ASSESSMENT SUGGESTIONS

Role Play Rubric Student:

Levels of Quality
4 3 2 1
Criteria Excellent Proficient Adequate Limited
Participation in Always willing and Usually willing and Sometimes willing Rarely willing and
Preparation and focused during focused during and focused focused during
Presentation group work and group work and during group work group work and
presentation. presentation. and presentation. presentation.

Presentation of Convincing Competent Adequate Limited

Character communication of communication of communication of communication of
characters characters characters characters
feelings, situation feelings, situations feelings, situation feelings, situation
and motives. and motives. and motives. and motives.
Achievement of Purpose is clearly Purpose is clearly Purpose is Purpose is vaguely
Purpose established and established and established but established and
effectively generally may not be may not be
sustained. sustained. sustained. sustained.
Use of Non-Verbal Impressive variety Good variety of Satisfactory variety Limited variety of
Cues (voice, of non-verbal cues non-verbal cues of non-verbal cues non-verbal cues
gestures, eye are used in an are used in a used in an are used in a
contact, props, exemplary way. competent way. acceptable way. developing way.
costumes)
Imagination and Choices Choices Choices Choices
Creativity demonstrate demonstrate demonstrate demonstrate little
insight and thoughtfulness and awareness and awareness and do
powerfully completely developing little to enhance
enhance role play. enhance role play. acceptably role play.
enhance role play.

Assignment/Activity:
Specific Criteria:
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ASSESSMENT SUGGESTIONS

Writing Rubric Student:

Levels of Quality
4 3 2 1
Criteria Excellent Proficient Adequate Limited
Content Engaging and Clear and Straightforward Simplistic and
insightful thoughtful and developing emerging
presentation of presentation of presentation of presentation of
thoughts and thoughts and thoughts and thoughts and
supporting details. supporting details. supporting details. supporting details.

Organization Introduction, detail, Introduction, detail Introduction, detail Introduction, detail

arrangement, arrangement, arrangement, arrangement,
transitions, transitions, transitions, transitions,
conclusion and conclusions and conclusion and conclusion and
coherence are coherence are coherence are coherence are
superior. very good. satisfactory. limited.
Achievement of Purpose is clearly Purpose is clearly Purpose is Purpose is vaguely
Purpose established and established and established but established and
effectively generally may not be may not be
sustained. sustained. sustained. sustained.
Use of Language Precise and Carefully chosen Generally precise Vague, imprecise
(diction, sophisticated and complex and or inappropriate
sentences) vocabulary used. vocabulary is straightforward vocabulary is
Sentences vary in used. Sentences vocabulary is used. Mainly
pattern and length. often vary in used. Sentences simple sentences,
pattern and length. sometimes vary in lacking in variety
pattern and length. are used.

Correctness Great attention Attention has been Less attention has Little attention has
has been paid to paid to been paid to been paid to
correctness. Text correctness. Text correctness. Text correctness. Text
contains contains minor contains errors contains many
essentially no errors, none of which interfere errors which limit
errors which which interfere with clarity of the clarity of
interfere with with clarity of communication. communication.
clarity of communication.
communication.

Assignment/Activity:
Specific Criteria:

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 ASSESSMENT SUGGESTIONS

Representation Rubric Student:

Levels of Quality
4 3 2 1
Criteria Excellent Proficient Adequate Limited
Details and Comprehensive Substantial General Unclear
Information information and information and information and information and
specific, relevant carefully chosen, simplistic, irrelevant or
details. relevant details. underdeveloped unsupported
details. details.

Format Correct format is Correct format is Correct format is Correct format is

always followed usually followed sometimes seldom followed
and organization is and organization is followed and and organization is
exemplary. competent. organization is emerging.
developing.
Techniques Exemplary range Competent range Developing range Emerging range of
of techniques used of techniques used of techniques used techniques used to
to create a to create an to create an create an image
powerful image interesting image adequate image which minimally
clearly suitable for suitable for target moderately appeals to or is not
target audience. audience. suitable for target suitable for target
audience. audience.
Graphics Creative graphics Clear graphics Simple graphics Limited graphics
contribute to an contribute to a contribute to a contribute to a
engaging thoughtful developing novice
representation. representation. representation. representation.

