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You will be evaluated on all of the following:

Look over the rubric categories for specific evaluation criteria:

Student's Name: Block: Teacher:

Group Collaboration / Co-operation Skills (Max 12)
It is expected you will: Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Contribute Does not collect or relay relevant information or complete work or work toward group goal Collects a little relevant  information; completes work late; needs prompting to work towards group goals Collects basic relevant information; completes work on time; works toward group goals without prompting Collects a lot of relevant information; shares it with group; completes work on time; consistently and actively works towards group goals
Take responsibility Does not perform assigned role; does not speak in group meetings; relies on others to do work; wastes group or own time (off-task) Performs few tasks assigned by group; gives unrelated information; needs reminding to perform tasks; sometimes wastes group or own time (sometimes off-task) Performs nearly all tasks assigned by group; offers some relevant information; usually does tasks assigned; rarely needs reminding; uses group and own time wisely (usually on-task) Performs all duties of assigned team role; offers relevant information; always does assigned work without reminding; always conscious of wise use of group and own time (always on-task)
Value others' viewpoints Is always talking; never listens or allows others in group to speak; argues and wants to have things their way Usually talking; rarely listens or allows others to speak; sometimes argues; often sides with friends rather than consider others' viewpoints Listens but talks too much; rarely argues; usually considers others' viewpoints; often tries to move project forward; usually on task Listens and speaks a fair amount; never argues; always tries to help group reach a fair decision and move forward in project; always on-task
Evaluator's Comments:

 

 

Individual Research Skills (Max 12)
It is expected you will: Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Be thorough:

Few skills for independent research; no search strategies; needs help to organize ideas in simple formats; sometimes absent or late with assigned task; some information or graphics not relevant

Has some difficulties with research; uses simple organizational and note-taking strategies; tries hard to improve skills; finds several  relevant resources and graphics; mostly on-task

Researches using multiple sources; takes notes and organizes learning independently and helps others, as needed; selects appropriate information and graphics; on-task

Synthesizes research findings from multiple sources; uses sophisticated organizational and learning skills; shares information and strategies with group members; others seek advice or assistance; works with a strong sense of the purpose of the task
Be resourceful:

Understands basic information in text, with assistance; finds  relevant resources with assistance; unable to access appropriate print or electronic resources without assistance

Is able to search for and access required number of resources but occasionally needs assistance; prefers electronic over print, or print over electronic, resources; has a comprehensive but literal interpretation of materials

Needs little assistance in searching for and  selecting appropriate resources, print or electronic; is able to assist others; synthesizes information from multiple sources; infers meaning; sees beyond literal meaning

Gathers information from more challenging and relevant resources, both print and electronic; helps others find resources; demonstrates a strong sense of what are appropriate resources

Be independent: Unable to work without assistance; needs to be reminded of task and role in group; has few "metacognitive" strategies; unable to assist others

Able to work somewhat independently; requires assistance to get started or to select appropriate resources; some metacognition; needs help occasionally

Able to work independently to access resources and assists others with most "access" tasks; metacognitive strategies are evident; seeks advice as needed

Works independently but takes time to assist others; reflects on own learning as a rule; assists others in devising ways to accomplish learning tasks as well as to access resources; is reliable, focused, supportive
Evaluator's Comments:

 

 


* METACOGNITION (or metacognitive strategies): 

Thinking about how you think and how you learn with a goal of improving these skills
 

Group Presentation and Product (Max 12)
It is expected you will:   Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Include Materials:  Appropriate Visuals, Analysis, and Information Information is not always relevant; does not present research findings with visuals or relate any information to story Information is relevant but lacks analysis or synthesis with story; not much thinking about connections between story and research findings; Analyzes relevant information; connects research, visuals, and thinking to story in interesting ways Carefully analyzes relevant information; synthesizes research findings with story interpretation; synthesis of information, ideas and visuals shows original thinking
Take Part in Delivering the Presentation Does not take a very active role; needs to practice more; some problems with delivery; is not clear; does not engage audience;  lots more practice needed Takes an active role but has some problems with delivery; clear but needs more practice ;  engages audience but could have done more; late or ran over allotted time Takes an active role in presentation; clear and practiced; engages audience; timely Takes an active role and encourages others to participate; engages audience; poised, clear, practiced, and enthusiastic about the topic and the group performance; timely
Construct a "Product"
eg: poster, web page, PowerPt presentation, or station

 

 

 Little relationship between elements** and content; weak connections between visuals, theme, and text; no evidence of new understanding or original thinking Design is okay; some elements** distract from content; visuals and theme are sometimes related; text is weak; little evidence of original thinking or new understanding Design is good; most elements** enhance the content; visuals work well with theme and text components; begins to draw strong connections between new understandings and topic Well-designed; all elements** enhance the content; visuals support the overall theme and text components; content shows creativity and insight; highlights new understandings and original thinking about the topic  
Evaluator's Comments:

 

 


**ELEMENTS OF DESIGN:

Check that colour, fonts, highlighting techniques, spatial arrangements,
text boxes, visuals, (sound, animation, video), etc., 
enhance, don't detract from, content and presentation

 

Learning Log (Max 12)
It is expected you will: Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Think deeply and understand what lies behind the text (story or source information) Little evidence of understanding project concepts; little reflection Some attempt to display understanding of project concepts; some reflection Understands concepts and connections between story and research findings; reflects on meaning Insightful; connects to personal life; sees connections between story and research finding; sensitive; sees more than one perspective;  reflective and able to construct new meaning
Think critically about your learning processes
(* See metacognition)		 Little evidence of attention to own learning processes; does not analyze, question, or use reasoning independently  Some attempts to articulate learning processes, to respond to key questions, and to find ways to improve learning skills Understands connection between inquiry and development of metacognitive skills; working hard to improve Entries are analytical; questioning; reasoned; reasonable;  entries reflect on learning processes and show high level of awareness of "personal landscape"
Use Appropriate Mechanics and Format
(grammar, spelling, sentence structure, length)		 Errors make entries difficult to read; needs support to edit work; less than half a page Errors detract from content; some attempt to edit work; about half a page Few if any errors; revises to make ideas and entries clearer; entries are more than half a page Good grammar, sentence structure, and spelling; one-page entries
Evaluator's Comments:

 

 

Graphic Organizers, Bibliography Entries, and Notes (Max 16)
Expectations: Beginning (0-1) Developing (2) Accomplished (3) Exemplary (4)
FN Chart Incomplete or not handed in; illegible; details are not relevant; did not include correct bibliography entries; little effort in using appropriate note-taking style; relies on others Complete with a few relevant details; mostly legible; some details not relevant; bibliography entries are mostly correct; note-taking skills are appropriate but lack detail; requires some assistance from others Complete with details that are mostly relevant; legible; correct bibliography entries; correct note-taking style; adequate detail; little assistance is required
 		 Complete with relevant information; legible; correct bibliography entries; correct note-taking style; works independently; sees connections between story and research findings
KWLH and Word Sort Charts
Bibliography Entries
Presentation Notes
Evaluator's Comments:

 

 

Self Evaluation (Max 6)

I am:

Criteria:  How did you judge yourself as this?

Mark

A Whiz
(Exemplary)

  

 

 

     5-6

Good
(Accomplished)

  

 

 

     4

A Work-in-Progress (Developing)

  

 

 

     3

Challenged by This Project
 (Beginning)

  

 

 

     0-2
Student's Comments:  (What would you like your teachers to consider in accepting your self-evaluation?)

 

 
Name: Block: Total:        /70 marks


 

 

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