How children learn
Rubric for the next expositions
|
CATEGORY
|
4
|
3
|
2
|
1
|
Preparedness
|
Student is completely prepared and has obviously
rehearsed.
|
Student seems pretty prepared but might have
needed a couple more rehearsals.
|
The student is somewhat prepared, but it is clear
that rehearsal was lacking.
|
Student does not seem at all prepared to present.
|
Content
|
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.
|
Evaluates Peers
|
Fills out peer evaluation completely and always
gives scores based on the presentation rather than other factors (e.g.,
person is a close friend).
|
Fills out almost all of the peer evaluation and
always gives scores based on the presentation rather than other factors
(e.g., person is a close friend).
|
Fills out most of the peer evaluation and always
gives scores based on the presentation rather than other factors (e.g.,
person is a close friend).
|
Fills out most of the peer evaluation but scoring
appears to be biased.
|
Speaks Clearly
|
Speaks clearly and distinctly all (100-95%) the
time, and mispronounces no words.
|
Speaks clearly and distinctly all (100-95%) the
time, but mispronounces one word.
|
Speaks clearly and distinctly most ( 94-85%) of
the time. Mispronounces no more than one word.
|
Often mumbles or can not be understood OR
mispronounces more than one word.
|
Research
|
Group researched the subject and integrated 3 or
more \"tidbits\" from their research into their report.
|
Group researched the subject and integrated 2
\"tidbits\" from their research into their report.
|
Group researched the subject and integrated 1
\"tidbit\" from their research into their report.
|
Either no research was done or it was not clear
that the group used it in the report.
|
Accuracy of Facts
|
All supportive facts are reported accurately (3
of 3).
|
Almost all facts are reported accurately (2 of
3).
|
One fact is reported accurately.
|
No facts are reported accurately OR no facts were
reported.
|
Point of View -
Purpose
|
Report establishes a purpose at the beginning and
maintains that focus throughout! Cohesive report.
|
Establishes a purpose at the beginning, but
occasionally wanders from that focus.
|
The purpose is somewhat clear but many apects of
the report seem only slightly related.
|
It was difficult to figure out the purpose of the
report.
|
Group Work
|
The group functioned exceptionally well. All
members listened to, shared with and supported the efforts of others. The
group (all members) was almost always on task!
|
The group functioned pretty well. Most members
listened to, shared with and supported the efforts of others. The group (all
members) was almost always on task!
|
The group functioned fairly well but was
dominated by one or two members. The group (all members) was almost always on
task!
|
Some members of the group were often off task
AND/OR were overtly disrespectful to others in the group AND/OR were
typically disregarded by other group members.
|
Content - Accuracy
|
All facts in the class are accurate.
|
99-90% of the facts in the class are accurate.
|
89-80% of the facts in the class are accurate.
|
Fewer than 80% of the facts in the class are
accurate.
|
Knowledge Gained
|
All students in the group can accurately answer
all questions related to the exposition and to technical processes used to
create the class.
|
All students in the group can accurately answer
most questions related to the exposition and to technical processes used to
create the class.
|
Most students in the group can accurately answer
most questions related to the exposition and to technical processes used to
create the class.
|
Several students in the group appear to have
little knowledge about the facts or technical processes used in the class.
|
Attractiveness
& Organization
|
The brochure has exceptionally attractive
formatting and well-organized information.
|
The brochure has attractive formatting and
well-organized information.
|
The brochure has well-organized information.
|
The brochure\'s formatting and organization of
material are confusing to the reader.
|
Practice Guidance for the Early Years Foundation Stage
Child Development Overview
Ages & Stages: How Children Grow & Learn
How Kids Develop (Ages and Stages of Youth Development)
Learning, Playing and Interacting
Learning through play in ther early years
Learning to read and write
Teaching Listening
Children's Rights
Child Development Overview
Ages & Stages: How Children Grow & Learn
How Kids Develop (Ages and Stages of Youth Development)
Learning, Playing and Interacting
Learning through play in ther early years
Learning to read and write
Teaching Listening
Children's Rights
