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Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
1 2 3 4 Total
OrganizationAudience cannot
understand presentationbecause there is no
sequence of information.
Audience has difficultyfollowing presentationbecause student jumps
around.
Student presentsinformation in logical
sequence which audiencecan follow.
Student presents informationin logical, interesting
sequence which audience canfollow.
SubjectKnowledge
Student does not havegrasp of information;student cannot answer
questions about subject.
Student is uncomfortablewith information and is ableto answer only rudimentary
questions.
Student is at ease withexpected answers to allquestions, but fails to
elaborate.
Student demonstrates fullknowledge (more than
required) by answering all
class questions withexplanations and elaboration.
GraphicsStudent uses superfluousgraphics or no graphics
Student occasionally usesgraphics that rarely support
text and presentation.
Student's graphics relate totext and presentation.
Student's graphics explainand reinforce screen text and
presentation.
Mechanics
Student's presentation hasfour or more spelling
errors and/or grammaticalerrors.
Presentation has three
misspellings and/orgrammatical errors.
Presentation has no more
than two misspellingsand/or grammatical errors.
Presentation has no
misspellings or grammaticalerrors.
Eye ContactStudent reads all of report
with no eye contact.
Student occasionally useseye contact, but still reads
most of report.
Student maintains eyecontact most of the timebut frequently returns to
notes.
Student maintains eyecontact with audience,
seldom returning to notes.
Elocution
Student mumbles,incorrectly pronouncesterms, and speaks too
quietly for students in theback of class to hear.
Student's voice is low.Student incorrectly
pronounces terms. Audiencemembers have difficultyhearing presentation.
Student's voice is clear.Student pronounces most
words correctly. Mostaudience members can hear
presentation.
Student uses a clear voiceand correct, precise
pronunciation of terms sothat all audience members
can hear presentation.
Total Points:
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Report Rubric
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Topic Totally unrelated Remotely related Somewhat relevant Directly relevant
OrganizationNot organized, events
make no sense
Some organization, eventsjump around, start and end
are unclear
Organized, events aresomewhat jumpy
Good organization, eventsare logically ordered, sharpsense of beginning and end
Quality ofInformation
Unable to find specificdetails
Details are somewhatsketchy
Some details are non-supporting to the subject
supporting details specificto subject
Grammar &Spelling
Very frequent grammarand/or spelling errors
More than two errors Only one or two errorsAll grammar and spelling
are correct
Interest Level Needs descriptive wordsVocabulary is constant,
details lack "color"
Vocabulary is varied,supporting details need
work
Vocabulary varied,supporting details vivid
Neatness
Illegible writing, loose
pages
Legible writing, some ill-formed letters, print too
small or too large, papersstapled together
Legible writing, well-formed characters, clean
and neatly bound in areport cover, illustrations
provided
Word processed or typed,clean and neatly bound in a
report cover, illustrationsprovided
TimelinessReport handed in more
than one week lateUp to one week late Up to two days late Report handed in on time
Total
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Research Report RubricThe topic of research was clearly defined.
1 2 3 4 5
Concepts are accurately identified and clearly understood.
1 2 3 4 5
The information researched addressed a problem.1 2 3 4 5
The information researched addressed alternatives for solution.
1 2 3 4 5
The information researched addressed the best solution.
1 2 3 4 5
The end product has some kind of visual aspect.1 2 3 4 5
The student demonstrated understanding of topic during small group discussion.
