Portfolio Scoring Rubric for Social Studies
2008-2009
Assignment
|
Unsatisfactory
|
Satisfactory
|
Excellent
|
Research Gathering
|
§ Student does
not locate a sufficient amount of information. § Sources are
questionable. |
§ Student
locates information from a variety of verifiable sources. |
§ Student locates information from a wide variety of verifiable sources. |
Note Taking for Research Paper
|
§ Notes are
incomplete. § Sources of
information are not included. § Notes are
inadequate for creating a first draft. |
§ Student
notes are clear and organized. § Most sources
of information are referenced. § Notes are
useful for creating a first draft. |
§ Student
notes are very clear, thorough, and well organized. § Sources of
information are referenced to make them easy to locate again. § Notes are
very useful for creating a first draft. |
Timeline Sample |
§ Does not
include an adequate number of entries. § Contains
serious inaccuracies. § No apparent
scale § Entries are
out of sequence. § Contains
numerous errors of spelling and dates. § Is difficult
to read. |
§ Subject
matter was selected with adequate care to show a pattern or cause-and effect
relationship. § Timeline
scale is fairly consistent and accurate. § Entries are
in the correct sequence. § Visual
presentation is effective in communicating information. |
§ Subject
matter of timeline was carefully selected to show a pattern or a
cause-and-effect relationship (if applicable). § Timeline
scale is consistent and accurate. § Increments
are clearly marked. § Entries are
in the correct sequence. § Visual
presentation is very appealing. § Highly
effective in communicating information. |
Map
|
§ Map: Student does not locate and include
sufficient information about the map’s topic. § Sources may
be questionable. § Map fails to
address topic. § Map is
largely inaccurate and/or illegible. |
§ Map: Student locates sufficient
information about the map’s topic. § Verifiable
sources are used. § All crucial
information is included. § Some helpful
information may be lacking. § Map may
contain some minor factual errors, but is mostly accurate. § Map is
generally neat and easy to read. |
§ Map: Student locates and includes a great
deal of information about the map’s topic. § Several
verifiable sources are used. § All relevant
information is included. § Map shows
political borders, cities, physical features, and features that demonstrate clearly
the intent of the map (e.g. population, industry, natural resources, etc.),
as applicable. § Student
makes relevant connections or shows changes that occurred “before and after”.
§ All
information is accurate. § Map is very
clear, neat, and visually appealing. |
|
§ Graph: Many labels are missing § No title § Crucial
elements are missing § Information
is inaccurate § Meaning is
difficult to decipher. |
§ Graph: Includes title and labels. § Crucial
graph, chart, or table elements are present. § Relevant
information is presented, with few inaccuracies § Generally
easy to read. |
§ Graph: Includes appropriate and concise
title and labels. § Contains
accurate, complete, and pertinent information. § Graph,
Chart, or table is clearly drawn § Information
is displayed precisely, § Easy to read |
|
Sample Test Prep
|
§ No test prep
sample available |
§ Includes
test prep sample |
§ Includes test prep sample |
Response/Position Papers
|
§ Does not
take a clear position. § Ideas are
underdeveloped; contains no facts or details to support a position. § Structure is
lacking or unclear. § Introduction
or conclusion is missing. § Contains
significant flaws in organization § Poor or
repetitive sentence structure § Significant
errors in spelling and punctuation § Difficult to
read § Does not
follow proper format. § Sources are
not properly referenced/cited. |
§ Purpose of
writing is clear and reflects chosen topic/assignment. § Paper has
introduction, body, and conclusion. § Includes more than one viewpoint, detail and supporting
facts. § Student
takes a position and presents logical reasoning. § Arguments
are sequenced effectively. § Uses varied
sentence structure, with few errors in spelling and punctuation. § Uses proper
format and paper is legible. § Sources are
referenced/ cited appropriately with few errors. |
§ Purpose of
writing is clear and reflects chosen topic/assignment. § Introduction
engages the reader. § Ideas are
well developed. § Includes
background information to establish context. § Substantial
amounts of detail and supporting facts are given. § Student
