Top

Introduction

Standards

Learners

Process

Evaluation

Resources

Student Pages

Credits

Author

Evaluation

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Group Oral Presentation: Skit, Power Point Presentation, or Newscast	Rarely: speaks in a clear audible voice, uses pleasant tone, maintains eye contact with audience, uses appropriate hand gestures, sits or stands erect	Occasionally: speaks in a clear audible voice, uses pleasant tone, maintains eye contact with audience, uses appropriate hand gestures, sits or stands erect	Mostly: speaks in a clear audible voice, uses pleasant tone, maintains eye contact with audience, uses appropriate hand gestures, sits or stands erect	Always: speaks in a clear audible voice, uses pleasant tone, maintains eye contact with audience, uses appropriate hand gestures, sits or stands erect
Group Persuasive Essay A: Grammar, Spelling, and Word Usage	Seven or more errors in grammar, spelling, and word usage	Five or six errors in grammar, spelling, and word usage	Three to four errors in grammar, spelling, and word usage	Two or no errors in grammar, spelling, and word usage
Group Persuasive Essay B: Group’s Position Statement, Supporting Evidence, and Counter Argument,	The essay lacks cohesiveness. There is no group position statement. Evidence is not present/or is not explained.	The essay is moderately cohesive. The group’s position statement is stated in the first paragraph. The group’s position statement is supported with 2 pieces of evidence.	The essay is cohesive. The group’s position statement is clearly stated in the first paragraph. The group’s position statement is supported with 3 pieces of evidence.	The essay is very cohesive. The group’s position statement is precise and strong. It is stated in the first paragraph. The group’s position statement is supported with 3 or more pieces of evidence and provides at least 1 counter argument.
Group Persuasive Essay B: Transitions, and Concluding Paragraph	Transitions are not clear or not present. The concluding paragraph is omitted or makes no connection to the group’s point of view.	A few transitions are used; however, the connections to the ideas are not clear. The concluding paragraph is not present.	Transitions are used to show a connection between ideas, but a variety of transitions are not used. The conclusion is present; however, the group’s position statement is restated in the first or second sentence of the concluding paragraph.	A variety of transitions are used to show clear connections between ideas. Restatement of the group’s position statement is effectively communicated at the beginning of the closing paragraph.
Group Reflection Sheets:	Very few, if any, Reflection Sheets are completed. They reflect very little to no indication of thoughtfulness. Sheets are turned in late. Very few members of the group signed their name.	Few Reflection Sheets are completed, indicate little thoughtfulness, and were turned in late. Few members of the group signed their name.	Most Reflection Sheets are completed, indicate some thoughtfulness, and were turned in timely. Most members of the group signed their name.	All Reflection Sheets are completed, indicate thoughtfulness, and were turned in timely. Each member of the group signed their name.
Individual Report: Charts, Timelines, Answers to Closed Questions, and Answers to Open Questions	Chart and timeline contain incorrect data. No question is answered correctly. Answers to open ended questions reflect no understanding of topic. Posed one or more questions that do not relate to the topic.	Many errors on charts and timelines. Few closed questions are answered correctly. Answers to open ended questions reflect little understanding of topic. Posed one question that relates to the topic.	Few errors on charts and timelines. Most closed questions are answered correctly. Answers to open ended questions reflect some understanding of topic. Posed two questions that relate to the topic.	Charts and timelines show accurate information. Each closed question is answered correctly. Answers to open ended questions reflect good understanding of topic. Posed three or more questions that relate to the topic.

Last updated on March 20, 2009. Based on a template from The WebQuest Page

Top Process Introduction Standards Learners Process Evaluation
Resources Student Pages Credits Author