SampleRubricsPacket

FromDannelleD.Stevens,Ph.D.,

3to5levelRubricExample
ChangingCommunitiesinOurCity

TaskDescription:Eachstudentwillmakea5minutepresentationonthechangesinonePortlandcommunityoverthepast
30years.Thestudentmayfocusthepresentationinanyways/hewishes,butthereneedstobeathesisofsomesort,not
justachronologicalexposition.Thepresentationshouldincludeappropriatephotographs,maps,graphs,andothervisual
aidsfortheaudience.

Excellent Competent Needswork

Knowledge/ Thepresentation Thepresentationuses Thepresentationuses
Understanding demonstratesadepthof knowledgewhichisgenerally littlerelevantor
historicalunderstanding accuratewithonlyminor accurateinformation,
byusingrelevantand inaccuracies,andwhichis noteventhatwhichwas
20% accuratedetailtosupport generallyrelevanttothe presentedinclassorin
thestudentsthesis. studentsthesis. theassignedtexts.
Researchisthoroughand Researchisadequatebutdoes Littleornoresearchis
goesbeyondwhatwas notgomuchbeyondwhatwas apparent.
presentedinclassorinthe presentedinclassorinthe
assignedtexts. assignedtext.
Thinking/ Thepresentationiscentered Thepresentationshowsan Thepresentationshows
Inquiry aroundathesiswhich analyticalstructureanda noanalyticalstructure
showsahighlydeveloped centralthesis,buttheanalysis andnocentralthesis.
awarenessof isnotalwaysfullydeveloped
30% historiographicorsocial and/orlinkedtothethesis.
issuesandahighlevelof
conceptualability.
Communication Thepresentationis Presentationtechniquesused Thepresentationfailsto
imaginativeandeffective areeffectiveinconveying capturetheinterestof
inconveyingideastothe mainideas,butabit theaudienceand/oris
20% audience. unimaginative. confusinginwhatisto
Thepresenterresponds Somequestionsfromthe becommunicated.
effectivelytoaudience audienceremainunanswered.
reactionsandquestions
Useofvisualaids Thepresentationincludes Thepresentationincludes Thepresentationincludes
appropriateandeasily appropriatevisualaids,but novisualaidsorvisual
understoodvisualaids thesearetoofew,inaformat aidsthatare
20% whichthepresenterrefers thatmakesthemdifficultto inappropriate,and/or
toandexplainsat useorunderstand,and/orthe toosmallormessytobe
appropriatemomentsin presenterdoesnotrefertoor understood.
thepresentation. explaintheminthe Thepresentermakesno
presentation. mentionoftheminthe
presentation.
Presentationskills Thepresenterspeaksclearly Thepresenterspeaksclearly Thepresentercannotbe
andloudlyenoughtobe andloudlyenoughtobe heardand/orspeaksso
heard,usingeyecontact,a heard,buttendstodrone unclearlythats/he
10% livelytone,gestures,and and/orfailstouseeyecontact, cannotbeunderstood.
bodylanguagetoengage gestures,andbodylanguage Thereisnoattemptto
theaudience. consistentlyoreffectivelyat engagetheaudience
times. througheyecontact,
gestures,orbody
language.

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Figure1.6:PartFour:3LevelRubric:DescriptionofDimensionswithalllevelsof
performancedescribed.Stevens,D.D.&Levi,A.J.(2005).IntroductiontoRubrics.
Sterling,VA:StylusPress.

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 ScoringGuideRubricExample
ChangingCommunitiesinOurCity

TaskDescription:Eachstudentwillmakea5minutepresentationonthechangesinonePortlandcommunityoverthepast
30years.Thestudentmayfocusthepresentationinanyways/hewishes,butthereneedstobeathesisofsomesort,not
justachronologicalexposition.Thepresentationshouldincludeappropriatephotographs,maps,graphs,andothervisual
aidsfortheaudience.

ExemplaryPerformance Comments Pts.

