Evaluation

You will be graded according to the rubrics below as well as your worksheets and other activities. Your final grade will be based on the following:

Individual and group participation is very important! Do your best by staying on task and working together. Share ideas and give help where needed. Also, remember to practice your speaking skills before the presentation.

Group Participation Rubric

(adapted from Teachnology, Inc. and RubiStar)

Student: ____________________ Teacher: ______________________

Objective

Criteria

Points

	4 Exemplary	3 Accomplished	2 Developing	1 Beginning
Time Management	Student is never distracted and stays on task all of the time.	Student is rarely distracted and stays on task most of the time.	Student is occasionally distracted and stays on task some of the time.	Student is always distracted and hardly ever stays on task.	____
Level Of Engagement In Small Group Discussion	Student always has something to contribute to his group discussion by sharing ideas, asking questions, or making plans.	Student usually has something to contribute to his group discussion by sharing ideas, asking questions, or making plans.	Student rarely has something to contribute to his group discussion by sharing ideas, asking questions, or making plans.	Student never has something to contribute to his group discussion by sharing ideas, asking questions, or making plans.	____
Listening Skills	Student listens when others talk and incorporates or builds off of the ideas of others.	Student listens when others talk.	Student does not listen when others talk.	Student does not listen when others talk and often interrupts when others speak.	____
Behavior	Student almost never displays disruptive behavior during group meetings.	Student rarely displays disruptive behavior during group meetings.	Student occasionally displays disruptive behavior during group meetings.	Student almost always displays disruptive behavior during group meetings.	____
Preparation	Student is almost always prepared to meet with group members and ready to share his research and findings to the group.	Student is usually prepared to meet with group members and ready to share his research and findings to the group.	Student is rarely prepared to meet with group members and ready to share his research and findings to the group.	Student is never prepared to meet with group members and ready to share his research and findings to the group	____
				Total---->	____

Teacher Comments:

Group PowerPoint Rubric: Appearance and Content

(adapted from Teachnology, Inc. and RubiStar)

Student: ____________________ Teacher: ______________________

Objective

Criteria

Points

	4 Exemplary	3 Accomplished	2 Developing	1 Beginning
Content & Accuracy	All information information about their animal's behavior, habitat, and other characteristics is accurate. There are no factual errors.	Most of the information about their animal's behavior, habitat, and other characteristics is accurate. There is one piece of information that might be inaccurate.	Some of the information about their animal's behavior, habitat, and other characteristics is accurate. There is one piece of information that is clearly flawed or inaccurate.	Most of the information about their animal's behavior, habitat, and other characteristics is not accurate or confusing. There is more than one factual error.	____
Vocabulary	Frequently used scientific vocabulary such as animal classification, habitats, and eating and sleeping characteristics with no errors.	Often used scientific vocabulary. May have made one or two errors in usage of terms referring to animal classification, habitats, or eating and sleeping characteristics.	Sometimes used scientific vocabulary. Made more than 3 errors in usage of terms referring to animal classification, habitats, or eating and sleeping characteristics.	Rarely used scientific vocabulary.	____
Spelling and Grammar	Presentation has no misspellings or grammatical errors and always includes the correct usage of adverbs of time.	Presentation has 1-2 grammatical errors but no misspellings. It usually includes the correct usage of adverbs of time.	Presentation has 3-4 grammatical errors but no misspellings. Adverbs of time are sometimes used correctly.	Presentation has more than 4 grammatical and/or spelling errors. Adverbs of time are rarely used correctly.	____
Sources and Organization	Several internet sources (at least 4) are used. All main points are clear and consistently organized in a logical manner.	Several internet sources (at least 4) are used. Most main points are clear and usually organized in a logical manner.	Only 2-3 internet sources are used. Some main points are clear and sometimes organized in a logical manner.	Only 1-2 internet sources are used OR main points are rarely organized in a logical manner.	____
Formatting	All text and graphic formatting enhance readability and content of the presentation.	Most text and graphic formatting enhance readability. A few graphics are not attractive, but all support the theme/content of the presentation.	Some text and graphic formatting enhance readability. Other text makes reading difficult, and a few graphics do not seem to support the content of the presentation.	Text and graphic formatting is very difficult to read/see and rarely enhances the content of the presentation.	____
				Total---->	____

