Assessment

Hit the Target

Evidence of Teamwork

Project Log which indicates what was done, when and by whom.
Everyone must do their part.

Research

2 Pages
Bibliography

Project

Must demonstrate how we can use energy resources more wisely.

Group Collaborative & Cooperative Project Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)
Collaboration & Co-operation	all students enthusiastically discuss ideas & opinions	most of the students discuss ideas & opinions	relies on 1 or 2 spokespersons to discuss ideas & opinions
	ideas & opinions are presented & received in ways that are sensitive to the feelings & knowledge of others	ideas & opinions are generally presented & received in ways that are sensitive to the feelings & knowledge of others	ideas & opinions are presented & received in ways that are insensitive to the feelings & knowledge of others
	lively discussion centered on the topic	discussion is centered on the topic	discussion isn’t centered on the topic
	all group members contribute equally to the completion of the task	most of the group members contribute equally to the completion of the task	relies on 1 or 2 group members to complete the task
	recognizes when the group is off task & effectively mediates to regain group focus	recognizes when the group is off task & mediates to regain group focus	unable to recognize when the group is off task & mediate to regain group focus
	effectively uses group decision making techniques such as voting & compromise to reach consensus	uses group decision making techniques such as voting & compromise to reach consensus	unable to use group decision making techniques such as voting & compromise to reach consensus
Critical Thinking Strategies (eg. comparing, classifying, inferring, analyzing, synthesizing, abstracting, experimenting, investigating, decision making, problem solving, inventing, judging)	demonstrates a clear & accurate understanding of the task	generally demonstrates a clear & accurate understanding of the task	demonstrates little understanding of the task
	devises a well thought plan to complete the task	devises a plan to complete the task	unable to devise a plan to complete the task
	effectively selects & uses a variety of strategies to complete the task	selects & uses a variety of strategies to complete the task	unable to select & use a variety of strategies to complete the task
Communication of Ideas	well organized presentation	organized presentation	disorganized presentation
	expresses ideas & opinions clearly & accurately with extensive support & detail	expresses ideas & opinions clearly & accurately with support & detail	ideas & opinions require clarification
	creates a product which exceeds conventional standards	creates a quality product which meets conventional standards	creates an inferior product which doesn’t meet conventional standards

Research Project Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)
Research Process (Note-taking, drafting, revising & editing, conferencing, & final draft) Complex reasoning strategies include - summarizing, classifying, categorizing, inferring, analyzing, synthesizing, judging, & evaluating	uses a wide number of resources	uses a number of resources	uses few resources
	makes extensive notes	makes adequate notes	makes few notes
	effectively uses complex reasoning strategies to select appropriate information	uses complex reasoning strategies to select appropriate information	copies information directly from the source
	writes an exceptionally detailed rough draft	writes a detailed rough draft	writes a sketchy draft
	effectively revises to add or delete information	revises to add or delete information	doesn’t revise to add or delete information
	effectively edits draft	edits draft requiring minimal assistance	requires extensive assistance to edit
	uses the research process proficiently	uses research process capably	experiences difficulty using the research process
Organization and Sequence	introduces the topic effectively	introduces the topic	little attempt to introduce the topic
	shows exceptional sequencing in terms of arranging information	shows careful sequencing in terms of arranging information	little evidence of sequencing in terms of arranging information
	concludes report effectively	concludes report capably	little evidence of a conclusion
Content (Focus & development of ideas)	develops ideas to form an interesting & inclusive report	develops ideas to form a detailed report	a list of facts not always on topic
Content (Focus & development of ideas)	reveals an extensive knowledge of the subject	reveals satisfactory knowledge of the subject	reveals a limited knowledge of the subject
Mechanics/Grammar/Word Usage (Capitalization, punctuation, spelling, sentence & paragraph structure, verb tense, noun/pronoun, & subject/verb agreement)	uses a variety of sentence structures effectively	uses a variety of sentence structures capably	sentence structure is weak
	uses well written, effective paragraphs	uses paragraph format	little or no evidence of paragraphs
	uses descriptive vocabulary	uses general vocabulary	vocabulary is repetitive
	consistently uses correct capitalization	generally uses correct capitalization	little or no evidence of capitalization
	consistently uses correct punctuation	generally uses correct punctuation	little or no evidence of punctuation
	consistently uses correct spelling	generally uses correct spelling	frequent spelling errors
	word usage is clear & concise	word usage is clear & accurate	word usage is unclear & inaccurate
Representation	format is effective	format is appropriate	format is inappropriate
	extensive use of creativity enhances the project	use of creativity enhances the project	little attempt to enhance the project
	uses pictures, graphs, charts, & diagrams extensively	uses pictures, graphs, charts, & diagrams	little use of pictures, graphs, charts, & diagrams
	attractive & appealing	moderately attractive & appealing	messy
	well organized lay-out	satisfactory lay-out	disorganized

