WebQuest
8th Commandment Web Quest
Evaluation
Rubric
| # | Excellent to Very Good | Good to Average | Fair to Poor | Very Poor | Score |
|---|---|---|---|---|---|
| CONTENT: | Excellent to very good: knowledgeable; substantive, thorough development of the thesis, including appropriate examples; quotations are well chosen to support the argument; quotations are well integrated and presented correctly, good analysis and synthesis of the material; literary devices noted and analyzed, good use of comparison and contrast, critical inquiry and interpretation. Interpretation is imaginative and nuanced. | Good to average: some knowledge of the subject; adequate range of analysis and synthesis; limited thematic development and use of examples; mostly relevant to the topic, but lacks detail in critical interpretation of the material; quotations support the argument somewhat; quotations are adequately integrated, but may be too long or short. Interpretation shows some originality. | Fair to poor: limited knowledge of the subject; minimal substance, analysis and synthesis; poor thematic development, use of examples and critical interpretation of the material; inadequate use of quotations. Interpretation is predictable and/or unfocused. | Very poor: shows little or no knowledge of the subject; lacking analysis or synthesis of the material and lacking good examples; inadequate quantity; not relevant, or not enough to rate. Interpretation is overly predictable | 4 |
| GRAMMAR, VOCABULARY, AND FLUENCY: | Excellent to very good: fluent expression; accurate use of relatively complex structures; very few grammatical errors. Complex range of vocabulary; accurate word/idiom choice; mastery of word forms and expressions; appropriate level of usage. | Good to average: adequate fluency; simple constructions used effectively; some problems in use of complex constructions; some grammar and spelling errors. | Fair to poor: low fluency; significant mistakes in the use of complex constructions; frequent grammar and spelling errors, lack of accuracy interferes with meaning. | Very poor: lacks fluency; no mastery of simple sentence construction; text dominated by errors; does not communicate meaning, or not enough to rate. | 4 |
| ORGANIZATION AND FORMAT: | Excellent to very good: clear statement of ideas; title that orients the reader to the thesis; clear organization (beginning, middle, and end) and smooth transitions; introduction leads reader into topic; conclusion effectively summarizes main findings and follows logically from the analysis presented, logical and cohesive sequencing both between and within paragraphs; quotations/footnotes properly cited; length, spacing, fonts, margins, numbered pages all carefully adhered to. | Good to average: main ideas clear but loosely organized or connected; title pertinent to the thesis; sequencing logical but incomplete; bibliographical material and formatting adequate. | Fair to poor: ideas not well connected; title too general; poor organization and transitions; logical sequencing and development lacking; formatting inadequate. | Very poor: ideas not communicated; no title; organization, sequencing and transitions lacking, or not enough to rate, formatting lacking. | 4 |
Total Score: 12 |
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