Knowledge/ Thepresentationdemonstratesa
Understanding depthofhistoricalunderstanding
byusingrelevantandaccurate
20% detailtosupportthestudents
thesis.
Researchisthoroughandgoes
beyondwhatwaspresentedin
classorintheassignedtexts.
Thinking/ Thepresentationiscentered
Inquiry aroundathesiswhichshowsa
highlydevelopedawarenessof
30% historiographicorsocialissues
andahighlevelofconceptual
ability.
Communication Thepresentationisimaginative
andeffectiveinconveyingideas
20% totheaudience.
Thepresenterrespondseffectively
toaudiencereactionsand
questions
Useofvisual Thepresentationincludes
aids appropriateandeasilyunderstood
visualaidswhichthepresenter
20% referstoandexplainsat
appropriatemomentsinthe
presentation.
Presentation Thepresenterspeaksclearlyand
skills loudlyenoughtobeheard,using
eyecontact,alivelytone,
10% gestures,andbodylanguageto
engagetheaudience.

Figure1.5:PartFour:ScoringGuideRubric:DescriptionofDimensionsathighestlevelof
performance.Stevens,D.D.&Levi,A.J.(2005).IntroductiontoRubrics.Sterling,VA:
StylusPress.

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CI561CreativeExpression Name_________________
GraduateSchoolofEducationPortlandStateUniversityScore:15Pts_______

CreativeExpressionsAdding/affirmingdiversity15Points
Applicationofwhatweknowandcanlearnfromourincreasinglydiversestudentpopulationisimperative.
Honestlyfacingourownbiasesandreactionsandgrapplingwiththemisveryimportant.Thearts,inparticular,
provideanavenueofcomprehensionandexpressionthatoftenrevealourdeepervalues.Thus,youareexpectedto
doONEofthefollowing:
AttendLecturebyAntoniaDarteronJanuary16takenotes
ORGotoaforeignfilm(withEnglishsubtitlespreferred)
ORReadabookfurtheringyourunderstandingofdiversestudentsorwrittenby a
personfromanotherculture
THENcreateanexpressionofyourresponsetothisexperienceofothernessthatrelatessomehowtothelectureor
debate/discussionthemesintheclass.ThiscouldbeaPOSTER,APOEM,APIECEOFMUSIC,APIECEOFART,
FOODorASTORY.Tomaketheconnectiontotheclasscleartootheraudiences,eitheraddawrittennarrativepiece
totheworkortellushowthisdirectlyrelatestotheclass.
Forthelastclasswewillsharetheseconnectionswithoneanother.
Dimension Description Comment Points
TOPIC& Paragraphdescriptionofproject
Detailsofproject,typeofproject,
2
OUTLINE Linktoclasstopicclear
Content ClearfocusofProjectwhatlecture,reading,movieinspired 5
Karen theidea
Dianna Grabsattentionrightfromthebeginning
Jana Identifiesasignificantculturaldifference
Gwenda Describesvaluesofthatdifferencetotheculture
Tanya Describeshowyouviewedpreviousassumptionsoftheculture
Denise Includesbriefsummaryofthemovie,book
Chisa Describesclearpurposebehindthischoice
Karen Clearconnectiontoadding/affirmingdiversity
Organization Clearbeginning,middle,end 2
Lori Understandabletoothers,notconfusing
Sheila Cleardirectionsandwrapup!
Debbie Easytoseeconnectionstoadding/affirmingdiversity
Tanya Clearlinktoclasstopics
Julie
Creativity Putstogetherapresentationthatisoutofyourcomfortzone 3
Lori Expressesemotionalresponse
Gwenda Open/honest
Sherrie Attractive
Tanya Visuallypleasing
Chisa Createsatleasthalfoftheimages
Bobbi Obviousextraeffort(notcopiedpages)
Jennifer Authenticityanduniquenessofeffort
Brad Thought/provoking
Original
Strongexpressionofotherness
Reflection Indicationofhowyourperceptionsandassumptionshave 2
Bobbi changed
Brad Indicateshowthismightaffectyourfutureteachingand
adding/affirmingdiversityinyourlife
Conventions Allgrammar,spelling,punctuationcorrect 1
Sheila Neatlypresented
Chisa,Gwenda Iftyped,doublespacedandpagesnumbered.
PUTCHECKMARKSBYTHOSECRITERIAFORTHISASSIGNMENT
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Stevens,D.D.&Levi,A.J.(2005).IntroductiontoRubrics.Sterling,VA:StylusPress.

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