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Grading Rubrics for the Government Project that is due on Tuesday 4th, 2008
Individual Paper: Every student is required to write a paper explaining what they have learned throughout the course of this project. This paper should be at least one page long using: proper capitalization/punctuation, correct spelling, and neatly written. The paper will count for 20 points of their final grade on this project.
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Category |
4 points |
3 points |
2 points |
1 point |
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Spelling |
There are no spelling errors |
There are one or two spelling errors |
There are three or four spelling errors. |
There are more than four spelling errors. |
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Capitalization/ Punctuation |
There are no grammatical errors throughout the paper |
There are 1-2 grammatical errors throughout the paper |
There are 3-4 grammatical errors throughout the paper |
There are more than 4 grammatical errors |
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Neatness |
Work is neatly done.
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Work has one or two areas that are sloppy.
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Work has three or four areas that are sloppy.
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Work is Illegible.
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Organization/ Content Knowledge |
Student demonstrates full knowledge (more than required).
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Student is at ease with content, but fails to elaborate.
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Student is uncomfortable with content and is able to demonstrate basic concepts.
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Student does not have grasp of information; student cannot answer questions about subject.
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Group Work: Working together in groups is a very important concept that everyone needs to work on. During the time they are given to work on their project at school I will be observing them on how well they get along, and how they solve differences between one another. I will also be looking at how well they work together as a group in presenting their information. This will be worth 15 points of their project grade.
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Category |
5 points |
4 points |
2 points |
1 point |
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Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others.
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All of the time |
Most of the time |
Some of the time |
None of the time |
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Participating:
The teacher observed each student contributing to the project.
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All of the time |
Most of the time |
Some of the time |
None of the time |
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Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team.
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other.
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All of the time
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Most of the time |
Some of the time |
None of the time |
PowerPoint/Poster: Each group is required to either make a poster or PowerPoint (some groups want to do both) that will go along with their topic. These should be neatly done, creative, and pertaining to the topic. (When groups go above and beyond the general requirements of this section they will be able to earn extra credit points) This is worth 25 points
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Category |
6 points |
5 points |
3 points |
1 point |
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Information Provided |
Covers topic completely and in depth. Encourages readers to know more.
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Includes important information with enough detail to give viewers an understanding of the topic |
Includes some important information with a few facts.
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Includes little important information and one or two facts |
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Layout of
Material |
The layout is visually pleasing and contributes to the overall message with appropriate use of headings and white space.
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The layout uses horizontal and vertical white space appropriately.
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The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background |
The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. |
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Graphics
Used
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The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships.
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The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content.
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Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts |
Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
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Writing Mechanics |
The text is written with no errors in grammar, capitalization, punctuation, and spelling. |
The text is clearly written with little or no editing required for grammar, punctuation, and spelling.
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Spelling, punctuation, and grammar errors distract or impair readability.
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Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required.
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Presentation:
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Category |
6 points |
5 points |
3 points |
1 point |
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Knowledge of content |
Student demonstrates full knowledge (more than required).
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Student is at ease with content, but fails to elaborate.
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Student is uncomfortable with content and is able to demonstrate basic concepts.
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Student does not have grasp of information; student cannot answer questions about subject.
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Delivery |
Student used a clear voice and correct, precise pronunciation of terms.
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Student's voice is clear. Student pronounces most words correctly.
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Student incorrectly pronounces terms. Audience members have difficulty hearing presentation |
Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear |
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Organization |
Student presents information in logical, interesting sequence which audience can follow.
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Student presents information in logical sequence which audience can follow.
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Audience has difficulty following presentation because student jumps around.
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Audience cannot understand presentation because there is no sequence of information.
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Visuals |
Student used visuals to reinforce screen text and presentation.
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Visuals related to text and presentation.
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Student occasional used visuals that rarely support text and presentation.
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Student used no visuals.
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Classrooms 
