Essay or DBQ Rubric
Social Studies Writing Rubric (ARGUMENT or EXPOSITORY)
Total Score ____________ Name ___________________________________________
SOCIAL STUDIES EXPOSITORY RUBRIC (Argument WS#1 OR Informational #WS2)
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Below the Standard (0-6) |
Emerging (7) |
Meeting (8) |
Exceeding (9-10) |
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TASK, PURPOSE & AUDIENCE |
several important aspects of the task are not addressed style, tone, and language do not accurately consider the audience, task and purpose |
addresses most parts of the task style, tone, and language are not appropriate for the audience, task and purpose in some areas |
addresses all parts of the task style, tone, and language appropriate for the audience, task and purpose; mostly consistent throughout the piece |
addresses all parts of the task style, tone, and language well-tailored to audience, task, purpose; consistent throughout the piece |
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INTRODUCTION |
presents topic without including any sub-topics (i.e., background info & context) does not introduce the claim OR controlling idea |
effectively introduces the overall topic but does not preview sub-topics (i.e., background info & context) introduces the claim OR controlling idea |
effectively introduces the overall topic and previews sub-topics (i.e., provides background info, summarizes to create context) clearly and effectively introduces the claim OR controlling idea |
insightfully introduces the overall topic and thoroughly previews sub-topics (i.e., provides background info, summarizes to create context) introduces a superior claim OR controlling idea |
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EVIDENCE from CREDIBLE SOURCES (X3) |
evidence from sources is not integrated effectively evidence is not relevant and fails to support the main ideas/points or the reasons textual evidence does not come from any required sources or does not exist |
evidence from sources is integrated effectively evidence is relevant but does not specifically support the main ideas/points or the reasons textual evidence is from less than the required number of sources |
comprehensive evidence from sources is integrated evidence is relevant and supports the main ideas/points or the reasons textual evidence is from the required number of sources |
comprehensive evidence from sources is integrated effectively evidence is relevant and specifically supports the main ideas/points or the reasons in a superior way textual evidence is from more sources than required |
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CONTENT (X3) |
much of the content is missing and leaves the reader asking many questions about the content very little content vocabulary was used |
some of the required content is missing and leaves the reader asking some questions about the topic some content vocabulary was used |
content is accurate (consistent with prompt, question, task required) specific content vocabulary was used |
content is superior and demonstrates exceptional understanding of the required content all content vocabulary was used |
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CONCLUSION |
conclusion is not present; the paper just stops fails to highlight/revisit & support any of the overall claim or controlling idea |
conclusion creates some closure to the piece (i.e., calls the reader to action, summarizes the main points) highlights/revisits & supports some of the overall claim or controlling idea |
conclusion effectively creates closure to the piece (i.e., calls the reader to action, summarizes the main points) highlights/revisits & supports the overall claim or controlling idea |
conclusion creates closure to the piece effectively and insightfully (i.e., calls the reader to action, summarizes the main points) highlights/revisits & supports the overall claim or controlling idea, and develops compelling implications |
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CONVENTIONS/MECHANICS & CITATIONS |
several distracting mechanical/convention errors the essay is not in the required format of style Essay is difficult to follow |
some distracting mechanical/convention errors present citation style is attempted but does not meet the requirements or is appropriate to the task Sentence and paragraph structure and grammar are not proficient |
few, non-distracting mechanical/convention errors citation style meets requirements and is appropriate to the task Sentence and paragraph structure and grammar are proficient |
no formatting errors citation style meets requirements and is appropriate to the task |
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Making A Poster : Biography |
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Teacher Name: Mr. Mcnamara |
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Student Name: ________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Graphics - Originality |
Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. |
One or two of the graphics used on the poster reflect student creativity in their creation and/or display. |
The graphics are made by the student, but are based on the designs or ideas of others. |
No graphics made by the student are included. |
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Required Elements |
The poster includes all required elements as well as additional information. |
All required elements are included on the poster. |
All but 1 of the required elements are included on the poster. |
Several required elements were missing. |
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Mechanics |
Capitalization and punctuation are correct throughout the poster. |
There is 1 error in capitalization or punctuation. |
There are 2 errors in capitalization or punctuation. |
There are more than 2 errors in capitalization or punctuation. |
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Graphics -Clarity |
Graphics are all in focus and the content easily viewed and identified from 6 ft. away. |
