zilongwang/ReadingBank huggingface dataset:
Reliability Machine works reliably every time and does not require human intervention. Machine works reliably, but required human intervention at some point. Machine frequently does not work. Machine does not really work. Introduction Machine has a name and the steps of the machine are explained to the viewer. Machine has a name and the steps of the machine are not clearly explained to the viewer. Has inappropriate name or the steps of the machine are not explained to the viewer. Has inappropriate name and the steps of the machine are not explained to the viewer. Creativity Rube Goldberg Master! A novel and amusing idea! A Rube Goldberg Apprentice! Interesting, but no “wows!” A straightforward implementation. Little thought given to the process. Written Explanation Picture and written explanation are well written, amusing and follows Rube Goldberg’s format. Picture and written explanation are included and follows Rube Goldberg’s format. Picture and written explanation are included but does not follow Rube Goldberg’s format. Missing written explanation and/or picture.
Chapter 8 Vocabulary Balance of power Boundary City-state Colonialism Colony Compact state Elongated state Federal state Fragmented state Frontier Gerrymandering Imperialism Landlocked Microstate Perforated state Prorupted state Sovereignty State Unitary state Chapter 9 vocabulary Active solar energy systems Adolescent fertility rate Biomass fuel Breeder reactor Demand Developed country MDC Developing country LDC Development Fair trade Female labor force participation rate Fission Foreign direct investment (FDI) Fossil fuel Fracking (hydraulic fracturing) Fusion Gender inequality index (GII) Geothermal energy Gross domestic product (GDP) Gross national income (GNI) Housing bubble Human development Index (HDI) Hydroelectric power Inequality adjustment HDI (IHDI) literacy rate Maternal mortality ratio Microfinance Millennium development goals Nonrenewable energy Passive solar energy system Photovoltaic cell Potential reserve Primary sector Productivity Proven reserve Purchasing power parity (PPP) Radioactive waste Renewable energy Secondary sector Structural adjustment program Supply Tertiary sector Uneven development Value added Chapter 10 vocabulary Agribusiness Agricultural revolution Agriculture
Aquaculture/aquafarming Cereal grain/cereal Chaff Combine Commercial agriculture Crop Crop rotation Desertification Dietary energy consumption Double cropping Food security Grain Green revolution Horticulture Hull Intensive subsistence agriculture Milkshed Paddy Pastoral nomadism Pasture Plantation Prime agricultural land Ranching Reaper Ridge tillage Shifting cultivation Slash-and-burn agriculture Spring wheat Subsistence agriculture Sustainable agriculture Swidden Thresh Transhumance Truck farming Undernourishment Wet rice Winnow Winter Chapter 11 vocabulary Acid deposition Acid precipitation Air pollution Apparel Biochemical oxygen demand (BOD) Break-of-bulk point Bulk-gaining industry Bulk-reducing industry Chlorofluorocarbon (CFC) Cottage industry Ferrous Fordist production Greenhouse effect Industrial revolution Just-in-time delivery Labor-intensive industry Maquiladora New international division of labor Nonferrous Nonpoint-source pollution Outsourcing Ozone Photochemical smog Point-sources pollution Post-fordist production Right-to-work law Sanitary landfill Site factors Situation factors Textile
Vertical integration Chapter 12 vocabulary Base industries Central place Central place theory City-state Clustered rural settlement Consumer services Dispersed rural settlement Economic base Enclosure movement Gravity model Market area (hinterland) Nonbasic industries Primate city Primate city rule Public services (of a service) Rank-size rule Service Settlement Threshold urbanization Chapter 13 vocabulary Peripheral model Primary census statistical area (PCSA) Public housing Redlining Rush hour Sector model Smart growth Social area analysis Sprawl Squatter settlement Underclass Urban area Urban cluster Urbanized area Zoning ordinance
saving, efficiency, optimization in wireless sensor networks. The subjects range from, but are not limited to, energy conservation with regard to routing protocols, operating systems, software systems, grouping or clustering nodes for power savings, placement of nodes, energy efficient electronic and radio transmission devices, and communication techniques. In short, every component and operation of the individual nodes and the network as a whole has been researched for optimum energy usage. [CH01] “Maximizing System Lifetime in Wireless Sensor Networks” by Dong, is one of the first papers to differentiate between the “time” and “transmission” approaches to overall lifetime of a wireless sensor node network. Dong refers to these as the “time based model” and the “packet based model”. This research considers many different time based models, and also packet based models; the purpose of the paper is not to put forth scheme that is supposed to be the best. Rather, considering different combinations of models, it does an analysis of the models and determines the complexity of each of the models. In the time based model, it is shown that the problem of extending network lifetime while maintaining connectivity the complexity is NP-hard. In the packet based model, it is demonstrated that all models are NP-hard, with the exception of “cases where each node has a fixed transmission power, many-to-one unicast life time, unicast lifetime, and one-to-one unicast lifetime are polynomially solvable; also, many-to-many unicast lifetime is also polynomially solvable in the single commodity model”. [DO05] The next considered is “Minimum Power Configuration for Wireless
