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Rubrics Orono High School Adopted 1-1-2011


5-Paragraph Science Essay Rubric The following lists indicate what you need to have in your essay to score the point value indicated. In addition, essays must incorporate document analysis and information from the articles you are using. (Outside information) 8-10 (Exceeds) • Strong, well developed thesis statement which clearly addresses the essay prompt • Deals with the issues and trends relevant to the prompt • Demonstrates well reasoned analysis of relationship of events, issues and cause and effect • Covers all areas of the prompt and is balanced • Well organized and grammatically correct • Sophisticated use of documents and includes substantial relevant outside information • Includes appropriate quotes that illustrates the point being made in the paragraph 5-7 (Meets) • Has a valid thesis which addresses the essay prompt • Deals with some accurate specific information relevant to the prompt • Demonstrates an analysis of information, uses data to support opinions and conclusions • Adequately addresses all areas of the prompt, may lack balance • Adequately organized, uses clear language through most of the essay, may contain minor grammatical errors • Use of some documents and some relevant outside information • Includes quotes but the relevance to the point being made is not apparent 2-4 (Partially Meets) • Thesis statement may be absent, limited, confused, or poorly developed • Very general approach to topic failing to focus on question • Limited understanding of the prompt and what is required to address it adequately • Demonstrates weak organization and writing skills which may interfere with comprehension • Misinterprets, briefly cites, or simply quotes documents with little outside information, or information which is inaccurate or irrelevant 0-1 (Does Not Meet) • No discernable thesis or contains a thesis that does not address the prompt or simple restates the prompt • Inappropriate or erroneous information; or information is limited to a small portion of the prompt • Analysis is inaccurate or does not exist • Contains both major and minor grammatical errors • Refers to the topic but does not address the prompt • Erratic organization • Includes no quotes or use of documents is missing, inappropriate or confused


5 paragraph outline form for science Introduction: Thesis: Ideas for Intro: Title and author of sources used: Body of Paragraph One: Topic Sentence: Example: Example: Quote: Transition sentence: Body of Paragraph Two: Topic Sentence: Example: Example: Quote: Transition sentence: Body of Paragraph Three: Topic Sentence: Example: Example: Quote: Transition sentence: Conclusion: Thesis restated: Analysis and broadening of ideas: Final statement as to how it relates to the thesis or the clincher:


Essay Rubric † I open with an introduction that brings the reader in using a hook a clear, arguable thesis as the base of the essay † I cite evidence in support of my thesis using criteria posted by instructor † I bring the essay to a close (conclusion) using "-\

a restatement of the thesis a connection. † I make no significant errors in using conventions of the English language verbs: tense, agreement pronouns, nouns, adjectives and adverbs conjunctions spelling commonly confused terms, capitalization, punctuation citation, resources, footnotes


Inquiry/Research Rubric † I open with an authentic research question or problem that is open-ended, worthy of research † I use authentic research method(s) to find out things I didn't know before (evidence) use what I’ve learned to reach a new understanding (reasoning) † I weigh sufficient evidence I cite and paraphrase a variety of sources I recognize strengths, weakness of evidence, varied point(s) of view I note connections, patterns † I offer a thesis, based on these discoveries, to answer the question, solve the problem † I cite sources using format and specific requirements posted by my instructor (e.g., MLA style, restrictions on number of online sources, etc.) † I make no significant errors in using conventions of the English language verbs: tense, agreement pronouns, nouns, adjectives and adverbs conjunctions spelling commonly confused terms, capitalization, punctuation citation, resources, footnotes


ORAL PRESENTATION RUBRIC

PRONUNCIATION

VOCABULARY

GRAMMAR DELIVERY

DOES NOT MEET No response; Incomprehensible No response; completely inappropriate; in English No response; numerous inaccuracies Demonstrates no attention to audience. Speech is often difficult to understand. Gestures interfere with presentation. Clear that practice has not occurred. Reads from note cards or paper, does not look at audience. Pace interferes with presentation. Time requirements are not met.

PARTIALLY MEETS Severe problems; somewhat comprehensible Many missing or incorrect words

MEETS Some errors; mostly comprehensible

Some inaccuracies

Mostly accurate

Few or no errors

Starts before audience is attending. Speech is difficult to understand, at times; too soft; monotonic. Little evidence that practice has occurred. Glances at audience, but overly dependent on note cards. Pace somewhat interferes with presentation. Time requirements are minimally met.

Gains the attention / interest of audience. Speech is clear most of the time. Evident that practice has occurred. Gestures are utilized effectively. Makes eye contact, looks around, “tells” more than reads off cards or paper. Pace is neither too fast nor too slow. Time requirements are met.

Initial impact is strong. Speech is clear and animated. Gestures add significantly to the presentation. Student exudes selfconfidence and is poised, has “stage presence”. Eye contact is effective. Little reliance on script or cards. Presentation is sophisticated and passionate. Time requirements are met.

Almost always appropriate to level and task

EXCEEDS Few or no minor errors; completely comprehensible Completely appropriate to level and task

CONTENT / ORGANIZATION

Demonstrates superficial or flawed knowledge of topic. Main ideas unclear &/or unsupported by details.

Demonstrates superficial, flawed or inconsistent knowledge of topic. Introduction vague. Few details support main ideas.

Demonstrates consistent knowledge of topic. Intro clear & engaging. Main ideas clear, focussed and supported by appropriate details.

Demonstrates in-depth knowledge of topic. Introduction engages the audience. Main ideas are insightful. Supporting details are varied and demonstrate exemplary conclusions.

VISUALS

No visual support. Few required components of the visual are evident. Visual presentation is messy and unorganized. Factual details contain errors or misrepresent information. Written parts contain many errors in grammar and mechanics.

Most of the required components of the visual are evident. Presentation has some visual flaws and is somewhat unkempt. Factual details have some errors. Written parts contain some errors in grammar and mechanics.

All of the required components of the visual are evident. Presentation is neat, organized and visually attractive. Factual details are correct. Written parts have few errors in grammar or mechanics

All required components of the visual are evident; additional parts enhance the visual. Presentation entices the view to look. Written parts contain very few grammatical or mechanical errors.


Nom : _________________________ Français___

Interro

Numéro : _____ Date : ________

Evaluation orale

Speaking

20 pts

Respond in French to three questions drawn at random. Answer three questions drawn at random. Accomplishes the assigned task successfully. Speaks clearly and accurately. Brings additional input to the basic situation. Accomplishes the assigned task successfully with few errors. Is able to communicate effectively in spite of these errors. Offers meaningful responses. Accomplishes the task with difficulty. Demonstrates minimum oral competence. Hesitates frequently. Offers minimal, predictable responses. Unable to accomplish the task or fails to demonstrate acceptable use of functions, vocabulary, and grammatical structures. Unable to accomplish the task. Errors are so extreme that communication is impossible.

Q#____

Q#____

Q#____

18 – 19,9

18 – 19,9

18 – 19,9

16,5 – 18,5

16,5 – 18,5

16,5 – 18,5

15 – 17

15 – 17

12 – 15

12 – 15

0 – 12

0 – 12

15 – 17

12 – 15 0 – 12


Rubrics