Rubric Made Using:

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

CATEGORY

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Content - Accuracy

More than three pieces of evidence from different categories are used to explain why the sun appears to be the brightest star. The explanation is clear and easy to understand. Sources are cited at the end of the product.

Three pieces of evidence from different categories are used to explain why the sun appears to be the brightest star. The explanation is clear and easy to understand. Sources are cited at the end of the product.

Two pieces of evidence from different categories are used to explain why the sun appears to be the brightest star. The explanation is clear and easy to understand.

Less than two pieces of evidence from different categories are used to explain why the sun appears to be the brightest star.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster, book, or digital presentation and processes used to create the product.

Student can accurately answer most questions related to facts in the poster, book, or digital presentation and processes used to create the product.

Student can accurately answer about 75% of questions related to facts in the poster, book, or digital presentation and processes used to create the product.

Student appears to have insufficient knowledge about the facts or processes used in the product.

Graphics - Originality

Several of the graphics reflect an exceptional degree of student creativity in their creation and/or display.

One or two of the graphics reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Attractiveness

The product is exceptionally attractive in terms of design, layout, and neatness.

The product is attractive in terms of design, layout and neatness.

The product is acceptably attractive though it may be a bit messy.

The product is very poorly designed and difficult to read. Viewers are unable to understand the product without an oral explanation.

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.