Peer-assessment for the project plan (31-EK) by the rubrics.

Scores

Criterion

5 - Exemplary

4 - Good

3 - Satisfactory

2 - Needs Improvement...

Scores

Topic

• The topic is very interesting and involving, also it gives students chance to express their imagination, they get an opportunity to create something on their own, this topic is totally connected with educational program.

• The topic is quite interesting and involving , also it gives students chance to express their imagination, they get an opportunity to create something on their own, develop their critical thinking.

• The topic is quite interesting and involving , also it gives students chance to express their imagination, they get an opportunity to create something on their own, but this topic isn’t as deep as it could be.

• The topic is quite interesting and involving, but it isn’t deep and doesn’t connected with educational program as well

4

Essential question

• The EQ is totally open-ended and sets a big challenge for solving it.

• The EQ is quite interesting and make students to think deeper

• The EQ is very simple and has a quick answer.

• The EQ was wrongly constructed in general.

4

Content

• The content is accurate and comprehensive;
• Students gain new insights about the topic;
• Many pertinent details were included;
• Went beyond assignment requirements.

• The content is generally accurate and reasonably complete;
• Students may develop a few insights about the topic;
• Includes pertinent details.

• The content is sometimes inaccurate or incomplete;
• Students may learn some isolated facts, but covers topic in superficial;
• Few details are detailed.

• The content is inaccurate or overly general;
• Students are unlikely to learn anything or may be misled;
• Few or no details.

4

The structure of the plan

• The structure of the plan is completely suitable for the realization of the end-up product.

• The structure of the plan is suitable for the realization of the end-up product.

• The structure of the plan is not suitable for the realization of the end-up product.

• The plan is wrong or missing.

4

Timing of the project

• Timing is totally appropriate for the following question. Students will have time for preparing , analyzing and making the project.

• Timing is too long for this project as students are able to find the right answer in shorter term.

• There wasn’t given enough time for getting the product.

• Timing was given in the wrong way, as it’s not appropriate to prepare the project in such a short term

5

Working with others

• The student actively participated in all conversations and always has his/her own opinion during the discussions with other students.
• Regularly contributed to group effort.
• Played a critical role in organizing and facilitating group learning.

• The student actively participated in the conversations and sometimes shared his/her own opinion during the discussions with other students.
• Sometimes contributed to the group effort.
• Played a role in organizing and facilitating group learning.

• The student participated only in some discussions. He/she didn't show much interest in working with teammates.
• Played a limited role in organizing and facilitating group learning.

• The student has never participated in discussions. He/she didn't show any interest in working with teammates.

5

Presentation of the end-up product

• Presentation is highly organized, thorough and cohesive;
• An interesting way of presentation of the end-up product was used.

• Presentation is organized, thorough and cohesive;
• An insufficiently interesting way of presentation of the end-up product was used.

• Presentation needs work with its organization, thoroughness and cohesiveness;
• The wrong way of presentation of the end-up product was used.

• Presentation is not organized, thorough or cohesive;

5

Overall:  

4.4 = 4