Final+Assessment+Rubric

Points: 13-16 points = 4 9-12 points = 3 5-8 points = 2 1-4 points = 1

Writing Assignment Rubrics (research paper, persuasive essay, or Op. Ed. column): - Proposes a realistic solution to world hunger || - Conveys an understanding of the topic - Proposes a solution to world hunger || - Coveys a simple or confused understanding of the topic - Proposes a confused solution to world hunger || - Does not address topic - Proposes an unrealistic solution to world hunger || - Exhibits a logical sequence of ideas || - Maintains a clear and appropriate focus for the most part || - Is sometimes unclear - Contains some inconsistencies || - Is unclear - Mainly composed of inconsistencies || - Exhibits control of grammar, spelling and punctuation || - Uses appropriate language - Makes few errors with grammar, spelling, and punctuation || - Relies on basic vocabulary - Demonstrates partial control of grammar, spelling, and punctuation || - Uses vocabulary incorrectly - Demonstrates no control of grammar, spelling, and punctuation ||
 * = ** CATEGORIES ** || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * = **MEANING** || - Conveys a sound understanding of the topic
 * = **DEVELOPMENT/EVIDENCE** || - Uses strong evidential support from at least two sources to support point || - Uses valid evidential support from at least two sources to support point || - Uses superficial or unreliable sources as support to support point || - Does not use support ||
 * = **ORGANIZATION** || - Maintains a clear and appropriate focus
 * = **LANGUAGE USE/CONVENTIONS** || - Uses strong language

Video Recording Rubric:
 * = ** CATEGORIES ** || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * = **SUPPORT FOR POSITION** || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The director anticipates the viewer’s concerns, biases or arguments and has provided at least 1 counter-argument. || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||
 * = **EVIDENCE AND EXAMPLES** || All of the evidence and examples are specific and relevant in the changing world. || Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the director’s position. || At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the director’s position. || Evidence and examples are NOT relevant AND/OR are not explained. ||
 * = **CREATIVITY** || Recording has a creative hook that draws viewers to listen/watch. Any diagrams, illustrations, and/or voice-over’s are neat, accurate and add to the viewer's understanding of the topic. || Images/voice-over's are accurate and add to the viewer's understanding of the topic. || Images/voice-over's are neat and accurate and sometimes add to the reader's understanding of the topic. || Images/voice-over's are not accurate OR do not add to the viewer's understanding of the topic. ||
 * = **PROBLEM SOLVING** || Actively looks for and suggests solutions to problems. How can people help? || Refines solutions suggested by others. || Does not suggest or refine solutions, but is willing to try out solutions suggested by others. || Does not try to solve problems or help others solve problems. Lets others do the work. ||

Presentation Rubric:
 * = ** CATEGORIES ** || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * = **ORGANIZATION** || The material is organized in such a way that it builds on itself, contains transitions and contains and introduction, development, builds to a climax and has a conclusion. || The material is organized in such a way that it builds on itself, contains transitions and contains some sort of beginning, middle and ending. || The material is organized, but does not build on itself in a progression. There is some impression of a beginning, middle and end. || The material is not organized in a cohesive way and does not appear to be connected in a meaningful way to help the viewer understand the conclusion. ||
 * = **THESIS & EVIDENCE** || The thesis is clearly stated and engages in a critical and analytical way with the topic. Evidence is offered in support of the thesis and counter evidence is offered and disproved. || The thesis is clearly stated and engages with the topic. Evidence is offered in support of thesis. || The thesis is stated, but flawed. Some evidence is offered in support of thesis. There are some inaccuracies. || Thesis is not clearly stated and there are no supporting examples. ||
 * = **DIAGRAMS & ILLUSTRATIONS** || Diagrams and illustrations are neat, accurate and further the reader's understanding of the topic. They promote the critical thinking of the thesis statement. || Diagrams and illustrations are accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. || Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. ||
 * = **CLARITY & ARTICULATION** || The content and thesis are clearly explained. Articulation and body language are clear and consistent with goals of the project. || The content and thesis are moderately well explained. Articulation and body language are consistent with the goals of the project. || Parts of the thesis are not clear. Articulation and body language are consistent with the goals of the project. || The content and thesis are not clear. Words are not articulated clearly enough. Body language and articulation do not support the project and are confusing. ||