8th ANNUAL DR. HARVEY RUBIN MEMORIAL FOOD ANIMAL VETERINARY MEDICAL CONFERENCE AGENDA Sunday, 15, 2015 8:00 – 8:30 a.m. Coffee and socializing 8:30 –10:00 a.m. FDACS Updates and Changes Dr. Lisa FDACS Dr. Michael Short, FDACS 15 minutes break 10:15 - 12:30 p.m. USDA Update Feral Swine Brucellosis, One Health Program diseases Module 12: Animal Disease Traceability Dr. Cris Young, USDA 12:45 – 1:15 p.m. Lunch Reminders of the roles and risks of Accredited Veterinarians Dr. Diane Kitchen, FDACS 1:15 – 3:30 p.m. Another Food Animal Industry Florida Aquaculture – Why it needs Food Animal Vets Module 15 – Preventing Disease Introduction and Spread in Aquaculture Dr. Kathleen Hartman, USDA
Scoring Rubric for FY18 Integrated English Language and Civics Education Program Application Section # (10-8) (7-4) (3-1) Comments 1 Provides clear description of the eligible individuals including those with degrees and credentials served in the IELCE program as well as demographic data used to determine the IELCE population Provides adequate description of the eligible individuals including with degrees and credentials served in the IELCE program as well as demographic data used to determine the IELCE population Provides insufficient description of the eligible individuals including those with degrees and credentials served in the IELCE program as well as demographic data used to determine the IELCE population 2 Provides clear instruction of literacy and English language instruction, describes how instruction is aligned with the State’s content standards followed by the rights and responsibilities of citizenship and civic participation Provides adequate instruction of literacy and English language instruction, describes how instruction is aligned with the content standards followed by the rights and responsibilities of citizenship and civic participation Provides insufficient instruction of literacy and English language instruction, describes how instruction is aligned with the State’s content standards followed by the rights and responsibilities of citizenship and civic participation 3 Provides clear descriptions of the coordination between IELCE and IET activities and how participants access and participate in the IET program Provides adequate descriptions of the coordination between and IET activities and how participants access and participate in the IET program Provides insufficient descriptions of the coordination between and IET activities and how participants access and participate in the IET program 4 Provides a clear explanation of the strategies to place participants in in-demand jobs and integrates IELCE program into the local workforce Provides an adequate explanation of the strategies to place participants in in-demand jobs and integrates IELCE program into the local workforce Provides an insufficient explanation of the strategies to place participants in in-demand jobs and integrates IELCE program into the local workforce Agency: Score: /40 Reviewer:
Macromolecule Snack Attack Rubric: Requirement 0 1(No 2 3 4 1st Response Letter Rank listings are not present, are unclear with no and/or evidence to support selection Rank listings are present however, procedures are unclear with no reasoning and/or evidence to support selection Rank listings are present and are clear, but with no reasoning and/or evidence to support selection Rank listings are present and are clear with little and/or evidence to support selection Rank listings are present and are clear with enough and/or evidence to support 2nd Response Letter Rank listings are not present, are unclear with no and/or evidence to Rank listings are present however, procedures are unclear with no reasoning and/or evidence to support selection Rank listings are present and are clear, but with no reasoning and/or evidence Rank listings are present and are clear with little and/or evidence Rank listings are present and are clear with enough and/or evidence
support selection to support selection to support selection to support Basic structure and function of four major of life. SC.912.L.18.1 Incorrectly answered all four questions from the exit ticket. Correctly answered one or two questions from the exit ticket. Correctly from the exit ticket. Correctly all from the exit ticket.
