Evaluation

You will be evaluated on your cooperation with peers, research process, product & presentation. Part of the process is to reflect on how you work together as a group. Each group will use a folder for your group page and personal reflection pages.

Group 1	Group 2	Group 3	Group 4	Group 5

Group 6	Group 7	Group 8	Group 9	Group 10
Part of your job is to self-evaluate as a group. When you complete your project you will evaluate it using the following rubrics. Make sure you visit the rubrics throughout the process to make sure you are on track.

Everyone must complete the Collaborative & Cooperative Project Rubric.

Group Collaborative & Cooperative Project Rubric

Superior Performance

(9-10 marks)

Capable Performance

(5-8 marks)

Limited Performance

(1-4 marks)

Self
Evaluation Teacher
Evaluation

COLLABORATION
&
COOPERATION

all students enthusiastically discuss ideas & opinions most of the students discuss ideas & opinions relies on 1 or 2 spokespersons to discuss ideas & opinions

/10

/10

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

(e.g. 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

/10

/10

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

/10

/10

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

Adapted from the
JWG energy project
Total
/30

/30

Everyone must complete the Research Rubric.

Research Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)	Self Evaluation	Teacher Evaluation
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 appropriate resources	uses a number of appropriate resources	uses few or inappropriate resources	/10	/10
	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
Adapted from the JWG energy project	Total			/10	/10

Use the Oral Presentation Rubric if you have chosen to do the interview or artwork.

Oral Presentation Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)	Self Evaluation	Teacher Evaluation
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	/10	/10
	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	/10	/10
	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
Adapted from the JWG energy project	Total			/20	/20

Use the WebPages Rubric if you have chosen to design a web page.

WebPages Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)	Self Evaluation	Teacher Evaluation
CONTENT	Information is accurate and current	Information not always clear	Information incomplete or inaccurate	/10	/10
	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	/10	/10
	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 & CONVENTIONS	Organizational structure is clear and coherent	Long or incomplete paragraphs	Paragraph structure is missing	/10	/10
	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	/10	/10
	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	/10	/10
	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
Adapted from the JWG energy project	Total			/50	/10

Use the Writing Rubric if you have chosen to write the letter.

Writing Rubric	Superior Performance (9 - 10 marks)	Capable Performance (5 - 8 marks)	Limited Performance (1 - 4 marks)	Self Evaluation	Teacher Evaluation
CONTENT	Fresh, Original Ideas	Definition of Topic is begun	Still in search of a topic	/10	/10
	Focused/Purposeful	Development is basic/general	No clear purpose
	Clear	More Information needed	Information is limited or unclear
	Holds the Reader's Attention	More specifics are needed	Repetitious, disconnected, random
	Relevant Anecdotes & Details	Support is attempted	Everything seems as important as everything else
	Central Theme or Storyline	Original blended with predictable	No central theme
ORGANIZATION	Introduction is Inviting	Recognizable introduction	No real lead	/10	/10
	Sequence/Order is Logical	Sequencing needs work	Structure takes attention away from the content
	Pacing is Well Controlled	Pacing is inconsistent	Pacing is awkward
	Transitions Clearly Connect Ideas	Connections are inconsistent	Connections are confusing
	Smooth Flow	Flows well at times/Choppy at others	Difficult for the reader to know what the main point or storyline is
	Satisfying Conclusion	Recognizable conclusion	No real conclusion
VOICE	Honest	Sincere but not fully involved	Writer does not reach out to the reader	/10	/10
	Appealing	Voice strong at times but general, dispassionate language at others	Monotone
	Written From The Heart	The writing hides as much as it reveals about the writer	Functional but does not involve the reader
	(Expository/Persuasive - Strong Commitment showing why the reader should care)	Use of safe generalities	Writer does not seem comfortable with the topic
WORD CHOICE	Precise/Interesting/Natural	Correct and adequate words	Language is vague	/10	/10
	Specific/Accurate	Words lack flair	Message is very general
	Lively Verbs	Familiar words and phrases used	Repetition is distracting
	Precise nouns and adjectives create a picture in the reader's mind	Attempts at colourful language are made but sometimes overdone	Words are used incorrectly/ Difficult to understand
SENTENCE FLUENCY	Easy Flow & Rhythm (when read aloud)	Sentences are generally grammatically correct	Sentences are incomplete, rambling, choppy or awkward	/10	/10
	Strong & Varied Structure	Some variation in structure and length	Little variety in sentence structure
	Invites expressive oral reading	Beginnings are not all alike	Repetitive beginnings & unnatural phrasing
	IF USED - fragments add style	Some connectives (and, so, but)	Many connectives (and, so, but)
	Invites expressive oral reading IF USED - dialogue sounds natural	Parts of the text invite expressive oral reading	Does not invite expressive reading
MECHANICS	Grammar	Grammar	Grammar	/10	/10
	Capitalization	Capitalization	Capitalization
	Punctuation	Punctuation	Punctuation
	Spelling	Spelling	Spelling
	Usage	Usage	Usage
	Paragraphing	Paragraphing	Paragraphing
	CORRECT USAGE ENHANCES TEXT	USED WELL AT TIMES/AT OTHER TIMES IT DISTRACTS THE READER	ERRORS OFTEN DISTRACT THE READER
Created by Janice Biebrich	TOTAL			/60	/60

Posted August 7/03 by Janice Biebrich

Group Collaborative & Cooperative Project Rubric	Superior Performance (9-10 marks)	Capable Performance (5-8 marks)	Limited Performance (1-4 marks)	Self Evaluation	Teacher Evaluation
COLLABORATION & COOPERATION	all students enthusiastically discuss ideas & opinions	most of the students discuss ideas & opinions	relies on 1 or 2 spokespersons to discuss ideas & opinions	/10	/10
	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 (e.g. 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	/10	/10
	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	/10	/10
	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
Adapted from the JWG energy project	Total			/30	/30