trenchwarfare

 

MARKING RUBRIC

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 MARKING RUBIC

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CATEGORY
REMEDIAL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
WIKI DESIGN AND APPEARANCE
Appearance Features
(font size, font face, font colour, bold, underline, italic, etc.) 		Did not use appearance features. Limited use of appearance features. Some use of appearance features. Frequent use of appearance features. Consistent and appealing use of appearance features.
Advanced Features
(list(s), table(s), graphic(s), sound(s), background, etc.) 		Did not use advanced features. Limited use of advance features. Some use of advance features. Frequent use of advance features. Consistent and appealing use of advance features.
Design Features
(interface & navigation design, use of design principles) 		Did not use design features. Limited use of design features. Some use of design features. Frequent use of design features. Consistent and appealing use of design features.
Professionalism
(spelling, grammar, working links, appropriate headings, etc.) 		Did not create a professional site. Limited indication of professionalism. Some indication of professionalism. Frequent indication of professionalism. Consistent and appealing use of professionalism.
INTRODUCTION (5)
Creating Interest Did not have an introduction. Introduction is purely factual, with no appeal to relevance or social importance.  Introduction relates somewhat to the learner's interests  Introduction relates to the learner's interests and describes a compelling question or problem. The Introduction draws the reader into the lesson by engagingly describing a compelling question or problem.
Preparation of Reader Did not have an Introduction section. Introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. Introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about Introduction makes reference to learner's prior knowledge and prepares the learner for the lesson by outlining new concepts and principles.  Introduction builds on learner's prior knowledge by explicitly mentioning important concepts or principles, and effectively prepares the learner for the lesson. 
TASK (10)
Assignment Tasks Did not have a a task for the student to accomplish section. Task completed without proper comprehension of the quesiton Task well thought out before answering the question.  Task has been completed successfully with minimal mistakes All tasks have been completed with success and colabortation form all members of the team.
Assignment Responses Did not have the student respond to a task. Students copies and pastes from the Internet without discrimination. Students present one clear approach to understanding the problem/issue. Students would be able to generate multiple approaches of looking at the problem/issue Students would be challenged to demonstrate different approaches.
PROCESS (5)
  Did not have a Process section. Process is not clearly stated. Students would not know what they were supposed to do. Some directions are given, but there is missing information. Students might be confused. Steps are clearly stated. Most students would know what to do next.  Every step is clearly stated. Students should know exactly where they were in the process and what to do next. 
RESOURCES (10)
Quality of Links
(coverage, currency, authority, accurate) 		Did not have external links in the Resource section Limited use of links which have limited coverage, currency, authority, and accuracy on the topic. Some use of links which have minimal coverage, currency, authority, and accuracy on the topic. Numerous use of links which have good coverage, currency, authority, and accuracy on the topic. Numerous use of links which have excellent coverage, currency, authority, and accuracy on the topic.
EVALUATION (5)
Marking Scheme Did not have an Evaluation section Students have no idea on how they'll be judged.  Criteria for success are at least partially described.  Criteria for success are well stated, with form or checklist for teacher use.  Criteria for success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher use.
CONCLUSION (5)
  Did not have a Conclusion sections Minimal conclusion. No mention of student thinking or symmetry to introduction Sums up the experiences and learning that was undertaken.  Sums up the overall experiences, returning to the introduction ideas,  but does not transfer outside scope of project. Clear tie-in to the introduction.  Suggests how the students' learning could transfer to other domains or issues.

 

(THIS MARKING RUBRIC WAS TAKEN FROM THE CANADA TEACHERS ASSOCIATION AND ADAPTED TO THE CURRENT PROJECT)

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