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Spelling and capitalization were checked by another student and are correct throughout.
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Spelling and capitalization were checked by another student and were mostly correct .
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Spelling and capitalization were mostly correct, but were not checked by another student.
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There were many spelling and capitalization errors.
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Facts were accurate for all events reported on the timeline.
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Facts were accurate for almost all events reported on the timeline.
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Facts were accurate for most (~75%) of the events reported on the timeline.
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Facts were often inaccurate for events reported on the timeline.
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All graphics are effective and balanced with text use.
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All graphics are effective, but there appear to be too few or too many.
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Some graphics are effective and their use is balanced with text use.
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Several graphics are not effective.
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The overall appearance of the timeline is pleasing and easy to read.
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The overall appearance of the timeline is somewhat pleasing and easy to read.
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The timeline is relatively readable.
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The timeline is difficult to read.
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The timeline has a creative title that accurately describes the material and is easy to locate.
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The timeline has an effective title that accurately describes the material and is easy to locate.
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The timeline has a title that is easy to locate.
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The title is missing or difficult to locate.
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The student can accurately describe 75% (or more) of the events on the timeline without refering to it and can quickly determine which of two events occurred first.
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The student can accurately describe 50% of the events on the timeline without refering to it and can quickly determine which of two events occurred first.
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The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.
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The student cannot use the timeline effectively to describe events nor to compare events.
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Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.
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Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.
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Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.
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Student did not use classroom time to work on the project and/or was highly disruptive.
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