1 2 3 4 5
Total Points Possible: 35 pointsTotal Points Earned:__________________
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Paper Based on an Interview
Rating Criteria
A
y engaging, creative, and thoughtfuly precise, vivid, and sophisticated vocabulary; varied patterns and lengths of sentences
y coherent and organized structurey chosen form effectively and innovatively conveys content
y relevant and intriguing use of details to convey personality and experience of person interviewedy few surface feature errors; only noticeable if looking for them
B
y clear and thoughtfuly complex, precise vocabulary and varied sentences
y logical organizationy chosen form effectively conveys content
y relevant and careful use of details to convey personality and experience of person interviewedy few surface feature errors; occasional spelling or punctuation errors
C
y quite well developed and detailedy generally precise vocabulary and complex sentence structures containing minimal errors
y obvious organizationy chosen form appropriate for content
y relevant use of details to convey personality and experience of person interviewedy generally few surface feature errors; some punctuation, spelling, or pronoun reference errors
D
y direct and usually cleary straightforward vocabulary and effective sentences that are rarely complex or varied
y organization evidenty chosen form generally appropriate for content
ycompetent use of details to convey personality and experience of person interviewed
y surface feature errors such as comma splice, spelling, or pronoun reference errors
REWRITE
y limited clarity and thoughty unsophisticated and, at times, inappropriate vocabulary with simple sentences
y evidence of some organizationy chosen form rarely conveys content effectively
y inconsistent use of details to convey personality and experience of person interviewedy
surface feature errors may at times distract readery message is clear, understandable, and thought-provoking
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DEBATE RUBRIC
Category Presidential Debates The Senate Floor Student Council Election Not Yet Score
4 3 2 1
AddressesIssues
Always addressestopic
Usually addresses topic Rarely addresses topic Did not address topic
Support withFacts
Uses many facts
that support topic
Uses some facts that
support topic
Uses few facts that support
topic Does not use facts thatsupport topic
Persuasiveness
Arguments clear andconvincing
Arguments are sometimesclear and convincing
Arguments are rarely clearand convincing
Arguments are neverclear and convincing
Teamwork
Used team membereffectivelyEqual timing
One member does thetalking 75 of the time One member does thetalking 100 of the time No one talks
Organization
Electrifies audience inopening statement
Closure convincesaudience
Grabs attentionBrings closure to the
debate
Introduces topic and bringssome closure to the debate
Does not introducetopic; no closure
TOTAL __________
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Rubric for Assessment of the Narrative Essay(maximum of 20 points for each essay)
3 2 1 0
INTRODUCTION
Background/HistoryThesis StatementCONCLUSION
Well-developed
introduction engages thereader and creates interest.
Contains detailedbackground information.Thesis clearly states a
significant and compellingposition.
Conclusion effectivelywraps up and goes beyond
restating the thesis.
Introduction creates
interest. Thesis clearlystates the position.
Conclusion effectivelysummarizes topics.
Introduction adequately
explains the background,but may lack detail.
Thesis states the position.Conclusion is
recognizable and ties upalmost all loose ends.
Background details are a
random collection ofinformation, unclear, ornot related to the topic.
Thesis is vague orunclear.
Conclusion does notsummarize main points.
MAIN POINTSBody Paragraphs
Well developed main pointsdirectly related to the thesis.Supporting examples areconcrete and detailed.
The narrative is developedwith a consistent and
effective point-of-view,showing the story in detail.
Three or more mainpoints are related to thethesis, but one may lackdetails. The narrative
shows events from theauthor's point of viewusing some details.
Three or more mainpoints are present. The
narrative shows theevents, but may lack
details.
Less than three mainpoints, and/or poor
development of ideas.The narrative is
undeveloped, and tellsrather than shows, the
story.
ORGANIZATIONStructure
Transitions
Logical progression ofideas with a clear structurethat enhances the thesis.
Transitions are mature andgraceful.
Logical progression ofideas. Transitions are
present equally
throughout essay.
Organization is clear.Transitions are present.
No discernableorganization. Transitions
are not present.
STYLESentence flow, variety
Diction
Writing is smooth, skillful,coherent. Sentences are
strong and expressive withvaried structure. Diction isconsistent and words well
chosen.
Writing is clear andsentences have variedstructure. Diction is
consistent.
Writing is clear, butsentences may lackvariety. Diction is
appropriate.
Writing is confusing,hard to follow. Containsfragments and/or run-onsentences. Inappropriate
diction.