CH. 4 “REVOLUTIONARY WAR” CATEGORY 10 8 6 4 2 EVENT SUMMARY All events are described accurately with evidence of complete learning. There are no spelling or grammatical errors. All events are described with only 1-2 factual errors and with evidence of learning. There are 1-2 spelling or grammatical errors. 1-3 events are missing and/or 3-5 factual errors. There are 3-5 spelling or grammatical errors. 4-6 events are missing and/or 4-6 factual errors. There are 6-8 spelling or grammatical errors. Less that half of the events are missing and/or more than 6 factual errors. There are more than 6 spelling or grammatical errors. TIMELINE An accurate and complete date has been reported on the timeline for each event. 1-2 are missing or inaccurate. 3-5 dates are missing or inaccurate. 6-8 dates are missing or inaccurate. Less than half the dates are reported or accurate. PARTICIPATION USE OF TIME 5 3 1 0
PARTICIPATION & USE OF TIME Classroom time was used efficiently. Conversation was not disruptive and student was focused and on task 100% of the time. Student was helpful and respectful to peers. Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and were on topic. Classroom time was used to work on the project the majority of the time, but the conversations often were disruptive or off topic. Student did not use classroom time to work on the project and/or was highly disruptive. PROJECT SCORE: /25 TIMELINE GRADING RUBRIC
Flexibility In Implementation No flexibility in implementation Limited flexibility in implementation Flexibility in implementation but with obvious time constraints Flexibility in implementation with obvious opportunities for integration in a variety of content Flexibility in use and implementation with clear instructions and examples for integration in a variety of content areas Assessment of Activity Not assessable No assessment provided Post-assessment only provided Pre- and post-assessments provided Pre-and post-test provided with validity and reliability data Breadth Of Content/Materials No breadth of content/materials Limited breadth of content/materials Content/materials cover a variety of career development concepts Content/materials cover a variety of career development concepts and are horizontally articulated Materials cover a wide variety of career development concepts and are horizontally and vertically articulated Technical Support/Training Available No technical support/training available Limited technical support; no training available Contractible technical support/training opportunities with limited flexibility Contractible technical support/training opportunities with flexible contract options Free technical support/training opportunities Value Added- Is It Worth The Cost? Expensive/low quality Expensive; medium quality or inexpensive/poor quality Average quality and/or average expense Inexpensive/good quality or medium expense/excellent quality Inexpensive/excellent quality or free/excellent quality Date Of Development And/Or Revision Over 15 years old 10-14 old 5-9 years old 3-4 years old 0-2 years old Standards-Driven No connection to any standards set Standards connection not stated but evident by design or materials Good connection to career standards but no crosswalking for other content area standards Excellent connection to career standards limited crosswalking with other content area standards Excellent connection to career standards and content area standards
Rubric for Evaluation-Paragraph Level 1 (10pts.) Level 2 (15pts.) Level 3 (20pts.) Organization and Neatness: Clarity of Legible Writing The paragraph is disorganized and illegible. The paragraph contains some organization, but may lack clarity in some of its ideas. The handwriting is neat and legible. The paragraph is organized, presenting ideas clearly. The handwriting is neat and legible. Sentence Structure: Complete Sentences Appropriate Length (1) Compound Sentence The paragraph contains some incomplete sentences and no compound sentences. The paragraph is written in complete sentences, but does not contain a compound sentence. The paragraph is written in complete sentences, including at least one compound sentence. Grammar and Punctuation: Correct Capitalization & Punctuation Correct Spelling Proof of Editing Many convention errors are present, impeding understanding of the paragraph. Grade-appropriate conventions – grammar, capitalization, punctuation, and spelling – are used, but there are some minor errors present. conventions – grammar, capitalization, punctuation, and spelling – are used throughout the paragraph. Evidence/Quotation: Support from Text (1) Quote from Story for Support There is no reference to the text for support. Evidence from the text is as support, but the paragraph does not contain a quote from the story. Evidence from the text is cited as support, including at least one quote from the story. Thoughtfulness: Carefully Constructed Time Well Spent The paragraph show that no thought (planning) was given in its construction and is poorly written. The paragraph shows some thought in its construction, but may have areas that are weak. The paragraph is carefully constructed and well-written.
Rubric for Figurative Language Poem 4 3 2 1 Focus Consistently establishes maintains a clear purpose and point of view related to the audience and task Generally establishes maintains a clear purpose and point of view related to the audience and task Has some difficulty establishes maintains a clear purpose and point of view related to the audience and task Does not clearly establishes maintains a clear purpose and point of view related to the audience and task Organization Highly effective introduction and chorus containing eight stanza Effective introduction and chorus containing five stanza Moderately effective introduction and chorus containing three stanza Ineffective introduction and chorus containing one stanza Content Advanced poetic meaning with vivid imagery using a variety of poetic devices throughout Meaningful, effectively created imagery and feelings using at least 2 poetic devices Some meaning, feelings and imagery apparent; only one poetic device used Very limited meaning, feelings, and imagery apparent; no poetic devices used Usage No errors; Accurate use of mechanics, spelling, grammar, and sentence structure Almost no errors; Generally accurate use of mechanics, spelling, grammar, and sentence structure Some errors; Somewhat accurate use of mechanics, spelling, grammar, and sentence structure Multiple errors; Major inaccuracies use of mechanics, spelling, grammar, and sentence structure Vocabulary Very high level vocab; vividly descriptive choice of words; good figurative language used Adequate use of with some descriptive and figurative language Too much slang; unclear meaning; little description and figurative language Inadequate vocab; no figurative language Style Highly effective use of precise language, word choice, voice, and sentence variety Effective use of precise language, word choice, voice, and sentence variety Moderately effective use of precise language, word choice, voice, and sentence variety Ineffective use of precise language, word choice, voice, and sentence variety