Most graphics are in focus and the content easily viewed and identified from 6 ft. away. |
Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. |
Many graphics are not clear or are too small. |
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Knowledge Gained |
Student can accurately answer all questions related to facts in the poster and processes used to create the poster. |
Student can accurately answer most questions related to facts in the poster and processes used to create the poster. |
Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. |
Student appears to have insufficient knowledge about the facts or processes used in the poster. |
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Multimedia Project : Power Point Presentation |
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Teacher Name: Kevin Mcnamara |
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Student Name: ________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Presentation |
Well-rehearsed with smooth delivery that holds audience attention. |
Rehearsed with fairly smooth delivery that holds audience attention most of the time. |
Delivery not smooth, but able to maintain interest of the audience most of the time. |
Delivery not smooth and audience attention often lost. |
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Content |
Covers topic in-depth with details and examples. Subject knowledge is excellent. |
Includes essential knowledge about the topic. Subject knowledge appears to be good. |
Includes essential information about the topic but there are 1-2 factual errors. |
Content is minimal OR there are several factual errors. |
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Organization |
Content is well organized using headings or bulleted lists to group related material. |
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. |
Content is logically organized for the most part. |
There was no clear or logical organizational structure, just lots of facts. |
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Requirements |
All requirements are met and exceeded. |
All requirements are met. |
One requirement was not completely met. |
More than one requirement was not completely met. |
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Attractiveness |
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. |
Makes good use of font, color, graphics, effects, etc. to enhance to presentation. |
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. |
Use of font, color, graphics, effects etc. but these often distract from the presenation content. |
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Oral Presentation Rubric : Oral Report |
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Teacher Name: Mr. McNamara |
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Student Name: ________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Speaks Clearly |
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. |
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Props |
Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. |
Student uses 1 prop that shows considerable work/creativity and which make the presentation better. |
Student uses 1 prop which makes the presentation better. |
The student uses no props OR the props chosen detract from the presentation. |
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Content |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
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Volume |
Volume is loud enough to be heard by all audience members throughout the presentation. |
Volume is loud enough to be heard by all audience members at least 90% of the time. |
Volume is loud enough to be heard by all audience members at least 80% of the time. |
Volume often too soft to be heard by all audience members. |
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Preparedness |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem at all prepared to present. |
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Date Created: Feb 25, 2004 06:43 am (CST) |
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Diorama |
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Teacher Name: Kevin Mcnamara |
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Student Name: ________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Graphics - Relevance |
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. |
All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. |
All graphics relate to the topic. Most borrowed graphics have a source citation. |
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. |
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Content - Accuracy |
At least 7 accurate facts are displayed in the diorama |
5-6 accurate facts are displayed on the diorama |
3-4 accurate facts are displayed on the diorama. |
Less than 3 accurate facts are displayed on the diorama. |
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Graphics - Originality |
Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. |
One or two of the graphics used on the poster reflect student creativity in their creation and/or display. |
The graphics are made by the student, but are based on the designs or ideas of others. |
No graphics made by the student are included. |
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Knowledge Gained |
Student can accurately answer all questions related to facts in the diorama |
Student can accurately answer most questions related to facts in the diorama . |
Student can accurately answer about 75% of questions related to facts in the diorama. |
Student appears to have insufficient knowledge about the facts in the diorama |
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Attractiveness |
The diorama is exceptionally attractive in terms of design, layout, and neatness. |
The diorama is attractive in terms of design, layout and neatness. |
The diorama is acceptably attractive though it may be a bit messy. |
The diorama is distractingly messy or very poorly designed. It is not attractive. |
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