Correctness Great attention Attention has been Less attention has Little attention has
has been paid to paid to been paid to been paid to
correctness. Text correctness. Text correctness. Text correctness. Text
contains contains minor contains errors contains many
essentially no errors, none of which may errors which limit
errors which which interfere interfere with the clarity of
interfere with with clarity of clarity of communication.
clarity of communication. communication.
communication.

Assignment/Activity:
Specific Criteria:

Our Schools in Action an integrated teacher resource Assessment Suggestions /53

Alberta Learning, Alberta, Canada (2000)
ASSESSMENT SUGGESTIONS

Newspaper Rubric Student:

Levels of Quality
4 3 2 1
Criteria Excellent Proficient Adequate Limited
Content of Perceptive ideas Thoughtful ideas Conventional Superficial ideas
Newspapers with specific and with carefully ideas with general with irrelevant
relevant support. chosen and and simplistic support.
appropriate support.
support.

Layout of Skillful Well structured Simplistic Faltering or

Newspapers organization organization organization unclear
contributes to a contributes to a contributes to a organization
powerfully realistic realistic project. moderately contributes to an
project. realistic project. unrealistic project.

Relation of Project Project Project Project

Newspaper to the demonstrates demonstrates demonstrates demonstrates
Major Event exemplary relation competent relation developing relation emerging relation
to major event. to major event. to major event. to major event.

Creativity and Choices Choices Choices Choices

Imagination demonstrate demonstrate demonstrate demonstrate little
insight and thoughtfulness and developing awareness and do
powerfully competently awareness and little to enhance
enhance project. enhance project. acceptability project.
enhance project.

Correctness Headlines, Headlines, Headlines, Headlines,

captions, text captions, text captions, text captions, text
contains contains minor contains errors contains many
essentially no errors, none of which may errors which limit
errors which which interfere interfere with the clarity of
interfere with with clarity of clarity of communication.
clarity of communication. communication.
communication.

Assignment/Activity:
Specific Criteria:

54/ Assessment Suggestions Our Schools in Action an integrated teacher resource

(2000) Alberta Learning, Alberta, Canada
 ASSESSMENT SUGGESTIONS
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Self-
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Evaluation
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Rating
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Scale
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Name
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1. I helped the group review its task.

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2. I contributed relevant ideas.
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3. I stayed on topic.
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4. I listened carefully to other group members ideas.
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5. I was open-minded about different interpretations.
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6. I encouraged participation from all group
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7. I shared
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8. I helped
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9. I contributed to questions asked of the group.

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10. I did my share of the work to complete the task.
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11. I used
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12. I am
l proud of my contribution to the task.

13. Myi best contribution to the task was ...

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Our Schools in Action an integrated teacher resource Assessment Suggestions /55
Alberta Learning, Alberta, Canada (2000)
ASSESSMENT SUGGESTIONS

Group Work Rating Scale

My name TASK

1. We clearly understood the task. always often sometimes rarely

2. We shared ideas openly. always often sometimes rarely
3. We listened respectfully to each others ideas. always often sometimes rarely
4. We encouraged each other. always often sometimes rarely
5. We were motivated to do our best. always often sometimes rarely
6. We divided the workload fairly. always often sometimes rarely
7. We were on task during class preparation time. always often sometimes rarely
8. We worked out differences of opinion in an always often sometimes rarely
appropriate manner.
9. We learned something meaningful during this task. always often sometimes rarely
10. We are proud of the outcome of this task. always often sometimes rarely

Evaluate each member of your group honestly based on the following criteria:
EFFORT (motivated to do well at task)
COOPERATION (shared workload, accepted suggestions)
ON TASK (stayed focused without reminders)
SUPPORTIVE (helped and encouraged other group members)

Evaluation Scale (give each group member a mark out of ten)

(910) always focused; highly motivated; cooperated with everyone
(78) quite well focused; motivated to do well; cooperated most of the time
(46) sometimes off task; not overly motivated; trouble cooperating some of the time
(13) often off-task; very little effort; highly uncooperative with others

Name Mark Comment/Reason

(me)

