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    Timeline : Rubric for Time Management Plan


    Teacher Name: Ms. Worob


    Student Name:     ________________________________________

CATEGORY
4
3
2
1
Content/Facts
Time Management plan accurately represented all events in the daily schedule. Study times in particular were adhered to and adjustments were made where planned times turned out to be impractical.
Plan was accurate for almost all events reported in the daily schedule. There were occasional deviations from the plan, but the plan was maintained at least 90% of the time.
Plan was accurate for most (~75%) of the events notated. Schedule was used only 75% of the time or less. Planned study time was adhered to only 75% of the time.
Plan was often inaccurate for events notated on the time management plan. Scheduled study time was used for other things, and study time happened on a sporadic basis, inconsistent and in a mode of "emergency management."
Time Use
Study time was used to work on the project planned for each day. I was focused on the work and didn't allow disruptions. A balanced amount of time was spent on the project.
Study time was used to work on planned projects the majority of the time. I maintained focus and didn't allow disruptions the majority of the time. A balanced amount of time was spent on the project the majority of the time.
Study time was used to work on planned projects the majority of the time, but disruptions occurred often and the work was done with compromised focus. Alternately, length of time invested in planned projects was too much and impeded completion of other responsibilities.
Student did not use study time to work on planned projects and/or allowed a high degree of disruption and interruption of focus. Work was not effectively completed. Alternately -- work was "overdone": far too much time spent relative to degree of value of the task. Over-obsessing and overspending time on one project impeded completion of others on a timely basis.
Preparation
The student had reflected on the events she wished to include before beginning to design the schedule. Schedule planning was structured with realistic expectations for what could be accomplished in the time committed. Overcommitment of time was prevented from the onset.
The student had reflected on the events she wished to include before beginning to design the schedule. Schedule planning was mostly structured with realistic expectations for what could be accomplished in the time committed. Some \overcommitment of time occurred, but was minimal and manageable.
The student designed the schedule without much reflection, choice or control. Schedule planning was not structured with realistic expectations for what could be accomplished in the time committed. The schedule reflected significant overcommitment of time resulting in a regular sense of chaos, feeling behind and feeling there wasn't enough time to fulfill all of the responsibilities.
The student designed the schedule without much reflection, choice or control. Schedule planning was not structured with realistic expectations for what could be accomplished in the time committed. The schedule was an inaccurate representation of reality. Time was badly overcommitted resulting in overwhelming chaos, regularly unfulfilled responsibilities and left her with a real or perceived sense of failure.
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