 Rubrics Assessment for Case Study

Criteria 5 4 3 2 1
Excellent Very Satisfactory Satisfactory Less Satisfactory Unsatisfactory
Writing Quality Paragraphs have Most paragraphs have Paragraphs have Paragraphs have Not passable
points; sentences points; most sentences one or more or no two or fewer no writing: spelling
are well are well constructed, point, but points, but errors;
constructed; the but occasional lapses occasionally are occasionally are incomplete
argument is clear clear; sentences clear; sentences are sentences;
from beginning to are often well not too well unclear points;
end. constructed but constructed; the no argument
sometimes not; the argument is
argument is impossible to
difficult if discern
impossible to
discern
Description of Excellent job Less than an excellent Passable job A less satisfactory Not passable job:
Data Set describing the data description of a data describing data set: description of the doesn’t tell the
set: what are the set: Did not answer answers some of data set: answers reader where the
data; who compiled every reasonable those questions, only a few of those data are from,
the data set; who is question someone but only about half questions, but only who compiled it,
covered in the data could have about the about half et
set, etc. Answers data set itself
every reasonable
question someone
could have about
the data set itself
Analysis Excellent: well Although it is a well- Passable: ok but Less satisfactory Not passable: no
thought-out thought-out analysis, not great analysis. Some analysis, or no
analysis; reasonable however, the explanations and clear analysis
and thoughtful; well- connection is not descriptions do not
done analysis reasonable. relate to the data
set.
Presentation of The table is easy to The table exists and The table is The table is The table is
Analysis follow, clearly does not lack data but presented but is presented in a very missing.
presented is presented not lacking. jumbled way.
clearly.

 Performance Tasks Assessment for Case Presentation

CRITERIA Work in Progress Ready for Use Exemplary Score

Relevance and Tasks have little connection to Tasks make connections to the Tasks build on students’ experience,
Authentic Purpose the assigned topic. The assigned topic. Simulates a real- interests, and/or prior knowledge.
context for completing the world context for engaging in Provides a real-world context that
tasks is not provided. and completing the tasks, and establishes a clear “need to know”
makes connections to the works purpose for engaging in learning and
of adults in the real world. completing the tasks.

Authenticity to the Topic/question has marginal The topic/question is connected Topic/question is the key question in the
Discipline relevance to the discipline. to the discipline. discipline.

Big Ideas, Thinking Build students' understanding Build student’s understanding of Deepens student understanding of key
Skills, and Strategies with unclear or questionable key facts, concepts, or facts, concepts, and strategies that have
importance within the strategies, with limited transfer broad transferability within and/or across
discipline; Completion of the within and/or across the the disciplines; Students’ product
tasks requires students to discipline; Student products produces clear evidence of higher-order
apply higher-order thinking provide some evidence of thinking skills and/or 21st-century skills
skills or 21st-century skills but higher-order thinking skills such as critical thinking, problem-solving,
st
limited evidence of it in the and/or 21 -century skills such as effective communication, collaboration,
work. critical thinking, problem-solving, and meta-cognition.
effective communication,
collaboration, and meta-
cognition
Tasks Focus and Tasks prompts are unclear or The task prompt is clear and The task prompt is clear and addresses
Clarity attempt to address too many addresses a focused set of an explicitly defined and focused set of
or confusing objectives or content objectives. Expectations objectives that require the application of
goals. Expectations for quality for quality or proficient content and higher-order thinking skills.
implied or not communicated. performance are broadly stated. Expectations for quality or proficient
performance are clear and specific.

Accessibility of The preponderance of Resources are generally Resources are carefully selected,
Resources resources is inaccessible. appropriate, engaging, and excerpted, or adapted to improve
accessible for the most engagement and accessibility for all
audience; one or more sources including those with reading challenges
may be inaccessible for the and learning disabilities.
lower year level.

 Performance Tasks Assessment for Module

TASKS EXEMPLARY (4) SUPERIOR (3) SATISFACTORY (2) UNSATISFACTORY (1) SCORE

Quality All tasks were done with Nearly all tasks were done Nearly all tasks were done Fewer than half of the tasks
Poor Fair Good Excellent Score
outstanding quality; work with high quality. with acceptable quality. were done with poor quality.
exceeded expectations
1-5 6-10 11-15 16-20
Completeness, Complete, clear, and Complete, clear, well- Incomplete; supporting Has many lacking
Clarity, and
points
well-organized, and all
points
organized, and supporting documentation is
points points
components; is unorganized
Organization supporting documentation documentation is available organized but lacking. and unclear.
Content Does not demonstrate and/or
is located in sections
Demonstrate
in logical and
limited Demonstrate Demonstrates
comprehension
clearly designated. of clearly marked locations. of comprehension
comprehension of
a mastery of core
concept in reading concepts in reading core concept in concepts in reading
Submission Before
and the deadline
or On the deadline. A day after the deadline.
offers and or offer irrelevant reading and or offer Two and
days or more
or after the
offers
deadline.

Over-all Score
 irrelevant responses responses to reaction irrelevant responses to irrelevant responses
to reaction questions questions reaction questions to reaction questions

Format & Few relationships Relationships among Relationships among The writer expresses
Organization between ideas are ideas are sometimes ideas are assisted by relationships among
presented clear but conveyed transitions and logical ideas; careful and
inconsistently progression of ideas subtle organization
enhances the
effectiveness of
communication

Grammar, Errors in grammar Errors in grammar A small number of Mastery of grammar,

Punctuation spelling and spelling and errors in grammar spelling,
mechanics cause mechanics don’t spelling and and mechanics
& Spelling
readers to frequently distract or interfere mechanics don’t enhances the
stop reading with the overall distract from the effectiveness of
effectiveness of the overall effectiveness of communication
paper the paper

 Performance Tasks Assessment for Video Presentation

  TASKS EXEMPLARY SUPERIOR SATISFACTOR UNSATISFACTOR SCOR
(4) (3) Y (2) Y (1) E

All tasks were Nearly all Nearly all tasks Fewer than half of
Quality done with tasks were were done with the tasks were done
(Audio and outstanding done with acceptable with poor quality.
Visual Effects) quality; work high quality. quality.
60% exceeded
expectations

Complete, Complete, Incomplete; Has many lacking

clear, and clear, well- supporting components; is
well- organized, documentation unorganized and
organized, and is/are organized unclear.
Organization
and all supporting but lacking.
and
supporting documentatio
Completeness
documentatio n is available
,
n is located in and/or in
30%
sections logical and
clearly clearly
designated. marked
locations.

1 Week 4 to 6 days 1 to 3 days On the deadline

Submission
before the before the before the
10%
deadline deadline deadline

Over-all Score