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

 

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Posted August 7/03 by Janice Biebrich