MECHANICS Punctuation, spelling, Punctuation, spelling, A few errors in Distracting errors in
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Spelling, punctuation,capitalization
capitalization are correct.No errors.
capitalization aregenerally correct, with
few errors. (1-2)
punctuation, spelling,capitalization. (3-4)
punctuation, spelling,capitalization.
Introduction/Conclusion _______Main Points _______
Organization _______Style _______
Mechanics _______
Total Points ______ = grade of ______
Grade Equivalent (15 points maximum):A = 13 - 15 pointsB = 10 - 12 pointsC = 7 - 9 pointsD = 4 - 6 points
F = 0 - 3
Assessment Criteria: Standards and Criteria for Essay Evaluation
Standards Criteria
Areas ofAssessment A B C D
Format __includes typedfinal, prewrite oroutline, marked
draft, & Works Citedin prescribed format
__includes typed final,prewrite or outline, markeddraft, & Works Cited - some(minor) errors in prescribed
format
__includes typed final,prewrite/ outline, draft, &
Works Cited, butinsufficient editing of draft;several errors in prescribed
format
__ missing prewrite/outline,draft or Works Cited;
insufficient editing of draft oroutline; numerous errors in
format
Understanding ofliterature/ texts __ writing showsunusual insightunderstanding
__writing shows strong, clearunderstanding __writing shows adequateunderstanding but may betoo general or superficial
__writing shows little or nounderstanding of text
Idea Development __ presents freshthesis in an original
manner whiledisplaying unusual
insight
__ presents an effective thesisand development using aconsistent, careful mannerincorporating examples
__ presents a clearlydefined thesis, but thedevelopment is too
general or may not be
marked by independentthought
__ poorly defined orinconsistent development of
thesis that displays little insight
Text Support __more than __adequate/some errors in __inadequate/several errors __inadequate/numerous errors
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adequate/correctMLA format;
smooth embedding
MLA format; generally smoothembedding
in MLA format; somefaulty embedding
in MLA format; ineffectiveembedding
Organizational
Pattern
__ strong,
interesting; clearbeg/middle/end;
strong thesis that ismarked on draft
__ organized; clear
beg/middle/end; clear thesisthat is marked on draft
__ somewhat organized;
attempt at beg/middle/end;thesis is weak or unclear -
not marked on draft
__ no attempt at organization;
lacks clear beg/middle/ end;thesis lacking or inappropriate
- not marked on draft
Word Choice _ fresh/vigorous;contributes to "voice"__ very limited useof 1st and 2nd person
& "to be" verbs
__vivid/interesting; attempt toestablish "voice"
__ limited use of 1st and 2ndperson & "to be" verbs
__ appropriate but notspecific or vivid; weak
"voice"__ weak attempt to limit
use of 1st and 2nd person &"to be" verbs
__ simple/vague; appears tolack "voice"
_excessive use of 1st and 2ndperson & "to be" verbs
Sentence Structure __ correct/varied __ correct, but lacks variety __ sometimes incorrect &lacks variety
__ frequent errors & lacksvariety
TransitionalDevices
__smooth &effective; marked on
draft
__ somewhat smooth &generally effective; most
marked on draft
__ many not smooth &some errors in usage;
many not marked on draft
__ not used &/or frequenterrors in usage; many not
marked on draft
LanguageMechanics
__ very few (if any)errors; very well
proofread
__ few errors; generally wellproofread
__ several errors; requiresadditional proofreading
__ numerous errors; appearsnot to have been proofread
Assessment Rubric for Essay
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Question: Conscientious objection forces one to look closely at the distinction between self-interest and individual rights. It also raisesthe question what is oneos responsibility to oneos country and to oneself. Sometimes individual rights come into conflict with the
common good. (Smaller examples to illustrate this conflict might be playing your radio loud v. creating a noise disturbance in thecommunity or decorating your yard as you like v. meeting community rules and standards for curb appeal.) Do you think
conscientious objection is an instance where individual rights conflict with the common good or sustain and support it? Support yourresponse with resources from this lesson.