3 4 5 6 7 8 Grading Rubric for Informative Presentation Requirements Great Job (10 pts) Nice Work (8-9 pts) Needs Improvement (0-7 pts) Purpose & Content Thoughtful and careful presentation; logical or sequential presentation of Inconsistent presentation of facts and information Facts and information not adequately presented. Purpose was not evident. Text Presentation Text was clearly presented in bullet Text presentation was somewhat difficult to Text was difficult to read; poor use of
Audio content Audio enhanced and supported the presentation Some of the audio was distracting, but on the whole it was effective No audio was present or did not work properly; audio was distracting Originality/Creativity Creativity is evident; fresh and original content Content extends beyond the sources cited; original ideas are presented. Lacks originality; a collection of other people’s ideas Technical Points Total Purpose & Content Score Narrative was evident, a beginning, middle and end was presented Minor issues following the story Story was not evident or did not meet requirements Total Points and Grade (Multiply Technical Score by 1.7 to determine grade on scale of 100) Grading Rubric for Persuasive Presentation Requirements Great Job (10 pts) Nice Work (8-9 pts) Needs Improvement (0-7 pts) Purpose & Content Thoughtful and careful presentation of persuasive argument Inconsistent presentation of facts and persuasive arguments Lack of persuasive language and arguments. Text Presentation Text was clearly presented in bullet points emphasis, dimming or hiding effects Text presentation was somewhat difficult to follow; text effects were not consistently used Text was difficult to read; poor use of color contrast; poor font choices and sizes. Spelling 0-2 errors 3-5 errors >5 errors Color Scheme Color scheme enhanced the presentation. Too many colors or inconsistent use of a color scheme. Colors were distracting or not enough contrast. Visual Interest Layout Effective use of white space; visually interesting slide layout; Some pace issues; too many slides with similar layout. Did not hold audience attention. Need to work on slide layout and
strong pace kept audience focused. developing visual interest. Audio Audio was effectively used to enhance the mood of the presentation. Minor issues with audio content. Technical issues with audio or audio was not present or was distracting. Originality/Creativity Creativity is evident; fresh and original content Content extends beyond the sources cited; original ideas are presented. Lacks originality; a collection of other people’s ideas Total Points and Grade (Multiply Total Points by 1.43 to determine grade on scale of 100)
CATEGORY 4 3 2 1 Accuracy of Plot All points are plotted correctly and are easy to see. Almost all points are plotted correctly and are easy to see. Most points are plotted correctly. Points are not plotted correctly OR extra points were included. Neatness and Attractiveness Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. A ruler and graph paper are used. Neat and relatively attractive. A ruler and graph paper are used to make the graph more readable. Lines are neatly drawn but the graph appears quite plain. Appears messy and \"thrown together\" in a hurry. Lines are visibly crooked. Units All units are described (in a key or with labels) and are appropriately sized for the data set. Most units are described (in a key or with labels) and are appropriately sized for the data set. All units are described (in a key or with labels) but are not appropriately sized for the data set. are neither described NOR appropriately sized for the data set. Data (T-chart) Data in the table is well organized, accurate, and easy to read. Data in the table is organized, accurate, and easy to read. Data in the table is accurate and easy to read. Data in the table is not accurate and/or cannot be read. Rubric for Line Plot Student Name: Date: Graph Title:
Rubric for Water Cycle Writing Summative Assessment 25 Pts. 20 Pts. 15 Pts. 10 Pts. Complete explanation of all 5 stages of the water cycle. Explanation of 4 stages of the water cycle. Explanation of 3 stages of the water cycle. Explanation of 2 or less stages of the Water Cycle. Complete explanation of how all 5 stage works hand in hand with the others. Explanation of how 4 stage works hand in hand with the others. Explanation of how 3 stage works hand in hand with the others. Explanation of how 2 or less stage works hand in hand with the others. Complete explanation of how the oceans play a very important role in the water cycle Explanation of how the oceans play a role in the water cycle. Acknowledges that the oceans play a role in the water cycle. No mention of the ocean’s role in the water cycle. Uses examples from the students classroom model to explain all 5 Uses examples from the students classroom model to explain Uses examples from the students classroom model to explain all 3 Uses examples from the students classroom model to
Rubric for Webinar edweb.net: EDD 410 Name: Criteria Meeting Not Meeting • Topic /presenters •Summarize : 3 “big ideas” presented •Identify any new teaching strategies, skills, tactics or approaches presented. •Barriers regarding implementation in your subject/grade •2-3 pages •Organization/mechanics Comments:
