Subject/Topic: _______________ Comprehensive Score: ___________ Effectiveness _______ Rubric for Research Report Writing Level 3 Level 2 Level 1 Comprehension of Subject Writing indicates an excellent understanding of the topic. Reflects a range of resources. Writing indicates a satisfactory understanding of the topic; Reflects the use of one or more resources. Writing indicates a limited understanding of the topic; Contains factual errors and may be missing information. Writing Effectiveness Idea Development Develops relevant ideas clearly and fully. Information focuses on the topic. Details, examples, anecdotes, or personal experiences explain and clarify the information. Develops ideas satisfactorily with adequate details, examples, anecdotes, or experiences. Develops ideas incompletely with few/no supporting details. Some information may be unrelated to the topic. Information may be copied from a book without attribution. Organization Organizes information logically in paragraphs. Includes an effective introduction and ending that engage the reader. Organizes information in an acceptable order that is easy to understand. Paragraphs may be used inconsistently. Presents ideas with little or no organization. Language Usage Uses lively and descriptive language. Details, anecdotes and examples explain and clarify information. Varies sentence structure. Uses some descriptive language. Demonstrates some sense of sentence variety. Uses limited vocabulary. Uses repetitive, simple sentences. Mechanics Writing shows few errors in basic language conventions. Limited errors in basic language conventions do not interfere with meaning. Shows many errors in conventions, but still conveys some meaning. A zero paper has many factual errors, or is so unclear that the reader cannot understand what is written.
Evaluating Student Presentations Developed by Information Technology Evaluation Services, NC Department of Public Instruction 1 2 3 4 Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. Subject Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with expected answers to all questions, but fails to elaborate. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Eye Contact Student reads all of report with no eye contact. Student occasionally uses eye contact, but still reads most of report. Student maintains eye contact most of the time but frequently returns to notes. Student maintains eye contact with audience, seldom returning to notes. Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. * This category gets double the points, i.e. 2, 4, 6, 8.