Excellent Good Fair Needs WorkThesis Statement is a clear,
compelling, specificthesis sentence whichtakes a position andencourages reader toexplore its supportive
material.
Statement clearlyprovides a specific
position andencourages reader toexplore supportive
evidence.
Statement takes aposition. Could be
more specific and clearin language.
Statement does notprovide a clear position
on the topic.
Supporting Evidence Essay provides at leastthree compelling
reasons supporting thethesis and gives specific
evidence fromappropriate material tosupport each of thosereasons. Uses primaryand secondary sources
of lesson with acuityand precision.
Essay provides at leastthree good reasons
supporting the thesisand gives specificevidence from
appropriate material tosupport each of those
reasons.
Essay provides at leastthree reasons
supporting the thesis.Supporting evidencefor those reasons maybe vaguely referenced
or weak.
Essay provides fewerthan three reasons
supporting the thesis.Supporting evidence is
inappropriate orlacking.
Critical Thinking Essay has not onlystrongly supported its
thesis sentence, but alsomentioned and refutedan alternative position.
Has consideredmultiple perspectives.Essay shows complex
Essay has convincinglysupported its thesis and
shows anunderstanding of
several components of
the essay question.
Essay has providedsupport to its thesis and
shows basic,perfunctory
understanding of
several concepts.
Essay does not provideadequate or appropriate
support to its stance.Shows confusion ontopic or lack of effort.
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understanding ofseveral components ofthe essay question andhow they interactt
such as specificexperience ofconscientious objectors,individual rights, war
realities andconsequences,
definition of pcommongoodq, and government
role in society.
Conclusion Conclusion reiteratesthe supporting evidenceand the main thesis andleaves the reader with a
final strong thoughtand thoroughly
convinced of theposition.
Conclusion restates thesupporting evidence
and the main thesis andleaves the readerconvinced of the
position.
Conclusion isrecognizable, but does
not bring lesson tostrong completion.
There is no clearconclusion.
Organization Essay showsintroduction, clear
thesis, topic sentencesfor supportive
paragraphs, logical
placement of supportivetext, and smooth
transitions from oneidea to next. Reader istold what the essay will
discuss, discusses it,and what the essay did
discuss.
Essay showsintroduction, clear
thesis, topic sentencesfor supportive
paragraphs, logical
placement of supportivetext, and smooth
transitions from oneidea to next. Reader istold what the essay will
discuss, discusses it,and what the essay did
discuss.
Essay provides most ofthe following:
introduction, thesis,topic sentences for
supportive paragraphs,
logical placement ofsupportive text.
Transitions betweenideas may be rough.
Essay may occasionallyinclude relevant
material.
Essay lacks any sort ofstructural organization.
Writing Conventions Uses varying sentencestructure, precise
Uses varying sentencestructure, correct
Simple sentencestructure, basic
Essay does not providevarying sentence
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Organization
My story has astrong lead thatdevelops readers'
interest, a
developed middlethat buildstension, and a
satisfying endingthat provides
closure, all in anorder that flows
like water.
My story has either astrong lead, a developed
middle or a satisfyingending but not all three.
Maybe the middle dragson too long or the
ending is a bit abrupt.
My story movesthrough thebeginning,
middle and endin a logical order.It takes the readeron a walk but ona sidewalk, not a
high wire.
My organization is
rough butworkable. Mystory may get off
topic once ortwice.
My story is aimlessor disorganized. It
lacks direction.
I didn't writeenough tosay one wayor the other.
Paragraphs
I indent thebeginnings of allparagraphs andhave one topicper paragraph. Iwrote more than
5 paragraphs.
I indent the beginningsof all paragraphs, haveone topic/paragraph,
and I wrote 5paragraphs.
Some of myparagraphs aretoo long or not
indented. I wroteat least 5
paragraphs.
I have severalproblems with
paragraphs and/orI wrote less than 5
paragraphs.
I use incorrectparagraph formatand/or I wrote lessthan 5 paragraphs.
