*WRITE A RESEARCH PAPER
No Evidence
Category Exceeds Standards (5)
Title Page Title, Student/s’ Name, Teacher’s
Name, Course Period, Date, Neatly
finished- no errors
Thesis Clearly & concisely states the
Statement paper’s purpose in a single sentence,
which is engaging, & thought
provoking
Introduction The introduction is engaging, states
the main topic & previews the
structure of the paper
Body Each paragraph has thoughtful
supporting detail sentences that
develop the main idea
Organization- Writer demonstrates logical & subtle
Structural sequencing of ideas through well-
Development of developed paragraphs; transitions are
the Idea used to enhance organization
Conclusion The conclusion is engaging &
restates the thesis
Mechanics No errors in punctuation,
capitalization & spelling
Usage No errors in sentence structure &
word usage
Citation All cited works, both text & visual,
are done in the correct format with
no errors
Bibliography Done in the correct format with no
errors. Includes more than 5 major
references (e.g. science journal
articles, books, but no more than two
internet sites. Periodicals available
on-line are not considered internet
sites)
Meets Standards (4) Nearly Meets Standards (3) Does Not Meet Standard (2) Score
(1)
Evidence of four Evidence of 3 Evidence of 2 or less Absent
Clearly states the paper’s States the paper’s purpose in a Incomplete and/ or unfocused Absent
purpose in a single single sentence
sentence
The introduction states The introduction states the There is no clear introduction Absent
the main topic & previews main topic but does not or main topic and the
the structure of the paper preview the structure of the structure of the paper is
paper missing
Each paragraph has Each paragraph lacks Each paragraph fails to Not
sufficient supporting supporting detail sentences develop the main idea applicable
detail sentences that
develop the main idea
Paragraph development Logical organization; No evidence of structure or Not
present but not perfected organization of ideas not fully organization applicable
developed.
The conclusion restates The conclusion does not Incomplete and/ or unfocused Absent
the thesis adequately restate the thesis
Almost no errors in Many errors in punctuation, Numerous & distracting Not
punctuation, capitalization capitalization & spelling errors in punctuation, applicable
& spelling capitalization & spelling
Almost no errors in Many errors in sentence Numerous & distracting Not
sentence structure & word structure & word usage errors in sentence structure & applicable
usage word usage
Some cited works, both Few cited works, both text & Absent Not
text & visual, are done in visual, are done in the correct applicable
the correct format format
Inconsistent evident
Done in the correct format Done in the correct format Done in the correct format Absent or the
with few errors. Includes with some errors. Includes 4 with many errors. Includes 3 only sites are
5 major references (e.g. major references (e.g. science major references (e.g. science internet sites
science journal articles, journal articles, books, but no journal articles, books, but no
books, but no more than more than two internet sites. more than two internet sites.
two internet sites. Periodicals available on-line Periodicals available on-line
Periodicals available on- are not considered internet are not considered internet
line are not considered sites) sites)
internet sites)
TOTAL SCORE
*PARTICIPATE IN A DEBATE

Criteria 5 4 3 2 1 Points
Respect for Other All statements, body Statements and Most statements and Statements, Statements,
Team language, and responses were responses were responses and/ or responses and/ or
responses were respectful and used respectful and in body language were body language were
respectful and were appropriate language appropriate borderline consistently not
in appropriate but once or twice language, but there appropriate. Some respectful
language body language was was one sarcastic sarcastic remarks
not remark
Information All information Most information Most information Some information Information some
presented in the presented in the presented in the was accurate, but major inaccuracies
debate was clear, debate was clear, debate was clear and there were some or was not clear
accurate & thorough accurate & thorough accurate, but was not minor inaccuracies
usually thorough
Rebuttal All counter- Most counter- Most counter- Some counter Counter-arguments
Arguments were arguments were arguments were arguments were were not accurate
accurate, relevant & accurate, relevant accurate, relevant, weak & irrelevant and/ or relevant
strong and strong but several were
weak
Use of Facts/ Every major point Every major point Every major point Some points were All points were not
Statistics was well supported was adequately was supported with supported well, supported
with several relevant supported with facts, statistics and/ others were not
facts, statistics and/ relevant facts, or examples, but the
or examples statistics and/ or relevance of some
examples was questionable
Organization All arguments were Most arguments Most arguments Some arguments Some arguments
clearly tied to an were clearly tied to were tied to an idea were tied to an idea were tied to an idea
idea (premise) and an idea (premise) (premise) and (premise) and (premise) and but
organized in a tight, and organized in a organized, logical organized, logical not well organized
logical fashion tight, logical fashion fashion fashion
Understanding of The team clearly The team clearly The team seemed to The team seemed to The team did not
Topic understood the topic understood the topic understand the main understand the main show an adequate
in depth & presented in depth & presented points of the topic & points of the topic understanding of the
their information their information presented those with but didn’t present topic
forcefully & with ease ease with ease
convincingly
TOTAL POINTS
*INFER THE MAIN IDEA OF A WRITTEN PIECE