RUBRIC for Writing Bacteria/Virus Article Burgess, CP Bio CATEGORY 4 3 2 1 Headline Article has a headline that captures the reader's attention and accurately describes the content. Article has a headline that accurately describes the content. Article has a headline that does not describe the content. Article is missing headline. Supporting Details The details in the article are clear and supportive of the topic. The details in the article are clear but need to be developed more. Some details may not fit in with the topic. Most details in the article are clear. Article does not focus on the topic well. The details in the article are neither clear nor related to the topic. Required Questions Addressed Article adequately addresses the 6 questions of the assignment. (See Research section on assignment sheet.) The article is missing 1-2 of the 6 required questions. (See Research section on assignment sheet.) The article is missing 3 of the 6 required questions. (See Research section on assignment sheet.) The article is missing 4 or more of the required questions. (See Research section on assignment sheet.) Lead Sentence Lead sentence grabs the reader's attention and focuses the reader on the topic. Lead sentence tells most important details. Lead sentence is not clearly connected to the article. There is no clear lead sentence in the article. Spelling and Grammar No spelling or grammar errors. No more than a couple of spelling or grammar errors. No more than 3 spelling or grammar errors. Several spelling or grammar errors. Total Score:______________ Comments/Suggestions:
learning environments Inconsistent application of strategies to manage behaviour or ineffective strategies implemented Environment is predominantly safe and productive for students. Successfully applies strategies for student participation, sometimes with support. students are encouraged to take chances in their learning. Applies a of strategies to support the learning environments, which are well organised and where challenging behaviour is appropriately managed inclusive for students, and where challenging behaviours are managed skilfully Standard 5 Assess, provide feedback and report on student learning Not able to assess students learning Feedback is poorly inconsistent and ineffective Able to assess students limited range of strategies Feedback is used with some, but limited effect, on learning. Assessment is used to aid student learning. Feedback is timely and useful Able to use formative and summative assessment productively as part of the learning process Feedback is timely, continuous, and supports students learning Standard 6 Engage in professional learning Does not engage with professional learning Sporadic listening to advice or acting on it. Attends professional learning activities but does not use them to inform practice. No effective use of feedback Engages in professional learning in a limited way and may struggle to incorporate this into teaching Listens to feedback but doesn't always have the desire or capacity to employ in own practice. Engages appropriately in professional learning opportunities and applies to teaching relevant. Seeks to improve practice from feedback. Listens carefully and responds positively to advice, feedback and professional learning opportunities Standard 7 Engage professionally with colleagues, parents/carers and the community Reluctant to engage with teaching colleagues, mentors and other PSTs. No useful relationships with the wider school community or parents/carers. Communicates with colleagues as required Adequate communication with parents, where appropriate. Engages with colleagues in pedagogical discussions. Communicates professionally with parents as required. Works positively with colleagues. Contributes current educational knowledge to pedagogic discussions with colleagues Develops a productive relationship with parents Engages with colleagues and actively works to improve professional practice. Students in PER 1 will need to be at 2 or above Students in PER 1 &2 will need to be at Level 3 or above Students in PE 1 will need to be mostly at 2 with some at Level 1 Students in PE2 will need to be at Level 2 or above Students in PE3 will need to be at Level 3 or above Students in PE 4 will need to be at Level 3 or above.
CATEGORY 4 3 2 1 USE OF CONCRETE DETAILS Vivid details incorporated throughout writing. Student uses sensory details to create rich imagery that complements the mood of the narrative. The student uses concrete details and sensory imagery adequately and supports the description and narrative. The student exhibits limited presence of concrete details. These do not necessarily contribute to creation of a mood. The student uses very few to no concrete details/sensory imagery. USE OF FIGURATIVE LANGUAGE The student effectively employs the use of figurative language, such as metaphor and simile to enhance the meaning of the work. The student makes noticeable efforts to include figurative language throughout the narrative. Some figurative language; may be of awkward construction. The effect of this language on the overall mood of the narrative may be limited. The student uses little to no use of figurative language. USE OF LANGUAGE The student employs vivid words and grade level specific language throughout. The writer includes some words and demonstrates reaching towards appropriate grade level specific language. The student uses basic language throughout. Little or no apparent effort to replace common words with vivid words. The student uses and/or weak language; ineffective for accurate description throughout narrative. SENTENCE STRUCTURE The student uses varied sentence structure throughout. Few to no errors in sentence structure. The student uses some variation in sentence structure. Few errors in sentence structure. Little to no variation in sentence structure. Some problems with sentence structure. The student exhibits problems with sentence structure. These problems are distracting to the narrative. Rubric/ Grade Conversion: • 4: A • 3: B • 2: C
4 – Excellent 3 – Good 2 – Needs Improvement 1 – Incomplete Score Earth’s Layers All 5 layers are shown on the model. 4 layers are shown on the model. 3 layers are shown on the model. 0-2 layers shown on the model. Scale All layers are very accurate when compared to each other. Most layers are accurate when compared to each Some layers are accurate when compared to each other. None of the layers are accurate when compared to each other. Organization All 5 layers are labeled and accurate. Three to four layers are labeled and accurate. One to two layers are labeled and accurate. None of the layers are labeled. Explanation of Earth’s Layers Students provided a detailed and accurate explanation of each layer of Earth and its characteristics. All descriptions are accurate. Student attempted to explain all of the Earth’s layers and their characteristics, but some inaccuracies still remain. Student attempted to explain some of Earth’s layers and their characteristics, but most are inaccurate. No explanation of Earth’s layers was given. Layers of the Earth Rubric Student Name(s): __________________________________________ Place a number indicating the score (1-4) for each part of the rubric in the column labeled Score.