I didn't writeenough tojudge.
The action
My story givesdetails about oneexciting, funny,sad or unusual
event and revealswhy it was
important to me.
I tell about one specificevent in detail but it isn't
clear why it wasimportant to me.
My story has onemain event but
also includes lessimportant eventsthat don't help
readersunderstand what'simportant to me.
I focus on morethan one event,none of which
have enough detailto give the story a
clear focus.
My story has nofocus and is
probably confusingto a reader.
I didn't writeenough tojudge.
The scene
I paint a mentalpicture for myreaders, vividlysetting the sceneby describing
important sights,sounds, smells,and/or tastes.
I describe the centralscene(s) in detail, but
not vividly.
I describe thescene at somepoint but somescenes are not
described well.
I use only 1 or 2descriptive words,
only describerelatively
unimportant
scenes, or giveirrelevant details.
I do not describethe setting of the
journey.
I didn't writeenough tojudge.
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The cast ofcharacters
I create complexcharacters by
showing them inaction, describing
how they look &act, by usingdialogue and
letting the reader"overhear" theirinner thoughts.
I create characters bydescribing who they
are, what they look like,gestures, expressions,and using relevant
dialogue.
I tell who is inthe story and
their names andages but do not
show howcharacters behaveand feel. I uselittle or onlyirrelevantdialogue.
I only vaguelyrefer to characters(e.g., I talk about
"my brother" butnever say hisname, how he
acts, etc.). I use nodialogue.
I leave significantcharacters out (e.g.,
my father, who
took us on the tripI write about), and
do not usedialogue.
I didn't write
enough tojudge.
The point
My paper reveals
a profoundinsight gainedfrom this trip.The lesson
learned draws ona theme foundthroughout the
essay.
I reveal insights gainedfrom the trip, but they
may be just tacked on atthe end.
I describerelevant feelingsor ideas, but Idon't have a
central insight orlesson learned.
I describe a fewfeelings or ideasbut they aren't
well connected tothe story.
I don't share myfeelings, insights orlesson learned. Myessay seems to have
no point.
I didn't writeenough tojudge.
Conventions
I use first personform, and correct
sentencestructure,grammar,
punctuation andspelling.
My mechanics are good.Errors may be fromtaking risks, trying tosay things in new or
unusual ways.
I generally usethe correctsentencestructure,grammar,
punctuation andspelling.
I make frequenterrors which aredistracting but donot interfere with
meaning.
Numerousproblems with
grammar, spelling,etc. make my story
hard to read
I better getbusy writing!
ESSAY RUBRIC - STYLISTIC ANALYSIS OF TEXT
1 2 3 4 Weight
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STRUCTUREAND
ORGANISATION
24 x2
* Opening contains oneelement of the
5 par. Planessay structure
contains two elements ofthe 5 par. Plan essay
structure
contains both elements withan attempt at originality
achieves all theabove in a
captivating manner
* Main bodyparagraphs
refers to theintention in
eachparagraph
and presents ideas in alogical sequence
with some supporting detailfrom text studied
with muchsupporting detialin a clear andfluent manner
* Conclusion contains oneelement of the
5 par. Planessay
conclusion
contains all requiredcomponents
with original insight in a captivatingmanner
MECHANICS 12 x1
* Grammar uses simplesentences
and compound sentences and complex sentences manipulates all toeffect
*Punctuation shows some
use of
uses it correctly and consistently with no errors
*Language uses subjectspecific vocab
sparingly
but correctly frequently manipulating it toeffect
CONTENT 36 x3
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* Identifies allelements of style
acknowledgesthem
identifies them correctly analyses at least 2 analyses at leastthree withconviction
*Originality ofthought
expresses ownopinion onstyle used
with rationale for opinion consistently throughout theessay
with synthesis ofown ideas
* Use of examples provides 2pieces of
evidence
provides 4 pieces ofevidence
provides 5 pieces ofevidence
provides 6 ormore pieces of
evidence
MARK
PERCENTAGE ( ) 72