Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

CATEGORY

Excellent

Good

Needs Improvement

Use of Time

Student takes advantage of class time to complete assignments. No time is spent off-task.

Most of the student's classtime is spent completing assignments. Needs to be prompted to stay on-task occasionally.

Student did not use time to complete any assignments. Majority of class time is spent off-task.

Knowledge of Content

Student's knowlege of community content is thorough and of quality. Student combines facts and new information to create inferences.

Student shows adequate knowledge of community content. Student connects information to explain the content.

Students shows limited or no knowledge of community content. Student applies little information to assignments.

Partner Cooperation

Student actively works toward the group goal. Student participates in group work/discussions and fulfills assigned role.

Student sporadically works toward group goal. Student shows little cooperation and fulfills few obligations of assigned role.

Student rarely or never understands or works toward group goal. Student fulfills no obligations of assigned role.

Completion of Unit Assignments

Student completed 80-100% of the assignments, including Quia quizzes/activities.

Student completed between 65-80% of the assignments, including Quia quizzes/activities.

Student completed less than 65% of the assignments, including Quia quizzes/activities.

Use of Internet/Links

Student successfully uses suggested internet links to find information and complete assignments. Student needs little assistance.

Student is usually able to access suggested internet links to complete assignments. Student needs some assistance in navigating internet links.

Student needs assistance or supervision in using suggested internet links to complete assignments.

PersuadeStar Essay

Student takes a clear postion in essay and supports it with detailed examples. Student writing is focused with good word choice and few grammar/spelling errors.

Student takes a position in essay but provides uneven supportive examples. Writing is unorganized and grammar/spelling errors interfere with understanding.

Student attempts to take a position but no supportive examples are given in essay. There is no organization in writing and grammar/spelling errors are prominent.