56/ Assessment Suggestions Our Schools in Action an integrated teacher resource

(2000) Alberta Learning, Alberta, Canada
 Rubric for the Friendly Letter

Score 1 2
Letter is unattractive or
inappropriate. Text is
difficult to read. It does not
Layout/ Design
have proper grammar or
punctuation for a friendly
letter.
Information is poorly
Information, style,
written, inaccurate, or
audience, tone
incomplete.
Accurate Parts of the
Improper form is used.
Friendly Letter
Grammar, Punctuation, Grammar, punctuation, and Information mislabled or
and choice of words for choice of words poor for a missing. Inaccurate
the friendly letter friendly letter. punctuation or grammar.
Letter appears busy or
boring. Text may be
difficult to read. May have
some grammar and or
punctuation that indicates it
is a friendly letter.
Some information is
provided, but is limited or
inaccurate.
Most friendly letter
elements out of place or
missing.
3 4
The letter is eye-catching
The letter is creatively
and attractive. Text is easy
designed with easily read
to read. Grammar, style,
text. Grammar, style, and
and punctuation is
purpose all excellent for a
indicative of a friendly
friendly letter.
letter.
Information is accurate and
Information is well written complete, is creatively
and interesting to read. written, and is cleverly
presented.
Some friendly letter Letter is complete with all
elements may be missing. required elements.
Style, purpose, audience,
Excellent job on
grammar, and punctuation
presentation, style,
all fair and indicative of a
grammar, and punctuation.
friendly letter.
Writing and Presenting a Dialogue
Rubric
 Criteria Level 1 Level 2 Level 3 Level 4

purpose the dialogue rarely the dialogue the dialogue interprets the dialogue
reveals the thoughts, occasionally reveals the thoughts, feelings, elaborates the
feelings, and context the thoughts, feelings, and context of the thoughts, feelings,
of the characters and context of the characters and context of the
characters characters effectively

the central idea of the dialogue

content
may be unclear, simplistic, or
incoherent
the central idea of the the central idea of the the central idea of the
dialogue is clear but dialogue is clear, dialogue is focused,
conventional thoughtful, and insightful, and richly
developed detailed

language language and language and language and language and

vocabulary are vocabulary are vocabulary are vocabulary
inappropriate or occasionally appropriate to the appropriate to the
misused inappropriate or characters characters are used
misused effectively

punctuation punctuation is rarely punctuation is punctuation is used punctuation is used

used correctly occasionally used correctly effectively
correctly

preparing the role makes very few makes some makes constructive shows leadership
play constructive constructive contributions while while planning and
contributions while contributions while planning and rehearsing
planning and planning and rehearsing
rehearsing rehearsing

speaking in role speaks inaudibly, speaks audibly and speaks audibly, speaks very audibly,
unclearly, and clearly in the voice of clearly, and clearly, and
inconsistently in the the dramatic role somewhat expressively in the
voice of the dramatic expressively in the voice of the dramatic
role voice of the dramatic role
role