Oral Presentation Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)
Content	exceptional introduction which catches the audience’s interest	has an introduction which catches the audience’s interest	introduction doesn't catch the audience’s interest
	uses extensive detail to develop the topic	uses detail to develop the topic	topic isn't developed in detail
	details are consistently relevant to the topic	details are generally relevant to the topic	details aren't relevant to the topic
	develops details in a clear, concise fashion	generally develops details in a clear, concise fashion develops details in a sequence	develops details in a random fashion
	develops details in a clear & logical sequence	develops details in a sequence	details are developed out of sequence
	has an effective conclusion	has a conclusion	little sense of conclusion
Presentation	effectively uses tone & emphasis to convey points	uses tone & emphasis to convey points	uses a monotone voice
	use a clear, distinct voice	uses a clear, audible voice	uses an inaudible voice
	uses rich vocabulary	uses meaningful vocabulary	uses repetitive vocabulary
	effectively maintains the audience’s attention	generally maintains the audience’s attention	unable to maintain the audience’s attention
	shows enthusiasm & interest in the topic	shows interest in the topic	shows little interest in the topic
	shows confidence & poise in presenting to the group	shows confidence in presenting to the group	lacks confidence in presenting to the group
	effectively establishes & maintains contact with the audience	establishes & maintains contact with the audience	unable to establish & maintain contact with the audience
	uses notes effectively	uses notes appropriately	relies extensively on notes

WebPages Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)
Ideas and Content	Information is accurate and current	Information not always clear	Information incomplete or inaccurate
	Ideas come mainly from primary sources	Primary source use is not always clear	Information not from primary sources
	Authors show knowledge and insight	Content connections not always clear	Value of information is unclear
	Effective use of technology demonstrated	Does not relate content to larger context	Little or no overall context for information
	All information relates to the overall purpose	Strong purpose not demonstrated	Lacks sense of purpose or central theme
	Complete bibliographic information	Attempt to complete bibliography	No way to check validity of information
Organization	Inviting opening page draws the visitor inside	Inconsistent structure of pages	No orientation for visitors
	Details are logical and effective	Sequencing is inconsistent	Sequencing unclear
	Layout of pages provides good direction	Some pages incomplete	Pages lack closure
	How to explore an idea is clear	Some links disjointed; lack purpose	No focus for links
	Each page begins with a clear transition	Unclear connections among sections	Pages are inconsistent
	Easy to navigate through the pages	Sense of being lost or unsure navigating	Difficult to navigate in an organized way
Language and Conventions	Organizational structure is clear and coherent	Long or incomplete paragraphs	Paragraph structure is missing
	Grammar and usage are correct	Minor problems with grammar or usage	Errors in grammar or usage noticeable
	Punctuation is accurate	Punctuation is sometimes missing or wrong	Many punctuation mistakes
	Spelling is generally correct	Spelling is usually correct	Frequent spelling errors
	Site needs little or no editing	Site needs some editing	Site needs extensive editing
Presentation	Web site is clearly identified; easy to find	Web site easy to find	Web site hard to find
	The layout is clear and easy to follow	Layout of most pages is easy to follow	Layout is confusing or inappropriate
	Backgrounds and text work well together	Backgrounds and text are not effective	Backgrounds and text not effective
	Graphic elements are used consistently	Inconsistent or inappropriate use of graphics	Graphics only decorative or confusing
	Multimedia adds to the main purpose	Multimedia sometimes doesn't add to the main purpose	Multimedia unrelated to the topic
	Links are appropriate	Use of links is unclear	Too many unrelated links, or too few links
Technical	Links work	Not all links work	Links don't work
	Graphics are optimized	Graphics are generally optimized	Graphic elements not optimized
	Works in all browsers	Some pages don't work in all browsers	Specific browsers needed
	Works in text only mode	Text-only mode could be improved	Text only mode does not work
	Multimedia resources work properly	Multimedia resources work most of the time	Resources fail to work

Posted & maintained by Janice Biebrich

Updated March 27/03