Task: The student will take part in weekly in-class collaborative peer discussions of assigned readings, contributing ideas and responding appropriately to the ideas of others from CCSSELA.
Homework for me
Follows the rules set up for the discussion activity. When assigned a role in discussion, adequately carries out the responsibilities of that role. When needed, reminds others to adhere to discussion rules.
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When assigned a formal role e. Does not actively sustain his or her part in the discussion. May pose questions of limited relevance to the discussion topic. May not respond appropriately to the comments of others. Poses questions relevant to the discussion topic and responds appropriately to the comments of others.
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Remarks display a willingness to acknowledge the contributions of others in the discussion group,. Participates fully in the discussion. Remarks display a good grasp of the topic and a willingness to acknowledge the contributions of others in the discussion group,. Rubrics: Additional Considerations. When developing and using rubrics for student assessment, teachers should keep these additional considerations in mind:.
Print Email. Here are the steps to constructing a teacher-made analytic rubric Allen, ; Moskal, : Describe the task. The teacher describes the academic performance task to be evaluated using the rubric. Examples might include an argumentative essay, oral presentation, participation in a discussion group, or conducting and documenting an in-class science experiment. The task description is a straightforward account of what the student is to do and what product is to be created but does not include quality indicators. Define the dimensions that make up the task.
Next, the important component elements that make up the academic performance task are defined. This step is similar to a task analysis; the teacher lists the important component dimensions that are to be evaluated.
Rubric (academic) - Wikipedia
For example, a teacher who wants to create a rubric to evaluate short research papers task may decide to divide the global writing task into 4 key dimensions: Word Choice, Details, Revision Process, and Use of Sources. Develop a rating scale. Special-interest sources and popular literature are acknowledged as such if they are cited. All web sites utilized are authoritative. All web sites utilized are credible.
Fewer than 5 current sources, or fewer than 2 of 5 are peer-reviewed journal articles or scholarly books. Cites all data obtained from other sources. APA citation style is used in both text and bibliography. Cites most data obtained from other sources.
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Adapted from: Whalen, S. Example 1 - Research Paper Rubric.
Characteristics to note in the rubric: Language is descriptive, not evaluative. This rubric is developed for a specific writing assignment; it would need to be revised to describe the expectations for each specific assignment.
Topic focus The topic is focused narrowly enough for the scope of this assignment. The topic is too broad for the scope of this assignment. The topic is not clearly defined. Cursory discussion in all the sections of the paper or brief discussion in only a few sections. Cohesiveness Ties together information from all sources. The paper has some original thinking but is not as well focused as an A paper. The writing is good. C - The focus of the paper is unclear.
Describe parameters for grades
There is an over-dependence on a single source and inadequate detail on important parts of subject. Writing and organization are mediocre. D - The focus of the paper is unclear.