action uses little movement uses some movement uses movement and uses movement and
and body language and body language body language body language
expressively and expressively and expressively and expressively,
appropriately appropriately appropriately appropriately, and
creatively
 SKILLS LEVEL 4
Appropriately focused topic with
a clearly communicated
Topic understanding of the purpose for
the speech
Clear and convincing command
Research of facts and information with
Analysis insightful explanations that help
to illustrate the speakers ideas
and arguments
Clearly and logically organized
speech with an engaging
Organization introduction, a logically
sequenced body with appropriate
transitions, and a clear and
convincing conclusion
Uses sophisticated and varied
language that is suited to the
Language topic and audience; word choice
is concise, original, and
effectively conveys the
appropriate tone given the
purpose of the speech
Skillful use of various stylistic
devices (e.g., repetition,
Stylistic parallelism, anecdotes, analogies,
Devices figurative language, different
types of appeals) greatly enhance
the effectiveness of the speech
A combination of appropriate and
effective eye contact, clarity and
Delivery projection of voice, tone and
pace, and gestures significantly
enhance the speakers words
Speaker remains enthusiastic,
Overall audience attention is maintained,
Effectiveness and the purpose of the speech is
achieved
LEVEL 3 LEVEL 2
Focused topic with partially Somewhat focused topic or a A lack o
demonstrated understanding of vague sense of the purpose for purpose,
the purpose for the speech the speech, which require the confusio
audience to make assumptions audience
Clear use of facts and information Partially clear use of facts and Confusin
with partially developed information with limited or with littl
explanations in support of the incomplete explanations to explanat
speakers ideas or arguments support the speakers ideas or support
arguments argumen
Clear attempt at organization Some inconsistencies in A lack o
with a beginning, middle, and end organization and/or a lack of difficult
and an attempt to use transitions sustained focus throughout the ideas; sp
speech with inconsistently use conversa
transitions without
middle,
Uses appropriate language and Use words that may be unsuited Inapprop
word choice, but with less to the topic, audience or purpose distracts
sophistication, expressiveness of the speech; word choice lacks is too in
and/or originality originality and fails to convey an given th
appropriate tone for the speech speech
Effective use of at least one An attempt to use at least one No attem
stylistic device (e.g., repetition, stylistic device (e.g., repetition, devices
parallelism, anecdotes, analogies, parallelism, anecdotes, analogies, of the sp
figurative language, different figurative language, different
types of appeals) enhances the types of appeals) but it does not
effectiveness of the speech enhance the effectiveness of the
speech
A combination of appropriate eye Inconsistent use of eye contact, Lack of
contact, clarity and projection of clarity and projection of voice, projectio
voice, tone and pace, and gestures tone and pace, and/or gestures pace, an
are used but without the interrupt the flow of the speech make th
smoothness of level four follow
Speaker shows some enthusiasm, Speaker shows limited Speaker
the audience remains mostly enthusiasm, audience interest is audience
interested, and the purpose of the not sustained, and the purpose of and the p
speech is achieved the speech is only partially not achi
achieved
 Diary Book Rubric

4 3 2 1
Ideas Well-chosen ideas Ideas blend Information is hard Entries dont
blend information information into to find or roughly contain any new
smoothly into diary the diary entry. blended into diary information or are
entry. Details are Details are mostly entry. Some not consistent
clear, accurate, clear, accurate, details may be with the genre.
and interesting. and interesting. vague, inaccurate, Details are vague
or generally or inaccurate.
known.

Organization Each entry has a The entries mostly One or two The beginnings
logical sense to its made sense. In beginnings and/or are uninteresting
organization: a some places order conclusions are or confusing. The
good beginning seemed random or abrupt or conclusions are
and a fitting unclear, but for the uninteresting. In too abrupt. The
conclusion. Lists most part a reader some places a order of ideas
made sense and could follow the reader wonders doesnt make
stories used ideas. why the ideas are sense or are hard
transitions to show in a certain order. to follow.
order.

Voice The narrators The voice of the The voice is hard The voice is non-
voice is personal, narrator works. In to hear. It is very existent or totally
fun, and engaging. some places it is uneven or doesnt inappropriate.
It fits the diary stronger than in fit with the story or
genre. others. characters.

Word Choice Word choice is Most of the word Most of the words Some of the word
especially choices are are common, choices are
effective, precise, effective. In a few vague, or not a distracting or
and very fitting for places they are good fit for the unclear so that
the genre and the vague or not a genre or the they detract from
narrator. good fit. narrator. the diary.
Sentence Sentences are The sentences Sentences Sentences are so
Fluency smooth, rhythmic, work for the most sometimes are choppy or lengthy
and especially part. They are repetitive, choppy, that they are hard
suited to the effective without or unsuited to a to read and dont
situation and voice. always being diary. sound like a diary
suited to a diary. at all.
Conventions The conventions of The conventions The conventions The conventions
the paper are are mostly correct. sometimes often interfere
correct and used to interfere with the with the reading
add meaning to reading of the of the story or
the story. story. make it confusing.

