Summative Assessment Rubrics
Option One​​: ​Google Tour Creator
Objective Needs Work (2)
Character Journey Final product shows errors in
the character’s journey.
There are not 3 stops for
each person in the group.
Enhancements The final product does not
provide 3 enhancements per
stop.
List of Resources Final product does not
include a list of resources.
Letter Does not correctly follow
standard letter format. Many
grammatical errors. The
letter is not descriptive and
not helpful for the future
reader.
Presentation Project is not turned in on
time. Not all components of
the project are included.
Project does not display
organization, professionalism
or proper use of visual
elements.
Almost There (3)
Final product correctly
highlights the route that
Josef, Isabel, or Mahmoud
took. Project does not
include 3 stops for each
person in the group.
The final product provides 3
enhancements per stop, but
they are not relevant or
important to the scene.
Lists under 15 resources.
Does not explain why the
resource was needed.
Correctly follows the letter
format, with many
grammatical errors. Time
period and supporting details
are correct. The letter is not
descriptive enough for the
future reader.
All components of the project
are turned in by due date
(google tour, list of
resources, and letter).
Project lacks in organization,
professionalism and/or use
of visual elements.
At Standard (4)
Final project correctly
highlights the route that
Josef, Isabel, or Mahmoud
took. Project includes 3 stops
on the tour for each person
in the group.
Each stop of the tour
includes 3 enhancements.
(Pictures, video or audio)
Lists at least 15 resources
needed to make a
character’s journey and gives
explanation as to why the
resource was needed.
Correctly follows the letter
format. Some grammatical
errors. Time period and
supporting details are
correct. Letter is descriptive
and helpful for future reader.
All components of the project
are turned in by due date
(google tour, list of resources
and letter). The whole project
is organized, professional
and uses visual elements,
some of which are poor
quality.
Above & Beyond (5)
Final project correctly
highlights the route that
Josef, Isabel, or Mahmoud
took. Project includes more
than 3 stops on the tour for
each person in the group.
Each stop of the tour
includes more than 3
enhancements, and
combines pictures with video
and/or audio for each stop.
Lists 20 or more resources
needed to make a
character’s journey and gives
explanation as to why the
resource was needed.
Correctly follows the letter
format. Minimal to no
grammatical errors. Time
period and supporting details
are correct. Letter is
descriptive and helpful for
future reader.
All components of the project
are turned in by due date
(google tour, list of resources
and letter). The whole project
is organized, professional
and uses excellent visual
elements.
Final Score: __ / 25
Option Two​​: ​Marketing Campaign
Objective Needs Work (2)
Elements Final product does not use a
variety of elements to create
the campaign.
Content Final product only
approaches the content from
one angle or perspective.
Information is not reputable
or from varied sources.
Effectiveness Final product is not effective
at reaching multiple
audiences. Does not clearly
use strong examples of
ethos, pathos or logos. The
product is too biased to work
effectively out in the
community, and would open
the marketing campaign up
to massive scrutiny.
Presentation Final product lacks
organization, execution, and
visual appeal. Visual
elements are messy and
incomplete, or missing. Most
visual elements appear
rushed or hurried.
Final The final platform is
incomplete or missing. The
Platform platform does not aid in
understanding or reflect
learning.
Almost There (3)
Final product utilizes three
or four kinds of elements to
create the campaign.
Minimal variety of elements
detracts from the overall
message.
Final product only
approaches the content
from 2-3 perspectives/
angles. Information is only
from a couple sources or is
not reputable.
Final product is somewhat
effective at reaching some
audiences, but might appeal
to too narrow of an
audience. Utilizes ethos,
pathos, or logos. The
product raises some
questions about explicit
bias.
Final product lacks some
organization and execution.
Visual elements are
incomplete, unprofessional,
or not appealing. Many
visual elements are lower
quality.
Final platform presents the
final product, without adding
value. The final platform
presents the campaign in an
organized way, and reflects
some learning.
At Standard (4)
Final product utilizes five or six
different kinds of elements to
create a well rounded
campaign.
Final product approaches the
content from some (4-5)
different angles and
perspectives, using reputable
information from a variety of
sources.
Final product is effective at
reaching a variety of
audiences, and appeals to two
of the senses (ethos, pathos,
and logos). The product might
open your campaign to
scrutiny for biases.
Final product is organized and
well executed, with some
professional elements. All
visual elements are complete,
colorful, and visually
appealing. Some visual
elements are lower quality.
Final platform adds value to
the final product. Some
attention to detail ensures that
the platform flows reasonably
well and presents the
information clearly. The final
platform ties the campaign
together neatly and reflects
learning.
Above & Beyond (5) Score
Final product utilizes more
than seven kinds of
elements in the campaign to
create a well-rounded and
diverse set of elements.
Final product approaches
the content from a variety
(6+) of angles and
perspectives, using
reputable information,
narrative, and statistics from
a variety of sources.
Final product is very
effective at reaching a
variety of audiences, and
appeals to senses of ethos,
pathos and logos. The
product minimizes content
that could open your
campaign to scrutiny by the
public.
Final product appears
professional, organized, and
well-executed. All visual
elements are complete,
colorful, and visually
appealing.
Final platform is creative,
unique, and adds value to
the final product. Careful
attention to detail ensures
that the platform flows well
and presents the
information clearly and in an
engaging way. The final
platform helps tie the
campaign together nicely
and reflects learning and
growth.
Final Score: __ / 25
Option Three​​: ​Picture Book
Objective Needs Work (2)
Content The final product is unclear
on what purpose the
students have in mind for
their picture book. The
information that is presented
is either wrong, or from a not
credible source(s). The
picture book is not in a
language that the chosen
age group would easily
understand.