Expectations 1 2 3 4 Introduces topic in topic sentence and states opinion Does not include a topic sentence, introduce the topic, or state an opinion. Includes an opening sentence but does not adequately introduce the topic or state the opinion. Includes a topic sentence that introduces the topic and states opinion. Includes a topic sentence that introduces the topic, states opinion, and “hooks” the reader. Makes text-to-self connections Does not include a connection. Includes a text-to-self connection but does not relate to central message. Includes a text-to-self connection and relates to central message. Includes various text-to-self connections and relates to central message. Provides examples of nonliteral language Does not include examples of nonliteral language. Includes few or no examples of nonliteral language from the text. Includes adequate examples of nonliteral language from the text. Includes ample examples of nonliteral language from the text. Provides conclusion Does not include a concluding sentence. Closing sentence is not related to the Includes a concluding sentence the topic. Includes a concluding sentence that restates the Organization Lacks organization of reasons and support. Has some organization but fails to list reasons or reasons are unclear. Has an organizational structure that the reasons for the opinion. Has an organizational structure that lists the reasons for the opinion and “chunks” supporting details. Uses conventions and grammar Contains many errors in conventions and grammar, impeding the ability to understand the written work. Contains several errors in grade-appropriate conventions and grammar. Contains few errors in grade-appropriate conventions (capitalization, punctuation, and spelling) and grammar (complete sentences with varied sentence structures). Contains no errors in conventions (capitalization, punctuation, and spelling) and grammar (complete sentences with varied sentence structures). Score: _________ Comments:
Physical and Chemical Changes Dinner Menu – Rubric Category 5 pts 3 pts 1 pt Appetizer Student fully understands concept of physical and chemical properties. Student responses indicate student has some difficulty with identification of physical and chemical properties. Student does not understand the concept of physical and chemical properties. Side Dish Student fully understands the difference between physical and chemical changes. Student responses indicate that the student having difficulty understanding the difference between physical and chemical changes. Student does not understand the difference between physical and chemical changes. Entree Student shows clear understanding of how mass is conserved during after physical and chemical changes. Student has a understanding of conservation of mass during and after physical and chemical changes, but still seems to have some misconceptions. Student does not understand conservation of mass during physical and chemical changes. Dessert Student demonstrates clear understanding of vocabulary. Student understands some vocabulary, but still struggles with some concepts. Student does not understand vocabulary. Background Knowledge Student has strong background knowledge of concepts. Student responses indicate basic background knowledge of concepts; however, student seems to still have some misconceptions. Student responses indicate lack of background knowledge of concepts.
Course/Assignment Title: : 4 Advanced 3 Proficient 2 Developing 1 Needs Development Score Criteria #1 Description reflecting highest level of performance Description reflecting achievement of mastery of performance Description reflecting movement toward mastery level of performance Description reflecting beginning level of performance Criteria #2 Description reflecting highest level of performance Description reflecting achievement of mastery level of performance Description reflecting movement toward mastery level of performance Description reflecting beginning level of performance Criteria #3 Description reflecting highest level of performance Description reflecting achievement of mastery level of performance Description reflecting movement toward mastery level of performance Description reflecting beginning level of performance Criteria #4 Description reflecting highest level of performance Description reflecting achievement of mastery level of performance Description reflecting movement toward mastery level of performance Description reflecting beginning level of performance Overall Score Template for Designing Descriptive or Analytical Rubric
CATEGORY 11 10 8 6 4 Content Shows exceptional understanding of the topic. Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Organization Presentation is clear, organized, and is executed very well. Presentation has a clear, logical order throughout. Presentation order is mostly clear. The speaker may skip around once or twice. The speaker skips around several times. Speech sounds choppy. Little or no clear order is evident in the presentation. Speaks Clearly Speaks clearly and distinctly without error 100% of the presentation. Speaks clearly and distinctly all (99-95%) of the time, and mispronounces no words. Speaks clearly and distinctly all (98-95%) of the time, but mispronounces one word. Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than two words. Often mumbles or can not be understood OR mispronounces 3 or more words. Grammar and Vocabulary Speaker correctly uses challenging grammar and vocabulary throughout the presentation. Speaker correctly uses grammar and vocabulary throughout the presentation. Speaker almost always correctly uses vocabulary and grammar. Presentation has numerous grammar us or vocabulary errors. Presentation is error-filled. Preparedness Speaker is exceptionally prepared and has completed the task. Speaker is completely prepared and has completed the task. Speaker seems pretty prepared and has completed the task. Speaker is somewhat prepared, and did not complete the task. Student does not seem to be prepared at all AND/OR did not complete the task. Rúbrica del examen oral Unidad ______ Español _____ Hora_____ /50 puntos
