Rubrics for assesment

Criteria

‘5’

‘4’

‘3’

‘2’

Focus and Ideas

The writing is about one main topic.All of the ideas are supported with strong details

The writing is mostly about one main topic.Most of the ideas are supported with strong details.

The writing is not complete.Some of the ideas are supported with details.

The writing is not complete.The ideas are not supported with details.

Sentence structure

Logical progression of ideas with a clear structure that enhances the thesis.  The writer uses different kinds of complete sentences that flow together.

Logical progression of ideas. The writer uses some different kinds of sentences.They are mostly complete

Organization is clear. The writer uses many of the same kinds of sentences.Some sentences are not complete

No discernable organization.The writer uses all the same kinds of sentences.Many sentences are not complete

Accuracy in grammar

There are no errors in grammar. The essay contains excellent sentence structure and word use

There are minimal errors in the usage of grammar and the reader is not distracted by these errors

There are minimal errors in the usage of grammar and the reader is not distracted by these errors

There are many errors in the usage of grammar.It is difficult to read the essay because it contains many errors.

Word Choice

The usage of nouns and verbs make essay very informative

Nouns and verbs make essay informative

Needs more nouns and verbs

Little or no use of nouns and verbs

MECHANICS
Spelling, punctuation, capitalization

Punctuation, spelling, capitalization are correct.  No errors.

Punctuation, spelling, capitalization are generally correct, with few errors. (1-2)

A few errors in punctuation, spelling, capitalization. (3-4)

Distracting errors in punctuation, spelling, capitalization.

Criteria

‘5’

‘4’

‘3’

‘2’

Fluency

Student always speaks fluently with few hesitations. Student demonstrates normal pace, not too fast, not to slow. 

Student mostly speaks fluently with few hesitations. Student demonstrates adequate normal pace, not too fast, not to slow. 

Student speaks with long pauses. Student demonstrates some normal pace, not too fast, not to slow. 

Student makes many pauses. Student demonstrates little slow pace.

Organization

All information is well organized in a logical order.

Information is well organized with one minor error.

Information is well organized with some errors.

All information is disorganized and difficult to follow.

Pronunciation

Pronunciation is clear and distinct all of the time and does not interfere with meaning. 

Most words are pronounced clearly and the student can be clearly understood.

Pronunciation is not at all clear and student is difficult to understand. 

Pronunciation is not clear. Nothing can be understood. 

Presentation

The dialogue is presented in a clear voice. The presenters made consistent eye contact with the audience

The dialogue is presented in a clear voice. The presenters made some eye contact with the audience.

The dialogue is presented in a clear voice. The presenters made little eye contact with the audience.

The dialogue is not clearly presented. Little eye contact was made with the audience.

Volume

Student speaks loudly enough to be heard easily. 

Student usually speaks loud enough to be heard. 

Volume is not always loud enough. Student can sometimes not be heard. 

Student cannot be heard and makes no attempt to speak up. 

Criteria

‘5’

‘4’

‘3’

‘2’

Content

Clear, detailed presentation of the topic with full understanding of the issue; good argumentation; good effective logical structure.

Clear, simplified presentation; partial understanding of the topic; generally good argumentation. Mostly clear logical structure

Poor understanding of the topic; insufficient argumentation; often not clear or completely correct; some parts are missed.

Very little understanding of the topic; insufficient and sometimes incorrect argumentation; some parts are missed.

Participation

Students are actively involved in planning, preparing and presenting the project. Worked diligently on project, need for instructor intervention

Students are involved in the project. Worked diligently on project, little need for instructor intervention

Students are partly involved in the project. Only some students participate in the team’s presentation.

Students refuse to be actively involved in the project. Students do not participate in the team’s presentation.

Writing mechanisms

Word order and punctuation are correct. There are no grammatical and spelling mistakes.

There are 3-5 capitalization and/or punctuation, grammar, spelling errors in the project even after feedback from an adult.

There are several capitalization and/or punctuation,grammar, spelling errors in the project even after feedback from an adult.

There are many errors in grammar and ounctuationevem after feedback from an adult.

The use of technology

Students are able to use new technologies as much as possible (e.g. DU Recorder, ScreenCast and etc.) accurately while making the project

Students are able to use new technologies (e.g. DU Recorder, ScreenCast and etc.) but not accurately while making a project

Students are able to use only few types of new technologieswhile making the project

Students don`t use any additional tools except the simplest one