Criteria | 5 | 4 | 3 | 2 | Total |
Excellent | Good | Fair | Poor | |
The EQ | It is open-ended,complex, coherent, provocative and authentic. | The driving question serves as a guide to the direction of inquiry and products for the project. | The driving question is neither too open-ended nor too concrete. | The driving question is not appropriate to the content outcomes for the project. | |
Product | Product is creative, innovative and appropriate for level of students | Product is creative, but it is hard for application. | Product is not innovative. | Product is not understanding and not appropriate for level of students | |
Content | Ideas connected by original transitions, logical throughout. There are no errors in grammar and punctuation. | The way of the work is not connected logically. There are problems with some punctuations | Ideas are not connected structuraly. There are problems with grammar and punctuation | Important ideas were not supported with references. There were more than 3 errors in grammar. | |
Organization | Information is clearly focused in an organization and illustrates the main points | Information supports the solution to the challenge or question | Information loosely supports the solution | Information does not supports the solution to the challenge or question | |
Aims | The stated aims describe a good understanding of learning outcomes | Most of the stated aims are developed and describe a good understanding of learning outcomes | Several goal statements are partially developed and it is difficult to determine what learning outcomes/concepts are expected | No discipline specific goal statements | |
Objectives | Objectives describe specific behaviors, knowledge, and product that relate to standards and can be assessed. Objectives require deep understanding and focus primarily on meeting curricular goals. | Objectives describe specific behaviors, knowledge, and product that meet standards and reflect understanding of relevant unit concepts. | Objectives describe behaviors, knowledge, and product that are rather indefinite and only require superficial understanding of unit concepts. | Objectives describe indefinite behaviors, knowledge, and product that do not require understanding of unit concepts. | |
The structure of the plan | The plan is convenient for operation and doesn’t have any flaws in the construction of the question | The plan is correctly structured | The plan has errors or omissions | The plan is wrong or missing | |
Timeline | The plan has a complete timeline describing when different parts of the work will be done. | The plan has outline on time and | The plan does not have complete timeline describing when most parts of the work are done. | The plan does not have a timeline | |
Resources | Project utilizes at the least of 5 authoritative resources. | Project utilizes at the least of 3-2 authoritative resources. | Project relies heavily on one resource. | Project has no resources listed. | |
Group Timeline | Group independently develops a reasonable, complete timeline describing when different parts of the work are done. | Group independently develops a timeline describing when most parts of the work are done. | Group independently develops a timeline, but does not describe when most parts of the work are done. | | | Group needs adult help to develop a timeline. | |
Delegation of Responsibility | Each student in the group can clearly explain what information she/he is responsible for locating. | Each student in the group can, with minimal prompting from peers, clearly explain what information she/he is responsible for locating. | One or more students in the group cannot clearly explain what information they are responsible for locating. | Nobody in the group can clearly explain what information they are responsible for locating. | |
Technology | Creative uses of technology are promoted. | Tools planned are tailored to the activities and objectives, as well as the age of the pupils, who will use them regularly. | The use of basic tools tailored to the activities and objectives is planned, but it will mostly be teachers that employ them | The use of technological tools is not planned | |
Implementation of the 21st century skills | There is strong implementation of the 21st century skill on every stage of project plan | There are few 21st century skills implemented in the project plan | The lack of the realization of the 21st skills during the plan | The 21st century skills are not included | |
Creativity & Critical Thinking | Appears innovative or exciting, or has unusual appeal to audience. | Shows evidence of prototypes or drafts that lead to higher quality work. | Shows evidence of haste or lack of effort. | Does not demonstrate precision, care, or sense of pride. | |
Collaboration | Team members clearly understand each member’s knowledge and expertise, and effectively utilize each member’s skill set. | Team members are aware of each member’s knowledge and expertise but do not effectively utilize each member’s skill set. | Team members understand each other, but can not specify tasks for every team’s member. Team does not considering contingency plans. | Team members do not understand each other and do not want to work together. | |
Problem solving | The group revealed the theme of the project in full, almost without encountering difficulties | The group has managed to disclose the topic of the project and resolve issues | The group spent a significant amount of time, but deal with the problems of the project | The group was lost before the arisen problems and was unable to solve them | |
Accuracy of speech | Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. | Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. | Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. | Often mumbles or can not be understood OR mispronounces more than one word. | |
Presenting of project results | Using unusual way of presenting the project | Using traditional way for presenting project | Have problems with theoretical and practical base | Do not ready for presenting project | |
2. Developing and Using Instructional Rubrics by Elizabeth Shellard, - 2004
3. How To Create A Rubric That Does What You Want It To by Grant Wiggins - 2017