Category 4 3 2 1 Score
Identifies Attempts to identify the Identifies the main idea/s, Identifies the main idea/s Clearly and accurately
Main Ideas in main idea/s; however, the and includes some correctly, and includes many identifies the main idea/s, and
Reading main idea may be stated supporting details. supporting details. includes most of the relevant
incorrectly or may be supporting details
missing
Expresses May contain few, incorrect Much of the response is Response is written mostly Response is written in the
Main Ideas or irrelevant details copied directly from the text. in the student’s own words. student’s own words.
and May contain major May contain minor
supporting inaccuracies inaccuracies
details
Makes and Fails to make an inference, Makes a general inference Makes a general inference Makes logical and relevant
supports or makes an inference about character/s and/or about character/s and/or inferences about character/s
inferences which is illogical or event/s with few/no events/s with some and/or event/s. Details from
appropriately irrelevant supporting details or uses supporting details, or uses the reading support the
irrelevant details irrelevant details. inferences made.
TOTAL SCORE
*DESIGN A MUSEUM EXHIBIT

Criteria Beginning (1) Developing (2) Accomplished (3) Exemplary (4) Score
Content Exhibit describes the Exhibit describes the Exhibit describes the Exhibit tells the story of
changes in the assigned changes in the assigned changes in the assigned the changes in the
category. Some artifacts category & attempts to category & the assigned category &
support the team’s address the consequences consequences of these describes the
conclusions. Details & of these changes on changes on ordinary consequences of these
examples demonstrate ordinary Americans. Americans. Artifacts changes on ordinary
little knowledge of time Artifacts support the supports team’s Americans. Artifacts
period. team’s conclusions. Details conclusion. Exhibit panel support the team’s
& examples demonstrate & conclusion demonstrate conclusions. Exhibit
some knowledge of time critical thinking. Details & panel & conclusion
period. examples demonstrate demonstrate critical
good knowledge of time thinking. Details &
period. examples demonstrate
Excellent knowledge of
time period.
Complete Missing one or more Includes all required Includes all required Goes beyond what is
required elements, or may elements, but may be elements: exhibit panel, 3 required to include more
be missing extensive missing some required artifact panels, a than 3 artifact panels and/
required information information from within conclusion panel, and a or more extensive
within an element elements. credits slide. interpretation &
discussion.
Visual Appeal Design elements are Evidence of attempt to use Clear & easy to read. Clear, creative design.
distracting to viewer good design principles. Design elements are Design elements such as
Individual elements do not consistent throughout layout, font, color &
seem connected. presentation. All elements graphics are consistent
of exhibit appear to be throughout presentation
part of a coherent whole. & enhance viewers
interest & enjoyment of
exhibit.
TOTAL SCORE
*PROPOSE & JUSTIFY A WAY TO RESOLVE A PROBLEM

6 - Consistently does all or almost all of the following:

