rubric evaluation

6 = EXCEPTIONAL

(Tasks 1, 2)

Evidence of accurate research being conducted by utilizing and citing specific links.
Demonstrates understanding of tasks and requirements for completion.
Tasks were responded to completely and accurately with details, examples, and elaboration.
Work turned in on time.

Writing Demonstrates: (Tasks 2, 3, 4, 5, 6, 7)

Well organized - beginning, middle, ending.
Engaging – holds reader’s attention throughout using humor, suspense, and/or drama; Evidence of “voice” in the writing through liveliness and originality.
Variety in sentences – sophisticated word choice and arrangement.
Figurative Language – alliteration, simile, personification, onomatopoeia.
No mistakes in conventions (capitals, punctuation, grammar); Correctly spells high frequency words and attempts specific, challenging vocabulary words.
Effective conclusion providing closure.
Excellent quality throughout.

5 = STRONG

Evidence of accurate research being conducted, by utilizing and possibly citing, specific links.
Demonstrates understanding of tasks and requirements for completion.
Tasks were responded to completely and accurately with some details and examples.
Work turned in on time.

Writing Demonstrates:

Well organized - beginning, middle, ending.
Engaging – holds reader’s attention; Some evidence of “voice” in the writing through humor, suspense, and/or drama.
Solid, varied sentences – word choice and arrangement; No run-ons or fragments.
Some figurative language – alliteration, simile, personification, onomatopoeia.
Minor mistakes in conventions (capitals, punctuation, spelling, grammar).
Effective conclusion providing closure and significance.
Lacks the even quality of a 6.

4 = CAPABLE

Evidence of accurate research being conducted, by utilizing and possibly citing, some of the specific links.
Demonstrates understanding of tasks and requirements for completion.
Tasks were responded to completely and accurately, but may lack details and examples.
Work possibly turned in 1 day late.

Writing Demonstrates:

Some organization – beginning, middle, ending although quality may be inconsistent.
Beginning to engage – hold reader’s attention; Developing “voice” in the writing.
Solid, varied sentences - word choice and arrangement; May have a few run-ons or fragments.
Few errors in conventions (capitals, punctuation, grammar) but readable and doesn’t interfere with communication; May have minor spelling errors.
Basic conclusion.

3 = DEVELOPING

Some evidence of accurate research being conducted by utilizing some specific links.
Demonstrates some understanding of tasks and requirements for completion.
Tasks were responded to, however may not be complete and accurate, lacking details.
Work possibly turned in more than 1 day late.

Writing Demonstrates:

Some organization – beginning, middle, ending.
Lacks engagement; Lacks “voice” in the writing.
Simple sentences / flat – relies exclusively on telling; may list details; Run-ons or fragments.
Mistakes in conventions (capitals, punctuation, spelling, grammar) sometimes interferes with readability.
Conclusion is loose or lacking.

2 = LIMITED

Writing Demonstrates:

Inconsistent organization – beginning, middle, ending – brief and undeveloped.
No engagement; No “voice” in the writing – flat; lacks enthusiasm.
Simple sentences / flat – uses more telling than showing; limited word choice; Many run-ons or fragments.
Frequent mistakes in conventions (capitals, punctuation, spelling, grammar) making piece difficult to read and understand.
No effective conclusion.

1 = EMERGENT

Writing Demonstrates:

Severe problems with sentence structure.
Limited, incorrect word choice.
Severe errors in conventions (capitals, punctuation, spelling, grammar) making the work difficult to read.

0 = NO RESPONSE OR INAPPROPRIATE RESPONSE

Student failed to turn in task.
Student work demonstrates no understanding of the task.
Student fails to follow directions and doesn't complete the task with appropriate response(s).