Teacher Comments:

Individual Oral Presentation Rubric

(adapted from Teachnology, Inc. and RubiStar)

Student: ____________________ Teacher: ___________________

Objective

Criteria

Points

	4 Exemplary	3 Accomplished	2 Developing	1 Beginning
Question & Answer Time	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer some questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.	____
Posture and Eye Contact	Mostly stands up straight and establishes eye contact with everyone in the room during the presentation.	Usually stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact with everyone in the room during the presentation.	Rarely stands up straight and establishes eye contact with everyone in the room during the presentation.	____
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems mostly prepared but might have needed a couple more rehearsals.	Student is somewhat prepared, but it is clear that rehearsal was lacking.	Student is not prepared at all to present.	____
Volume and Clarity	Student speaks clearly, distinctly, and loudly enough to be heard by all audience members throughout the majority of the presentation.	Student speaks clearly, distinctly, and loudly enough to be heard by all audience members most of the presentation.	Student speaks clearly, distinctly, and loudly enough to be heard by all audience members throughout some of the presentation.	Student rarely speaks clearly, distinctly, or loudly enough to be heard by all audience members.	____
Time Limit	Student's part of the presentation is 2-3 minutes long.	Student's part of the presentation is slightly less than 2 minutes long or slightly over 3 minutes long.	Student's part of the presentation is between 1-2 minutes long or more than 3 minutes long.	Student's part of the presentation is less than 1 minute long or over 4 minutes long.	____

Teacher Comments:

Self-Assessment Rubric

(adapted from Teachnology, Inc. and RubiStar)

Student: ____________________ Teacher: ___________________

Objective

Criteria

Points

	4 Exemplary	3 Accomplished	2 Developing	1 Beginning
Skimming and Scanning Techniques	I always used skimming and scanning before reading a text. I always found my information quickly and easily.	I always tried skimming and scanning before reading a text. Sometimes I couldn't find what I was looking for.	I sometimes tried skimming and scanning before reading a text. Sometimes I couldn't find what I was looking for.	I rarely tried skimming or scanning before reading a text. I just read a whole text or none of it.	____
Group Work	I always worked cooperatively. I gave and accepted constructive criticism appropriately.	I always worked cooperatively and received feedback appropriately. Sometimes I didn't give any feedback because I wasn't sure how.	I sometimes worked cooperatively. I usually didn't give any feedback to my peers. Sometimes I didn't know how to respond to feedback given to me.	I rarely worked cooperatively. I never gave any feedback to peers and became angry when anyone gave me feedback.	____
Individual Work	I always tried my best and always stayed on task.	I usually tried my best and mostly stayed on task.	I sometimes tried my best, but I didn't always stay on task.	I rarely tried my best OR was often off-task.	____
Note-Taking Skills	I wrote down important information and ideas as I found them. I wrote all the ideas down in my own words and organized them by topic.	I wrote down important ideas as I found them. I wrote most of the ideas down in my own words and organized them by topic.	I wrote down ideas from my sources in some of my own words. Sometimes I didn't know what was important. I didn't organize my notes.	I didn't take any notes before writing my presentation. None of the notes were in my own words.	____
Navigational Skills	I successfully used all the internet links to find information. I was able to easily navigate within these sites without assistance.	I successfully used all the internet links to find information. I was able to easily navigate within these sites with minimal assistance.	Occasionally I needed help in order to find the suggested internet sites. I was able to find information and navigate within these sites with some assistance.	I usually needed assistance to find and locate the suggested internet sites. I often needed help finding information within these sites.	____

Teacher Comments: