WebQuest
M.A.S.H
Evaluation
Below is the rubric that your final products will be grade by.
Rubric
| # | 1. Emerging | 2. Developing | 3-4. Proficient | 5. Advanced | Score |
|---|---|---|---|---|---|
| Knowledge and Thinking | • Argument is unclear or underdeveloped • Makes unclear or irrelevant claims • One claim dominates the argument and alternative or counterclaims are absent • Refers to evidence from few sources; some sources may not be relevant • Limited use of data and/or examples • Makes note of a general difference in perspectives on a topic without specific details | • Makes a somewhat clear, but general argument • Makes relevant claims • Briefly alludes to questions or counterclaims • Refers to limited evidence (textual, experimental, or multimedia) relevant to argument • Data and/or examples are used to illustrate one point of view • Briefly notes and dismisses inconsistent information or a difference among authors on the same topic | • Makes a clear and well developed argument • Makes relevant claims that support the argument • Acknowledges questions or counterclaims • Refers to sufficient and detailed evidence (textual, experimental, or multi-media) relevant to argument • Data and/or examples are used to illustrate varying points of view • Discusses inconsistent information and differences among authors on the same topic | • Makes a clear, well developed, precise, and nuanced argument • Makes relevant and significant claims that support the argument • Acknowledges and responds to questions or counterclaims to sharpen the argument • Refers to extensive and comprehensive evidence (textual, experimental, or multimedia) relevant to argument • Data and/or examples are used to illustrate different points of view and justify the claim • Weighs and evaluates inconsistent information and differences among authors on the same topic | Student Score |
| Written communication-Organization | Ideas and evidence are disorganized, underdeveloped, or making relationships unclear. Unclear or no evidence throughout the text. | When appropriate idea is evident but not present throughout text. Transitions connect ideas with minor lapses. Organized but not sufficiently developed or logically sequenced. | Idea is presented clearly and consistently throughout text. Ideas and evidence are developed and logically sequenced to show clear relationships Transitions connect ideas. | Everything in proficient and controlling idea drives the organization of the texts. Ideas and evidence are fully developed and logically sequenced to present a coherent whole. | Student Score |
| Oral Communication | Digital media, or visual displays are confusing, extraneous or distracting. | Digital media or visual displays are informative and relevant. | Digital media or visual displays are appealing, informative, and support audience engagement and understanding. | Digital or visual displays are polished, informative, and support audience engagement and understanding. | Studnt Score |
| Collaboration | Cannot describe what constitutes success int he context of the teams task. Impedes progress by failing to complete individual tasks on time. | • Can generally describe what constitutes success in the context of the team’s task • Completes individual tasks on time and with sufficient quality so, but needs some prodding and reminding | • Can clearly and specifically describe what constitutes success in the context of the team’s task • Completes individual tasks on time and with sufficient quality so as not to impede the team progress toward success | In addition, • Works to make sure everyone knows what needs to be done | Student Score |
Total Score: out of 20 |
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