END OF QUARTER RUBRIC
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VERSION '05-'06 |
Nothing Compares 2 U (Sinead O’Connor) |
Knockin’ on Heaven’s Door (take your pick) |
I’m a Believer (The Monkees) |
What Have I Done to Deserve This? (Pet Shop Boys) |
|
Content Mastery |
Consistently demonstrates insightful content mastery in writing and discussion Consistently grasps details, nuances or subtleties |
Consistent content understanding in writing and
discussion Sometimes grasps details, nuances or subtleties |
Periodic understanding; lacking depth
|
Offers quick, superficial answers and shows little interest in developing those first responses |
| Critical Thinking |
Seeks outside information to complement course content Connects content to current event or outside issues Synthesizes material while reading, writing or discussing; analyzes and interprets throughout the process. Analyzes and interprets throughout the process. Consistently strives to challenge, deepen and test own ideas honestly, confronts opposition arguments not just to find flaws, but also to discover and benefit from the merits of those arguments; listens and reads with an open mind. Identifies and resolves fallacies and inconsistencies |
May engage outside information to complement course content Periodically connects content with current events/outside issues Reads with attention to detail and the ability to synthesize most material, clear evidence of thoughtful reading, in written work & discussion Serious thinker, reconsiders and critiques own ideas when prompted, intellectually honest and open-minded. Identifies fallacies and inconsistencies
|
Reads thoroughly and, in written work and discussion, may give some evidence of being insightful about the reading Thoughtful but sometimes fails or is unwilling to reconsider his or her own ideas seriously Inconsistently identifies fallacies and inconsistencies
|
Offers quick, superficial answers and shows little interest in developing those first responses Unaware of fallacies and inconsistencies
|
| Academic Discipline |
Consistently prepares all assignments (all drafts) in a thorough and timely manner Self-disciplined throughout any creative or intellectual process; always strives to do meaningful, probing work, uses others to test ideas Consistently prepared for constructive participation Purposefully revises and conferences in a timely manner Intellectually alert and curious. |
Revises and conferences, but lack true “revision” or timeliness Majority of assignments completed thoroughly and on time Usually self-disciplined, self-motivated and generally independent Often prepared for constructive participation |
Not revisions, more like edits, rarely conferences Sometimes completes assignments on time. This student is never blatantly irresponsible but may sometimes need others to direct his or her work |
Little effort to revise or conference often works well but fails to complete some important assignments May complete reading assignments but does not demonstrate a thorough or thoughtful grasp of the text |
|
Collaboration, Civic and Social Conduct (ethical behavior) |
Fills multiple roles (leads and follows) Monitors and adjusts for group relations Encourages all group members to share their ideas Cares about goals; helps direct the group in setting and meeting goals Consistently demonstrates ethical conduct and decision making in: technology use, content discussion, group process Is strikingly involved in fostering a thoughtful, productive classroom Furthers conversation as both a listener and a contributor Consistently participates meaningfully in writing group |
Contributes to a thoughtful, productive classroom, group project or conference, by coming prepared and remaining attentive and involved Honestly works at all roles Participates in writing groups, tries to resist instructing group members Often listens and contributes or may contribute more than listens |
Can support a point of view but is not consistently open-minded regarding the views of others Does not seriously detract from others' work but only rarely contributes to discussions or sometimes adds comments which show a lack of real attentiveness or grasp of the discussion's focus Limited writing group participation or simply tells peers what to do Tends to dominate the discussion without listening to others |
Hinders or contributes nothing to group processing Makes very few contributions to discussions or is notably disruptive at times Demonstrates poor ethical conduct and decision making in: technology use, content discussion, group process No or meaningless writing group participation Does not engage in discussion |
|
Metacognition |
Purposefully reflects and tracks progress Articulates what is being done, why, and how and understands how it affects learning Adjusts for strengths and obstacles Uses past task reflection to adjust for future endeavors |
Reflects with each task, but only because instructed to; may not track progress over all Usually able to articulate why an approach is (or is not) successful but doesn't see the connection to learning (unless prompted) May use past reflection for goal setting |
Reflects with little depth because haven't yet developed the strategies for doing it; does not track progress Can not articulate what, why or how |
No effort at meaningful, purposeful reflection Is not interested in learning how to reflect |
|
Presentation of Work |
Writes with impressive clarity, technical polish and a sense of purpose arising from sincere interest use of language and investment in the content In oral presentation: articulate, prepared, rehearsed, well-supported and informed Visual work has strong aesthetic appeal; not cluttered, graphics enhance content; image selection is appropriate; enhancements enrich the viewing and learning experience and significantly contribute to conveying the content and meaning |
Writes with clarity and correctness Articulate and prepared but lacking depth of understanding, investigation or evidence In visual work multimedia elements adequately contribute to conveying the content and meaning; most graphics used used appropriately to enrich the experience; purpose is not readily evident. |
Writes with some clarity but with some notable editing errors or occasional awkwardness Inarticulate or unclear, inadequate preparation, rehearsal or evidence Visual work lacks attention to aesthetic design. Graphics are random or insufficient and do not enhance content. |
Writes without attention to detail or without adequate development of ideas May complete work but often in a sloppy or thoughtless fashion In visual work graphics interfere with or distract from content and communication of ideas. |
NOTE
ON THE USE OF THIS RUBRIC:
The purpose of a rubric when assessing student work
is to provide benchmarks of achievement which allow a student to understand
their current level of mastery and discipline in order to set goals for future
drafts, assessments, or, in this case, marking periods. For as long as possible
we will refrain from discussing grades, per se, and focus our discussion on
achievement and progress. As long as a student continues to set goals, reflect
and evaluate their work and habits, set new goals and modify their work, habits
and effort accordingly, they will realize increasing success and achievement as
the year progresses. Thus, rather than penalizing a student who begins the year
as a believer and ends the year with nothing compared to them by averaging a
lower earlier grade with a later higher one, the student is evaluated according
to mastery and achievement as demonstrated by their ability and mastery by the
end of the year. However, a student who may begin the year with the drive and
motivation to knock on heaven's door, but who then slacks off, loses focus and
discipline and ends up wondering what they did to deserve this, will not be
boosted from a D to a C because first quarter was strong when it is not
reflective of the ability or master he or she consistently demonstrated.
Students, please review this rubric with your parents, and parents, at least at the end of each quarter, please ask your student to review this rubric with you and show you the work they did that quarter and how it corresponds to that quarter's evaluation of their progress. Feel free to contact us at any time with questions you may have about this evaluation method.