that show my skills, accomplishments, and energy.
I know why I have included each piece of information.
My writing uses action words and job-related vocabulary.
I have avoided grand sounding phrases.
I have not puffed up experiences to be more than they were.
I like the way that my resume looks on the page. There are even margins, and spacing helps
the reader along.
I have proofread my resume for spelling and typographical errors.
I have made sure my resume is copied on good paper.
I have looked at the photocopies to be sure they are clean.
I have included my address and the company address on each cover letter.
Each cover letter tells the job I am applying for, or why I am sending my resume.
I have proofread my cover letters.
I understanding what employers are looking for in a resume.
I have written a WINNING RESUME.

Cover Letter Checklist
Yes No
Use a standard business style format and 8 ½” x 11” paper.
Be wary of suggestions to use gimmicky attention-getters, overzealous or desperate-

sounding phrases, and exaggerated praise of the employer.
Type all letters. Employers type even personal notes, so follow suit.
Check your work carefully for grammar and spelling. It is a good idea to have someone
else proofread it.
Address letters to a particular individual, and use the correct job title.
Always send a letter with a resume, never a resume alone.
Never duplicate a letter; each must be an original.
Make paragraphs average in length.

Evaluation Resources
http://www.nwrel.org/eval/writing/treasure.html
http://www.essdack.org/building/evaluation.html
http://www.learningspace.org/instruct/lessons/pst4.html
http://www.bham.wednet.edu/mod8.htm
http://www.peel.edu.on.ca/bfleming/rubric.htm
Ramos-Urbano, Regina. Learn to Earn:A Self-Directed Job Search Guidebook

For Manitobans. Winnipeg: Employment Projects for Women Inc., 1997.
Bertram, Chris, Judy Johnson, and Frances Molaro. USL Job Search
Handbook: Second Edition. Winnipeg: Settlement and Adult Language
Training Branch Manitoba Culture, Heritage, & Citizenship, 1998
Tessier, Angela. The Job Seeker’s Handbook: A Supporting Guide for

Literacy Practitioners. Winnipeg: Employment Projects for Women Inc.,
1997.
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics
.html
Site Source: Cornett, J. S. and B. Gooden. Grade Five Writing Assessment.

Brandon: Grade 5 Teachers Board Assessment Committee Brandon School
Division #40

http://7-12educators.about.com/education/7-
12educators/library/weekly/blrubriccompare.htm
12educators/library/weekly/blbyrubric.htm
http://4teachers.org/projectbased/58wrt.shtml
http://www2.TVO.org/edulinks
http://www.ncsu.edu/midlink/rub.pres.html
12educators/blrubricdebate.htm
http://4teachers.org/projectbased/58pre.shtml
http://129.7.160.115/COURSE/INST_5931A/Rubric.html
http://www.ncsu.edu/midlink/rub.mm.st.htm
http://www.ncsu.edu/midlink/rub.mmproj.htm
http://www.ncsu.edu/midlink/rubric.judge2000.htm
http://www.bham.wednet.edu/mod8cyl.htm
Revised LINC Curriculum Guidelines , 1997
Ryan, Concetta Doti. Authentic Assessment Professional’s Guide.

Westminster, CA: Teacher Created Materials, 1994
Jasmine, Julia. Middle School Assessment. Huntington Beach, AC:

Teacher Created materials, Inc., 1994.


Assessment Form - Rubrics and Criteria For All Occaasions

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Assessment Form - Rubrics and Criteria For All Occaasions

Caricato da

Copyright:

Formati disponibili

Bridging the Gap ~ Education Component

Samaritan House Page 369

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

! Retelling incomplete ! Retelling includes at ! Retelling includes ! Retelling includes

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

This Rubric may be used as a listening rubric.

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

This rubric may also be used as a listening rubric.

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

This rubric may also be used as a listening rubric.

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

This rubric may also be used as a listening rubric.

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Development Minimal Most elements of Elements of Elements of

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Storyline- ! Many ideas do ! Develops ideas ! Develops ideas ! Develops ideas

Organization ! Ineffective ! Acceptable ! Effective ! Exceptional

Mechanics/ ! Many errors in ! Errors in ! Generally uses ! Consistently

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

• Errors in grammar and • Simplistic and/or • Few errors in • Variety of sentence

Bridging the Gap ~ Education Component

Apprentice Basic Learned Exemplary

Content Superficial Content limited Specific and Substantial,

Organization Confused Inconsistent Logical and Obviously

Style Lack of Limited Precision and Writer’s voice

Conventions Mechanical and Repeated Some Few

Bridging the Gap ~ Education Component

Question Yes No Examples/Comments

Are the ideas fully developed?

Does the information support the topic

Focus Was there a specific audience?

Were all the ideas clear?

Does the writing sustain a single point of

Organization Is there a definite sequence?

Does each paragraph deal with one

Does logical sentence order and do

Are the introductions and conclusions

Style Is the word choice effective and

Does the structure vary?