Rubric for Public Service Announcements Grade Quality of language Spoken delivery Quality and depth of ideas Meeting parameters A Is consistently clear and uses language with a high degree of accuracy. Uses appropriate stress and intonation at all times, with consistently strong pronunciation. Expresses consistently original, clear, relevant and coherent ideas, which are always relevant to the course. Posts work on time within the specified parameters. B Is generally clear and uses language with a fair degree of accuracy, although at times there may be a lack of clarity. Uses appropriate stress and intonation most of the time, with generally strong pronunciation. Expresses generally original, clear, relevant and coherent ideas, which are usually relevant to the course. Posts work on time within the specified parameters. C Is partly clear and uses language with an occasional degree of accuracy, but is more often than not somewhat unclear. Uses appropriate stress and intonation at times, with pronunciation errors leading to some difficulties in understanding. Expresses some examples of clear, relevant and coherent ideas, which at times are relevant to the course. However more often than not his/her ideas are rather generic. Fails to post work on time within the specified parameters. D Is unclear and uses language with few moments of accuracy, and is quite consistently unclear. Uses little appropriate stress and intonation at, with multiple pronunciation errors leading to some difficulties in understanding. Expresses very few of clear, relevant and coherent ideas, which at times are relevant to the course. However more often than not his/her ideas are generic. Fails to post work on time within the specified parameters. F Is very difficult to understand and little or no sense. Uses no appropriate stress and intonation, with pronunciation errors leading to consistent difficulties in understanding. Has no clear ideas, is consistently irrelevant. Does not post work.
RUBRICS PACKET: 2016 WORKSHOP: Dannelle D. Stevens, Ph.D., stevensd@pdx.edu Contents: 1. Example of a rubric 2. rubric: 3 to 5 level (2 pages) 3. Stickies to descriptions: Explanation 4. Bloom’s taxonomy: Old and new- three examples 5. References on rubrics Changing Communities in Our City Task Description: Each student will make a 5 minute presentation on the changes in one Portland community over the past 30 years. The student may focus the presentation in any way s/he wishes, but there needs to be a thesis of some sort, not just a chronological exposition. The presentation should include appropriate photographs, maps, graphs, and other visual aids for the audience. Excellent Competent Needs work Knowledge/ Understanding 20% The presentation demonstrates a depth of historical understanding by using relevant and accurate detail to support the student’s thesis. Research is thorough and goes beyond what was presented in or in the assigned texts. The presentation uses knowledge which is generally accurate with only minor inaccuracies, and which is generally relevant to the student’s thesis. Research is adequate but does not go much beyond what was presented in class or in the assigned text. The presentation uses little relevant or accurate information, not even that which was presented in class or in the assigned texts. Little or no research is apparent. Thinking/ Inquiry 30% The presentation is centered around a thesis which shows a highly developed awareness of historiographic or social issues and a high level of conceptual ability. The presentation shows an analytical structure and a central thesis, but the analysis is not always fully developed and/or linked to the thesis. The presentation shows no analytical structure and no central thesis.
Example from rubric in your packet: What are the key words that signal levels of performance? Exemplary Competent work Communication 20% The presentation is imaginative and effective in conveying ideas to the audience. The presenter responds effectively to audience reactions and questions Presentation techniques used are effective in conveying main ideas, but a bit unimaginative. Some questions from the audience remain unanswered. The presentation fails to capture the interest of the audience and/or is confusing in what is to be communicated. Another example Exceptional Competent Beginning LISTENING Student always to listen with eyes on instructor and peers. When asked, student quickly communicates understanding of the material that is discussed in class. Student often listens to instructor and other students. Student frequently communicates understanding of material that is discussed in class. Student does not seem to be listening. Students looks down at his/her materials most of the time. When asked, the student is not able to communicate understanding of the material discussed in class.