introduces and demonstrated understanding of opposing viewpoints. § Student
takes a well-defined position and presents appropriate reasoning. § Body is well
developed and paragraphs are logically structured and contain varied sentence
structure. § Arguments
are sequenced effectively. § Conclusion
is strong. § Spelling,
punctuation, and grammar are accurate § Neatly
typed/written; proper format is used. § Sources are
referenced/ cited appropriately and clearly. |
|
§ Project
lacks creativity and student initiative. § Does not
demonstrate a minimum of five hours of student involvement. § Information
is lacking. § Narrative
cannot be supported by the actual project item. |
§ Project is
creative and shows student initiative in planning, investigation and
execution § Demonstrates
and documents a minimum of five hours of
student involvement. § Uses
information from several verifiable sources § Includes
narrative describing the creative process and what the student learned. |
§ Project is
very creative and shows a great deal of student initiative in planning,
investigation, and execution. § Demonstrates
and documents more than five hours of
student involvement. § Uses
information from a variety of verifiable sources. § Includes a
narrative describing the creative process and what the student learned. |
|
Research Paper |
§ Does not
contain sufficient information about the topic. § Sources are
questionable. § Paper lacks
thesis. § Insufficient
detail is provided. § No credit is
given for source quotations. § Organization
is mostly unclear. § Introduction
or conclusion is missing. § Contains
significant errors of spelling, punctuation, grammar. § Proper
format is not used. |
§ Contains
sufficient information about the topic and uses verifiable sources. § Thesis is
fairly clear and appropriate § Body
includes important detail § Credit is
given for sources and quotations. § Paper is
organized into paragraphs. § Appropriate
transitions are used § Includes an
introduction and conclusion § Minor errors
in spelling, punctuation, formatting. § Bibliography
sources are cited |
§ Contains a
great deal of information about the topic from a wide variety of verifiable
sources. § Thesis is
clear, defined, and appropriate to the topic, and
is based on a research question developed by the student (with support, of
needed). § Includes
substantial detail § Credit is
given for source quotations, and sources are
referenced throughout the paper. § Student
differentiates between fact and opinion, and distinguishes his/her opinion
from that of others. § Paper is
clearly organized into paragraphs and information flows in a logical
sequence. § Introduction
and conclusion are strong. § Punctuation,
spelling, and formatting are accurate. § Bibliography
sources are cited appropriately and clearly. |
Current Event |
§ Fact-finding
is incomplete, and ideas and opinions are underdeveloped. § Contains
factual errors. § Sources are
not documented. Organizational framework is not apparent. § Spelling,
punctuation, and grammar errors throughout. |
§ Student
makes good use of data from several sources to develop ideas and opinions. § Sources are
documented. § Paper is factual
and competently written. § Answers
“who, where, when, what, how.” § Contains
introduction, development, conclusion § Minor
spelling, punctuation, grammar mistakes. |
§ Student
explores information by using relevant data
from diverse sources to develop ideas and opinions. § Student
documents all sources. § Paper
contains attention grabbing introduction, logically sequenced paragraphs, and
solid conclusion. § Body is
thorough, factual, vividly written. § Addresses
questions: “who, where, when, what, how.” § Contains few
or no errors. |
Self-Grading/ Reflection
|
§ Explanation
provided does not show how the items chosen specifically fulfill the required
portfolio elements. § Does not
show reflection of progress and effort. § Does not
consider areas of strength or areas in need of improvement. |
§ Provides an
explanation how the items chosen specifically fulfill the required portfolio
elements. § Demonstrates
thought on progress and effort. § Shows
consideration given to areas of strength and areas in need of improvement. |
§ Provides a well
organized explanation on how the items chosen specifically fulfill the
required portfolio elements. § Demonstrates
thought on progress and effort. § Shows
consideration given to areas of strength and areas in need of improvement. |
