WebQuest
Melting Pot or Tossed Salad? An Investigation of Diverse Perspectives for Pre-Service Teachers
Evaluation
Rubric
| # | Correct and Resubmit 1 | Developing 2 | Proficient 3 | Exemplary 4 | Score |
|---|---|---|---|---|---|
| Introduction, Writing Skills, Spelling, and Grammar | No explanation was given for choosing the diverse group. | A brief explanation was given for choosing the diverse group. | An adequate explanation was given for choosing the diverse group. Three or less writing skills, spelling or grammar errors were noted. | A very complete explanation of the chosen diverse group was included. No writing skills, spelling or grammar errors were noted. | %20 |
| Findings from the Readings and Primary Source Documents and Resources | No primary sources are mentioned or cited in the paper. No resources are listed, and/or no resource page has been created, and/ or APA style has not been used. | One or two Primary Source documents are briefly discussed and cited at the end of the paper. Most resources are listed on the resource page in alphabetical order but a number of APA style errors have been included in the citations. | Three Primary Source documents and readings are discussed and cited at the end of the paper on a resource page. All resources are listed on the resource page in alphabetical order and, with minor errors, in proper APA format. | Four or more specific Primary Source documents and readings are discussed and cited at the end of the paper on a resource page. All resources are listed on the resource page in alphabetical order and in proper APA format. | %35 |
| Reflection of Past and Present Experiences and Observations | The reflection portion of the paper was omitted. | A brief examination of the cultural and social structure in each school is included: gender fairness in the school environment is mentioned; Observed content integration is not mentioned or is discussed very briefly. | An examination of the cultural and social structure in each school is included: gender fairness in the school environment is evaluated; Observed content integration is noted, which does not include differentiating instruction for all learners. | A thorough examination of the cultural and social structure in each school is included: gender fairness in the school environment is fully evaluated; Observed content integration is noted, which includes differentiating instruction for all learners. | %25 |
| Professional Recommendations and Presentation | No strategies are described or they are just superficially mentioned; Presentation lacks coherence and organization. | One or two strategies are minimally described for a teacher to use to cultivate a positive climate specifically as learning relates to: time, personal space, gender roles, leisure, social status, teaching and learning, household chores, family responsibilities, ways to reduce the incidence of prejudice and stereotyping, and instances of prejudice and stereotyping in books. Presentation lacks in one of the following areas: professionalism, coherence, or organization. | Three or four strategies are basically described for a teacher to use to cultivate a positive climate specifically as learning relates to: time, personal space, gender roles, leisure, social status, teaching and learning, household chores, family responsibilities, ways to reduce the incidence of prejudice and stereotyping, and instances of prejudice and stereotyping in books. Presentation is basically professional, coherent, and well-organized. | At least five strategies are thoroughly described for a teacher to use to cultivate a positive climate specifically as learning relates to: time, personal space, gender roles, leisure, social status, teaching and learning, household chores, family responsibilities, ways to reduce the incidence of prejudice and stereotyping, and instances of prejudice and stereotyping in books. Presentation is highly professional, coherent, and well-organized. | %20 |
Total Score: %100 |
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