 Accurately interprets evidence, statements, graphics, questions, etc.
 Identifies the salient arguments (reasons and claims) pro & con.
 Thoughtfully analyzes & evaluates major alternative points of view.
 Generates alternative explanations of phenomena or event.
 Justifies key results & procedures, explains assumptions & reasons.
 Fair-mindedly follows where evidence and reasons lead.
 Makes ethical judgements.
5 – Does most the following:
 Accurately interprets evidence, statements, graphics, questions, etc.
 Thinks through issues by identifying relevant arguments (reasons and claims) pro & con.
 Offers analysis & evaluation of obvious alternative points of view.
 Generates alternative explanations of phenomena or event.
 Justifies some results or procedures, explains reasons.
 Fair-mindedly follows where evidence and reasons lead.
4 – Does most the following:
 Describes events, people, and places with some supporting details from the source.
 Make connections to sources, either personal or analytic.
 Demonstrates a basic ability to analyze, interpret, and formulate interferences.
 States of briefly includes more than one perpective in discussing literature, experiences, and points of view of others.
 Takes some risks by occasionally questioning sources of by stating interpretations and predictions.
 Demonstrates little evidence of rethinking of refinement of one’s own perspective.
3 – Does most or many of the following:
 Respond by retelling or graphically showing events or facts.
 Makes personal connections or identifies connections within or between sources in a limited way. Is beginning to use appropriate evidence to back ideas.
 Includes little or no evidence of refinement of initial response or shift in dualistic thinking.
 Responds to sources at factual or literal level.
 Demonstrates difficulty with organization & thinking is uneven.
2 – Does many or most the following:
 Misenterprets evidence, statements, graphics, etc.
 Fails to identify strong, relevant counter arguments.
 Draws unwarranted or fallacious conclusions.
 Justifies few results or procedures, seldom explains reasons.
1 - Consistently does all or almost all of the following:
 Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others.
 Fails to identify or hastily dismissess strong, relevant counterarguments.
 Ignores or superficially evaluates obvious alternative points of view. Argues using fallacious or irrelevant reasons and unwanted claims.
 Exhibits close-mindedness or hostility to reason.
*LABORATORY OUTPUT IN FROG DISSECTION
Category 1 2
Dissection Answered accompanying
worksheets questions with limited
effectiveness. Labeled
diagrams with limited
effectiveness
Thinking and Executed the investigation
Investigation using equipment and
materials safely and
(During Lab) accurately with limited
effectiveness. Demonstrated
little skill in dissection
Thinking and Locates and correctly
Investigation identifies few parts of the frog
(During Lab)
Thinking and Explains the relationship
Investigation between the appearance and
the function of the identified
structures for each system
with limited effectiveness.
Identifies ways in which the
respiratory system and
circulatory system work
together with limited
accuracy. Identifies ways in
which the circulatory system
and digestive system work
together with limited
accuracy.
Communication Draws the heart, its chambers
and blood vessels in limited
detail. Describes in their own
words:
Describes how his/her
understanding of each of the
systems is enhanced by the
observation of the real organs
in limited detail.
Answered accompanying
questions with some effectiveness.
Labeled diagrams with some
effectiveness
Executed the investigation using
equipment and materials safely
and accurately with some
effectiveness. Demonstrated some
skill in dissection
Locates and correctly identifies
some parts of the frog
Explains the relationship between
the appearance and the function of
the identified structures for each
system with some effectiveness.
Identifies ways in which the
respiratory system and circulatory
system work together with some
accuracy. Identifies ways in which
the circulatory system and
digestive system work together
with some accuracy.
Draws the heart, its chambers and
blood vessels in some detail.
Describes in their own words:
Describes how his/her
understanding of each of the
systems is enhanced by the
observation of the real organs in
some detail.
3 4
Answered accompanying
questions with considerable
effectiveness. Labeled diagrams
with considerable effectiveness
Executed the investigation using
equipment and materials safely
and accurately with considerable
effectiveness. Demonstrated
considerable skill in dissection
Locates and identifies parts of the
frog
Explains the relationship between
the appearance and the function
of the identified structures for
each system with considerable
effectiveness. Identifies ways in
which the respiratory system and
circulatory system work together
with considerable accuracy.
Identifies ways in which the
circulatory system and digestive
system work together with
considerable accuracy.
Draws the heart, its chambers
and blood vessels with
considerable detail. Describes in
their own words:
Describes how his/her
understanding of each of the
systems is enhanced by the
observation of the real organs
with considerable detail.
Score
Answered accompanying
questions with a high degree of
effectiveness. Labeled diagrams
with a high degree of
effectiveness
Executed the investigation using
equipment and materials safely
and accurately with a high degree
of effectiveness. Demonstrated a
high level of skill in dissection
Locates and correctly identifies
parts of the frog
Explains the relationship between
the appearance and the function
of the identified structures for
each system with a high degree
of effectiveness. Identifies ways
in which the respiratory system
and circulatory system work
together with a high degree of
accuracy. Identifies ways in
which the circulatory system and
digestive system work together
with a high degree of accuracy.
Draws the heart, its chambers
and blood vessels with a high
degree of detail. Describes in
their own words: Describes how
his/her understanding of each of
the systems is enhanced by the
observation of the real organs
with a high degree of detail.
TOTAL SCORE
*EVALUATING A KINDER PIANO PERFORMANCE

Criteria 4 3 2 1 0 Points
Tempo Pupil maintained a Pupil mostly Pupil stopped Pupil stopped Pupil was unable
steady tempo maintained a playing at one playing multiple to complete the
throughout steady tempo point or hesitated time or tempo was piece.
throughout with multiple times. very inconsistent
one or two because of
hesitations hesitations.
Rhythmic Pupil had no Pupil had a couple Pupil had few Pupil had many The rhythm was
Accuracy rhythmic mistakes minor rhythmic minor rhythmic minor rhythmic almost
mistakes. mistakes or a mistakes or a few unrecognizable.
couple of major of major rhythmic
rhythmic mistakes. mistakes.
Melodic Accuracy Pupil had no Pupil had a couple Pupil had few Pupil had many The melody was
melodic mistakes minor melodic minor melodic minor melodic almost
mistakes. mistakes or a mistakes or a few unrecognizable.
couple of major of major melodic
melodic mistakes. mistakes.
Finger Technique Pupil used Pupil had an Pupil had frequent Pupil had fingering Fingering or finger
appropriate occasional fingering or finger technique technique
fingerings and fingering or finger technique mistakes more than detracted from
technique technique mistakes. half the time. ability to listen to
mistakes. the piece.
TOTAL POINTS
*EVALUATING AN OUTPUT OF A TYPING CLASS

