Rubric for Assessment Project Plan

CATEGORY

5

4

3

2

Essential Question

Essential question is thoughtful, creative, well-worded and specific and corresponds to all three levels required for crafting essential question.

Essential question is well-worded, specific and corresponds to two levels required for crafting essential question.

Essential question lacked focus, poorly stated, and corresponds to one level required for crafting essential question.

Essential question lacked a specific focus, poorly stated, and does not correspond to the levels required for crafting essential question.

Objectives

Objectives describe specific knowledge, and/or products that relate to standards and can be assessed and understood at a deep level, where relevant unit concepts are applied.

Objectives describe specific knowledge, and/or products that meet standards and reflect understanding of relevant unit concepts.

Objectives describe knowledge, and/or products that are rather obscure and only require superficial understanding of unit concepts.

Objectives describe obscure knowledge and/or products that do not require understanding of unit concepts.

Content

Content is very informative, meaningful, intriguing and corresponds to real-world situations. It is interesting to implement.

Content is informative, meaningful and corresponds to real-world situations and is worth implementing.

Content is not always informative, but corresponds to real-world situations. It can be implemented.

Content is not informative, meaningful and do not corresponds to real-world situations. It cannot be implemented.

Authenticity

The project has an authentic context, involves real-world tasks, tools, and quality standards, makes a real impact on the world, speaks to students’ personal concerns, interests, or identities.

The project has an authentic context, involves some real-world tasks, tools, and quality standards, makes some impact on the world.

The project has some authentic features, but they may be limited or feel contrived.

The project lacks a real-world context, tasks and tools, does not make a real impact on the world or speak to students’ personal interests.

Time management

Always uses time well throughout the project to ensure timely production. Group does not have to adjust deadlines or responsibilities due to group member’s procrastination.

Usually uses time well throughout the project. May have procrastinated at times. Group does not have to adjust deadlines or responsibilities due to group member’s procrastination.

Always gets things done by deadlines. Group does not have to adjust deadlines or responsibilities due to group member’s procrastination.

Rarely gets things done by deadlines and/or group has to adjust deadlines or responsibilities because of group member’s inadequate time management.

Selection of Sources

Student identified highly appropriate sources in a variety of formats (books, journals, tion electronic sources). All borrowed text material and graphics have a source citation.

Student identified mostly appropriate sources in a variety of formats (books, journals, electronic sources). Some borrowed text material and graphics have a source citation.

Student identified a few appropriate sources but made little attempt to balance format types. One or two borrowed text material and graphics have a source citation.

Student Identified no appropriate sources in any format.

Several borrowed text material and graphics do not have a source citation.

Attractiveness

The project is exceptionally attractive in terms of design, layout, and neatness.

The project is attractive in terms of design, layout and neatness.

The project is acceptably attractive though it may be a bit messy.

The project is distractingly messy or very poorly designed. It is not attractive.

Demonstration of critical thinking

Student

was able to

openly discuss

topics and

demonstrated

critical thinking

related to

the ongoing investigation.

Student was

able to answer

most questions

posed and

demonstrated

critical thinking

about those concepts.

Student was

able to answer

all questions

posed but

demonstrated

very little critical

hinking.

Student

was unable

to answer

questions

posed.

Presentation

Includes everything required in presentation, presents ideas in meaningful order

Includes most of the information required in presentation, ideas presented in an order, but it does not always make sense

Includes some of the information required in presentation, ideas not always in an order and it does not always make sense

Includes a little required in presentation, presents ideas in an order that does not make sense