Collaboration The group The group mostly The group had The group did not
members worked worked well some difficulties work at all. Some
smoothly and together. The work working together. did not contribute
effectively was almost evenly They finished, but or the group
together, sharing shared among some did not do finished by
responsibilities them. their share of work individually doing
well. or they had little tasks.
shared tasks.
 Story Telling Rubric

CATEGORY A B C D
Tran The storyteller knows The storyteller knows The storyteller knows T
sitio the story well and has the story pretty well some of the story, but n
ns
obviously practiced and has practiced did not appear to have w

telling the story telling the story once practiced. May need
Knows the
several times. There is or twice. May need notes 3-4 times, and
Story
no need for notes and notes once or twice, the speaker appears

the speaker speaks but the speaker is ill-at-ease.

with confidence. relatively confident.

Storyteller looks at Storyteller looks at Storyteller looks at and S

and tells the story to and tells the story to a tells the story to 1-2 lo
Audience
all members of the few people in the people in the th
Contact
audience. audience. audience.

Always speaks loudly, Usually speaks loudly, Usually speaks loudly S

slowly and clearly. Is slowly and clearly. Is and clearly. Speaks so m

easily understood by easily understood by fast sometimes that a

Voice
all audience members all audience members audience has trouble tr

all the time almost all the time. understanding.

The student uses The student often The student tries to use T

consistent voices, uses voices, facial voices, facial s

facial expressions and expressions and expressions and v

movements to make movements to make movements to make e

Acting/dialogue the characters more the characters more the characters more m

believable and the believable and the believable and the story s

story more easily story more easily more easily in

understood. understood. understood.

The story is told slowly The storyteller usually The storyteller tries to T

where the storyteller paces the story well, pace the story, but the e

wants to create but one or two parts story seems to drag or p

Pacing suspense and told seem to drag or to be be rushed in several c

quickly when there is a rushed. places. m

lot of action.

Connections between Connections between Connections between T

events, ideas, and events, ideas, and events, ideas, and d
Connections/
feelings in the story feelings in the story feelings in the story are

are creative, clearly are clearly expressed sometimes hard to

 expressed and and appropriate. figure out. More detail

appropriate. or better transitions are

needed.

The storytelling lasts The storytelling lasts The storytelling lasts The story is less 100

Duration 7-10 minutes. 4-7 minutes. 100 seconds to 4 seconds.

minutes.

Always listens Usually listens Usually listens to other Does not listen

attentively to other attentively to other storytellers, but attentively. Tries to

storytellers. Is polite storytellers. Rarely sometimes appears distract the

Listens to
and does not appear appears bored and bored. Might once or storytellers, makes fun
Others
bored or make never makes twice accidentally make of them, or does other

distracting gestures or distracting gestures or a gesture or sound that things instead of

sounds. sounds. is distracting. listening.

 Rubric for Readers Theatre

Grade 5 8 1 2 3 4 Mark
Grade 1 - 4 Difficulty Progressing Meeting Surpassing

Vocal/Verbal Little verbal or vocal Occasionally demonstrates Demonstrates variety in Demonstrates variety in
Expression use. variety in one or two of the volume, tone, pitch and voice volume, tone, pitch and

Expression monotone or criteria. quality. voice quality appropriate

difficult to hear. Expression is mostly Expression is interesting and to character.

understandable. understandable. Expression enhances
character/ situation.

Effect on Audience Audience is confused. Audience follows Audience clearly enjoys Audience is deeply
performance politely. performance. engaged, eager to follow
performance and responds
enthusiastically.

Focus Performance Performance mostly Flashes of spontaneity and Performance is alive and
inconsistent. consistent and relatively style enliven solid explores the bounds of
smooth. performance. form.

Enunciation Words are not clearly Some words are clearly Most words are clearly All words are clearly
enunciated. enunciated. enunciated. enunciated.

Presentation is Some of the presentation is Most of the presentation is Presentation is easily
incomprehensible comprehensible. comprehensible. understood.

Volume Voice is inaudible. Volume is too low. Volume is adequate. Volume projects well. All
audience members can
easily hear the
presentation.

Preparedness Students have not Students have practiced and Students have practiced and Students are well prepared.

practiced and/or planned a general outline with some the outline is clear and It is obvious from the
presentation thoroughly. details are in place. ordered. polish and ease of the

Most details are planned performance that much
ahead. practice and planning has
taken place.
Total
COMMENTS: