rubric gallery

Guidelines for scoring an expository essay.

A rubric that assesses students' use of the writing process. This rubric also assesses students' reflection of their writing.

Write an ode about your locker. Incorporate the elements of poetry we discussed in class. Include at least 5 examples of figurative language: metaphor, simile, idiom, personification, imagery, onomatopoeia, and alliteration, etc. Grammar should be used correctly; if you use slang, the grammar should be appropriate for the topic.

Scoring guide for grading daily participation in class round table discussion.

Analyze and evaluate elements of the presentation and determine how effective the speaker is in presenting his or her project. Students will also be analyzed by the teacher for their positive audience participation.

Students are required to present on their Figurative Language Riddle Poems. Students will present the topic using PowerPoint or Voki in a 2-5 minute presentation in class. Students will be evaluated according to the Rubric given to the students before time.

Write a business letter. Remember to correctly use and punctuate all the parts of the letter.

Each student was to create a Prezi presentation on a certain routine practice in the target culture. This presentation was to be presented to the class by each student in the group. The presentation must be professional, creative, engaging to the rest of the class, and address the assigned content.

At this point, students should have set-up their W-R "Notes" and "Response" sections accordingly. They should have also answered one W-R Survey in the "Notes" Section, as well as written 25 of their own "...Writing Territories," constructed their own "Heart Map," and written a 3 stanza - 3 lines/stanza - poem using one subject from their "Heart Map," in the "response" section of the W-R Notebook.

This rubric will be used to evaluate how a student works and participates during activities (cooperative learning skills). I have purposely weighted each criteria this way as I believe this rubric will be fairer to the lower level students that are trying to participate rather than those that are largely unresponsive in class - Fair = 3 and Poor = 1

Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

This form is used to assess students' writing proficiency via standards outlined by the Ohio Department of Education. It will be used to evaluate whether students' skills have improved by the final journal due date (3/12/10) for the 3rd grading period (No Late Journals Accepted). Students are given the opportunity to choose whether, or not, to revise journals for the final grade due 3/12/10; based upon each check-point assessment. If a student is satisfied with any individual check-point journal grade, then that particular grade is simply doubled to match the weight of the final assessment, then the student must simply sign-off on their decision under each of the particular journals chosen on this rubric. Otherwise, students are to highlight the journal numbers on this rubric, and within their own actual journal entry (Numbers Only) that they wish to be considered for review, in hopes of a better grade.

This form is used to assess students' writing proficiency via standards outlined by the Ohio Department of Education. It will be used to evaluate whether students' skills have improved by the final journal due date (3/12/10) for the 3rd grading period (No Late Journals Accepted). Students are given the opportunity to choose whether, or not, to revise journals for the final grade due 3/12/10; based upon each check-point assessment. If a student is satisfied with any individual check-point journal grade, then that particular grade is simply doubled to match the weight of the final assessment, then the student must simply sign-off on their decision under each of the particular journals chosen on this rubric. Otherwise, students are to highlight the journal numbers on this rubric, and within their own actual journal entry (Numbers Only) that they wish to be considered for review, in hopes of a better grade.

This form is used to assess students' proficiency. It can be used to evaluate whether students' skills are improving or whether they may need additional support or instruction before the final due date of 3/12/10 for all journals (No Late Journals Accepted). Students may choose to revise their journals for the final grade due 3/12/10 based upon this check-point assessment.

This form is used to assess students' proficiency. It can be used to evaluate whether students' skills are improving or whether they may need additional support or instruction before the final due date of 3/12/10 for all journals (No Late Journals Accepted). Students may choose to revise their journals for the final grade due 3/12/10 based upon this check-point assessment.

This form is used to assess students' proficiency. It can be used to evaluate whether students' skills are improving or whether they may need additional support or instruction before the final due date of 3/12/10 for all journals (No Late Journals Accepted). Students may choose to revise their journals for the final grade due 3/12/10 based upon this check-point assessment.

This form is used to assess students' proficiency. It can be used to evaluate whether students' skills are improving or whether they may need additional support or instruction before the final grade is taken on 3/12/10. Divide the number of skills you have entered to get the overall score.

This form is used to assess students' proficiency. It can be used to evaluate whether students' skills are improving or whether they may need additional support or instruction before the final due date of 3/12/10 for all journals (No Late Journals Accepted). Students may choose to revise their journals for the final grade due 3/12/10 based upon this check-point assessment.

This form is used to assess students' proficiency. It can be used to evaluate whether students' skills are improving or whether they may need additional support or instruction. Divide the number of skills you have entered to get the overall score.

Peer Edit using the three steps of editing well: Compliments, Suggestions, and Corrections. Look at your own "official rubric" for the Fable for further explanation of each category. Rate each category from 1-5 - 5 being the best.