Cohesion The final product does not
flow together well. The
picture book is choppy, you
can tell that is was created
by many different individuals.
The story does not make
sense.
Participation Student participation in the
picture book is noticeably
unequal and the final product
suffers as a result.
Effectiveness Final story is not effective at
reaching desired age group.
Does not use age
appropriate language. Does
not educate others about
refugees.
Final Product Project is not turned in on
time. Not all components of
the picture book are
included. Story does not
display organization,
professionalism or proper
use of visual elements. Many
grammatical errors within the
story.
Almost There (3)
The final product has some
gaps in the purpose of their
picture book. The information
that is presented may be
slightly wrong, or from a not
credible source(s). The
picture book is somewhat in
a language that the chosen
age group would understand.
The final product has some
gaps in the flow of the story.
The picture book is a little
choppy, you can sort of tell
that is was pieced together
by many different individuals.
The story has some stops
within it.
Student participation is
clearly unequal, with one to
two people either dominating
the picture book or
seemingly not active in the
story. The final product
suffers as a result.
Final story is somewhat
effective at reaching desired
age group, but might be a
little off still. Does not really
use age appropriate
language. Does not really
educate others about
refugees.
Project is turned in on or by
due date. Lacking some of
the components to the
picture book. Project lacks in
organization, professionalism
and/or use of visual
elements. Some grammatical
errors within the story.
At Standard (4)
The final product is overall
pointed at the purpose of
their picture book. The
information that is presented
is almost all correct and from
a credible source(s). The
picture book is mainly in a
language that the chosen
age group would understand.
The final product is overall
fluid, the story flows well.
The picture book flows pretty
well together, you cannot
really tell that is was pieced
together by many different
individuals. The story makes
sense as a whole.
Evidence persists that two to
three students dominate the
picture book, OR each
student participates equally
but the story doesn’t flow
smoothly, thus the final
product suffering for the poor
connection.
Final story is effective at
reaching desired age group.
Does use age appropriate
language. Does educate
others about refugees.
Project is turned in on or by
due date. Project is for the
most part organized, shows
professionalism and/or use
of visual elements, even if
some are not the best
quality.. A few grammatical
errors within the story.
Above & Beyond (5)
The final product has a direct
purpose that is easily
identifiable in the picture
book. The information that is
presented is all correct and
from a credible source(s).
The picture book is in a
language that the chosen
age group would understand.
The final product is fluid, the
story flows perfectly together.
The picture book flows well
together, you cannot tell that
is was pieced together by
many different individuals.
The story is complete from
start to finish.
Each student contributes to
the picture book equally,
working together to create a
fluid and dynamic story.
Final story is very effective at
reaching desired age group.
Does use age appropriate
language, very well.. Does
educate others about
refugees, and push them to
think beyond what the story
is telling them.
Project is turned in on or by
due date. Project is
organized, professional and
uses excellent visual
elements. There are hardly/
or not at all, any grammatical
errors within the story.
Final Score: __ / 25
Presentation Rubric​​:
Objective Needs Work (2)
Content & Student presentation is
missing many major
Information components, not an accurate
portrayal of their work.
Explanation of Students do not identify any
major decisions that they made
Content & Ideas OR
Students name major
decisions that they made
without any explanation or
justification.
Time Students manage their time
poorly, either falling at a
Management presentation under 6 minutes
or over 14 minutes long.
Participation Student participation in the
presentation is noticeably
unequal and the presentation
suffers as a result.
Eyes & Body Student presenters do not
make eye contact with the
audience (either reading from
a script or staring at the back
wall). The speaker’s body
language is also distracting,
either because they are stiff,
fidgeting, or gesturing too
much.
Almost There! (3)
Students present some of the
project, but 4-5 components are
missing
Students expand on one major
decision that they made during
the project, explaining and
justifying their decision. OR
Students name two to three
major decisions that they made,
but with incomplete explanation
or justification.
Students don’t manage their
time well, falling within 4
minutes of the presentation (6-8
minutes or 12-14 minutes)
Student participation is clearly
unequal, with one to two people
either dominating the
presentation or seemingly not
active in the presentation. The
presentation suffers as a result.
Student presenter rarely makes
eye contact (reading or staring
at a back wall). Body language
is clearly uncomfortable, either
stiff or fidgeting. Gestures do
not add meaning to the
presentation.
At Standard (4)
Students present most of the
project, but miss a few (1-3)
components
Students expand on two-three
major decisions that they made
during the project, explaining
and justifying their choices. OR
Students name four major
decisions that they made, but
with incomplete explanation or
justification.
Students utilize their time fairly
well, falling within 2 minutes of
the presentation (8-9 minutes
or 11-12 minutes)
Evidence persists that two to
three students dominate the
presentation, OR each student
participates equally but
presentation doesn’t flow
smoothly from one presenter to
the next.
Student presenter’s body
language and eye contact
doesn’t add to the
presentation, but doesn’t
detract from it either. They
speak clearly, make eye
contact periodically, and their
body language is neutral.
Above & Beyond (5)
Student presentation includes
all of the student work,
presented in an interesting
and engaging way.
Students expand fully on four
major decisions that they
made during the project,
explaining and justifying their
choices.
Students utilize their time
effectively, falling within 1
minute of the presentation
allowance (no less than 9
minutes and no more than 11
minutes).
Each student contributes to
the presentation equally,
working together to create a
fluid and dynamic
presentation.
Student presenter uses their
body language and eye
contact to further the
presentation’s intended
effect. They speak clearly,
make and maintain eye
contact, and their positioning
and movements aid in the
presentation.
Final Score: __ / 25