Evaluation

Teacher name: Coble

Student Name ___________________

CATEGORY

4

3

2

1

Accuracy of Facts (Content)

All facts are reported accurately.

Almost all facts are reported accurately.

Most facts are reported accurately.

NO facts are reported OR most are inaccurately reported.

Support for Topic (Content)

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Recognition of Reader (Voice)

The reader's questions are anticipated and answered thoroughly and completely.

The reader's questions are anticipated and answered to some extent.

The reader is left with one or two questions. More information is needed to "fill in the blanks".

The reader is left with several questions.

Adding Personality (Voice)

The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."

The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.

The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.

The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.

Commitment (Voice)

The writer successfully uses several reasons/appeals to try to show why the reader should care or want to know more about the topic. It persuades the reader to

The writer successfully uses one or two reasons/appeals to try to show why the reader should care or want to know more about the topic. The reader is not discouraged from visiting the colonies, but is minimally enticed to visit.

The writer attempts to make the reader care about the topic, but is not really successful. The writing does not entice reader to visit colonies. It is neutral/just the facts.

The writer made no attempt to make the reader care about the topic. The writer is negative about the colonies and actually makes the reader not want to visit

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Visuals

Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

Student Name ___________________

CATEGORY

4

3

2

1

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work

Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Problem-solving

Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.

Pride

Work reflects this student's best efforts.

Work reflects a strong effort from this student.

Work reflects some effort from this student.

Work reflects very little effort on the part of this student.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.