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iRubric: Peer Teaching: The Home Front During World War I rubric
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Peer Teaching: The Home Front During World War I
Peer teaching
This rubric will assess students in the teaching of one aspect of the home front in the United States during World War I. Aspects may include Building up the Military; Organizing Industry; Mobilizing the Workforce; and Ensuring Public Support. Information on these topics can be found in Section 2 of Chapter 14--pg. 456 to 461.
Rubric Code:
R6A7X2
By
timberman
Ready to use
Public Rubric
Subject:
History
Type:
Presentation
Grade Levels:
9-12
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Desktop Mode
Mobile Mode
Assessment of Teaching Reading Less
Excellent
20 pts
Good
15 pts
Poor
10 pts
not demonstrated
0 pts
Creativity
Excellent
Students went above and beyond to make their Project creative, students were engaged in the presenters lesson
Good
Project lacked overall creativity, however some parts were creative, students were engages sometimes
Poor
Project was dry and students failed to be creative, students were not engaged
not demonstrated
Project was dry with little to no thought in lesson.
Content
Excellent
Content of the presentation was relevant, appropriate and important.
Good
Content of the presentation included relevant, appropriate or important information but not all three criteria.
Poor
Content was not relevant, appropriate or important information.
not demonstrated
Content was incorrect, and was missing lots of information.
Organization/Time Limit
Excellent
There was an organized flow to the presentation. Concepts built upon one another. Presenter had everything needed for the presentation.
Time was used well and effectively.
Good
A little bit unorganized but is still got the points across. Had everything needed for the presentation.
Poor
The information was presented in a confusing manner. The presenter was not prepared with everything needed for the presentation.
not demonstrated
There was no organization to the presentation making it hard to get the information.
Visual Aids/Props
Excellent
Presenter effectively used appropriate visual aids which provided an opportunity for the client to practice their new skill. Visual aids appeared to be thoughtfully selected. Presenter did not read off the poster.
Good
Presenter brought visual aids to support learning but only minimally used them to support learning. Some thought and effort appeared to be put into the choice of visual aids but more effort would may have improved the presentation. Presenter had to read off the poster some.
Poor
Minimal thought or effort appeared to be put into the choice of visual aids. Presenter had to read off the poster for a fair amount of the presentation.
not demonstrated
Presenter had to read off the poster the entire presentation.
Preparation
Excellent
Students used all class time given effectively.
Good
Students used most of the class time effectively.
Poor
Students used some of the time effectively which reflects in their overall project.
not demonstrated
Students did not use class time effectively and did no work on the project.
Keywords:
Assessment, teaching, social work, skill development
Subjects:
English
Health
History
(General)
Types:
Presentation
Reading
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