Category Beginning (1) Progressing (2) Proficient (3) Exceptional (4) Score
WPM Student types less than Student types 20-34 WPM Student types 35 WPM Students exceed 35 WPM
20 WPM utilizing hunt and attempts to use touch using touch typing using touch typing technique.
and peck method. typing technique. technique.
Posture Student does not attempt Student attempts to have Student sits up straight, feet Student sits up straight, feet
to have correct posture correct posture but on the floor, arms and wrists on the floor, arms and wrists
and makes no effort to struggles to maintain it, are straight; student anchors are straight, eyes are on the
place fingers properly on shows knowledge of how fingers on the home row. copy, and keeps a reasonable
the keyboard. to anchor fingers on the rhythm.
home row but does not
continually practice proper
technique.
Touch Student does not try to Student attempts to use the Student demonstrates Student demonstrates
Typing use the home row but home row but is fingers being anchored on anchoring their fingers on the
spends their time inconsistent with its use. the home row using the home row and properly
hunting and pecking for They do not attempt to guides on the "F" and "J" reaching for the keys, and
the keys. eliminate errors properly. keys and reaches for the keeps a steady rhythm while
proper keys. typing.
Overall Student is challenged to Student spends most of the Student spends time allotted Student spends time allotted
Typing utilize the time given in time in class practicing in class practicing touch in class and at home
Effort class to practice touch touch typing skills. They typing skills. They are self- practicing touch typing
typing. Consistent need prompts from the guided in doing this. skills. They are self-guided
monitoring from the teacher to accomplish this. in doing this.
teacher is required.
TOTAL SCORE
*GROUP ACTIVITY ON SOLUTES AND SOLVENTS

Criteria 1 2 3 4 Points
Solvent & solute Students did not Students understood the Students understood if Students understood if
understand the difference between a his/her experiment was a his/her experiment was a
difference between a solute and solvent. physical or chemical physical or chemical
solute and solvent. change and explained change and explained
why. the difference between
the two.
States of Matter Students could not list Students listed some of Students listed the Students identified the
the states of matter. the states of matter. appropriate states of states of matter & when
matter for the they altered, with
experiment. confidence.
Heat Students could not Students interpreted if Students interpreted if Students interpreted if
interpret if the change/s the change/s in state the change/s in state the change/s in state
in state involved the involved the release of involved the release of involved the release of
release of heat or the heat or the absorption of heat or the absorption of heat or the absorption of
absorption of heat. heat, with some errors. heat. heat, with complete
accuracy & no
prompting.
Application Students could not Students explained a Students applied the Students applied the
explain how changes in basic understanding that changes in matter to the changes in matter to the
matter is applicable to there are physical & environment using an environment using an in-
the environment. chemical changes in the adequate explanation. depth understanding of
environment. how we can help or hurt
the environment.
TOTAL POINTS
*EVALUATING PERFORMANCE IN ARGUMENTATION & DEBATE

Criteria 4 3 2 1 Score
Organization & Completely clear & Mostly clear & orderly Clear in some parts but Unclear & disorganized
Clarity: orderly presentation in all parts not overall throughout
Main arguments &
responses are outlined in
a clear & orderly way.
Use of Argument: Very strong & Many good arguments Some decent arguments, Few or no real
Reasons are given to persuasive arguments given, with only minor but some significant arguments given, or all
support the resolution. given throughout problems problems arguments given had
significant problems
Use of cross- Excellent cross-exam & Good cross-exam & Decent cross-exam &/or Poor cross-exam or
examination & defense against rebuttals with only rebuttals, but with some rebuttals, failure to point
rebuttal: Positive/Negative team’s minor slip-ups significant problems out problems in
Identification of objections Positive/Negative team’s
weakness in position or failure to
Positive/Negative team’s defend itself against
arguments & ability to attack.
defend itself against
attack.
Presentation Style: All style features were Most style features were Few style features were Very few style features
Tone of voice, clarity of used convincingly used convincingly used convincingly were used, none of them
expression, precision of convincingly
arguments all contribute
to keeping audience’s
attention & persuading
them of the team’s case.
Total Score
 Assessment of Learning 2

SCORING RUBRICS
Irene Dominga Leung