Message Board Does not use the message tool Uses the message board, but only with a great deal of teacher or peer support and with confusion about its role in the project Uses the message independently, but misunderstands the role of the tool in the project Uses the message board independently, as a way to move project or learning forward Marks 6 9 12 15 Write Does not use the Write tools for posting information Uses the Write tools, but with a great deal of teacher or peer guidance Uses the Write tool independently to post text, but has trouble relating it to the project and less accuracy Uses the tool to post material relevant to the project, in a way that contributes to the project space with full accuracy Marks 6 9 12 15 Rubrics for writing (content)/ message/interaction
TERM: 2 WEEK: 4 AKTIVITY: (group 2) Draw a picture to convey a message, for example own news. “Write” what you drew at the bottom of your page. (If the child can only scribble, then see how he forms the letters of his name or give him a word/short sentence to copy) SUBJECT: Home Language STUDY-AREA: Writing CONTENT (skills and knowledge): - Direction of writing: can the child write from left to right and top to bottom? OTHER SKILLS THAT CAN ALSO BE ASSESSED: -draw a picture to convey a messsage (HL) -Crossing of Midline (HL) -Simmilarities/differenses (HL) -Pencil grip (HL) -Forming of letters (HL) -Spatial orientations (M) 7 ALL the letters are written correctly. 6 ALMOST ALL is written correctly. 5 A LITTLE MORE THAN HALF is written correctly. 4 At least HALF is written correctly. 3 ALMOST HALF is written correctly. 2 Shows a MINIMAL attempt at forming the letters correctly, but still struggles a lot. 1 CANNOT form letters at all. FORM: Observation, Written Recording METHOD: Teacher Assessment TOOL: Rubric
SUMMARY OF RUBRICS FOR TERM 3 WEEK 4: HOME LANGUAGE – WRITING Direction of written work WEEK 4: LIFE SKILLS – VISUAL ARTS Man drawing WEEK 5: MATHEMATICS – MEASUREMENT Time / Days WEEK 5: MATHEMATICS – SPACE AND SHAPE Puzzle WEEK 6: HOME LANGUAGE – HANDWRITING Fine motoring skills WEEK 7: LIFE SKILLS – VISUAL ARTS Picture of farm animals TERM: 3 WEEK: 4
SUMMARY OF RUBRIC FOR TERM 4 WEEK 3: HOME LANGUAGE - HANDWRITING Fine motoring skills WEEK 4: LIFE SKILLS – VISUAL ARTS Drawing of wild animals WEEK 5: MATHEMATICS – MEASUREMENT Time / Days WEEK 5: MATHEMATICS – SPACE AND SHAPE Puzzle 9pc WEEK 5: HOME LANGUAGE – WRITING Direction of writing WEEK 5: LIFE SKILLS – VISUAL ARTS Drawing of a man
TERM: 4 WEEK: 5 ACTIVITY: (Group 4) Teacher provides a page with “today is...” written at the bottom. Children decide which day it is, write the word at the bottom and draw their news in the rest of the space. Cover with dye. SUBJECT: Mathematics STUDY-AREA: Measurement CONTENT (skills and knowledge): -Shows an understanding of days of the week, as well as yesterday, today and tomorrow. OTHER SKILLS THAT CAN ALSO BE ASSESSED: -Crossing of midline (HL) -Fine Motor Skills(HL) -Pencil grip (HL) -Forming of letters (HL) -Spatial Orientation (M) -Concentration (LS) 7 Has an EXCELLENT understanding of time. 6 Has a VERY GOOD understanding of time. 5 Has a GOOD understanding of time. 4 Has a FAIR understanding of time. 3 Has a LITTLE MORE THAN THE MINIMUM understanding of time. 2 Has just the MINIMUM understanding of time. 1 Does NOT show ANY understanding of time in terms of yesterday,today,tomorrow or days of the week.. FORM: Observation, Written Recording METHOD: Teacher Assessment TOOL: Rubric
Build a Game | Project Rubric Engage! Learning | Learner Resources 1 initiating progress 2 approaching expectations 3 meeting expectations 4 exceeding expectations Integrated Physics and Chemistry IPC 4.D assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects define the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force. identify the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force. assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force. assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force and predict future trajectory of an object. Integrated Physics and Chemistry IPC 4.E apply the concept of conservation of momentum using action and reaction forces such as students on skateboards Define apply the concept of conservation of momentum. identify the concept of conservation of momentum using action and reaction forces apply the concept of conservation of momentum using action and reaction forces. the concept of conservation of momentum using action and reaction forces, and predict an objects future position. Integrated Physics and Chemistry IPC.4.C investigate how an object's motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects decribe how an object's motion changes only when a net force is applied. observe how an object's motion changes only when a net force is applied. investigate how an object's motion changes only when a net force is applied. investigate how an object's motion changes only when a net force is applied, and predict the object's future position.
Evolution Today | Project Rubric Engage! Learning | Learner Resources 1 initiating progress 2 approaching expectations 3 meeting expectations 4 exceeding expectations Biology B.7.A analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental Identify evidence of common ancestry among your species groups using the fossil record, biogeography, and homologies. Sequence how evidence of common ancestry among your species groups is provided by the fossil record, biogeography, and homologies Includes pictorial evidence of how common ancestry among your species group is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental. Includes pictorial and written analysis of how evidence of common ancestry among your species groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental. Biology B.7.E analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species Identify natural selection, adaptation, and diversity in and among species Compare the relationship of natural selection to adaptation and to the development of diversity among your species. Includes pictorial evidence of the relationship of natural selection to adaptation and to the development of diversity among your species Includes pictorial and written analysis of the relationship of natural selection to adaptation and to the development of diversity among your species