rubric gallery

Groups of students work collaboratively to design a poster that represents the content of a written research report based on the topic they chose.

Ancient Medieval / AP World

Short Essay

Compare/Contrast essay scoring rubric.

Assessing student understanding of political cartoons

This rubric is designed to assess the skills and dispositions involved in lifelong learning. Assignments that encourage students to reflect on how they incorporated their lifelong learning skills into their work samples or collections of work by applying above skills and dispositions will provide the means for assessing those criteria. Work samples or collections of work tell what is known or can be done by students, while reflections tell what students think or feel or perceive. Reflection provides the evaluator with a much better understanding of who students are because through reflection students share how they feel about or make sense of their learning experiences. Reflection allows analysis and interpretation of the work samples or collections of work for the reader.

A good reflection... 1. Is authentic. 2. Answers the questions or responds to the statements. 3. Contains examples and details to support opinions and thoughts. 4. Helps the person who wrote it understand him/herself better. 5. Informs the audience and gives useful information. 6. Shows that the person really thought about the question before writing down a response. 7. Shows personal perspective. 8. Is easily understood by the reader. It is free of spelling mistakes as well as confusing language. 9. Is based on what the person believes or thinks about what is asked. 10. Shows thinking.

Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus. Assignments to foster such connections and understanding could include, for example, composition papers that focus on topics from biology, economics, or history; mathematics assignments that apply mathematical tools to important issues and require written analysis to explain the implications and limitations of the mathematical treatment, or art history presentations that demonstrate aesthetic connections between selected paintings and novels. The key in the development of such work samples or collections of work will be in designing structures that include artifacts and reflective writing or feedback that support students' examination of their learning. Courtesy of AAC&U: http://aacu.org/value/index.cfm

This rubric has been developed to help students understand the essential elements of good writing and to ensure that students understand how there essay will be graded.

Students are to participate and respond analytically to theme questions. Participation and responses are completed in class and scored for understanding. Level 2 and 1 scores must conference with teacher.

A WebQuest for UN Secretary-Generals

This rubric has been developed to help students monitor their understandings and learning of History over a period of time. The main platform student uses is a Weblog

Short Essay answering historical question. Five paragraphs. 50 points total

An educated person must have some perspective on historical change, acquaintance with major historical developments, and understanding of the historical conditions and forces which have shaped the present. Students ought to have the opportunity to acquire knowledge of major historical developments and, where appropriate, understanding of how these developments have shaped contemporary life in all its complexity. Students should have the opportunity to acquire experience in methods of historical inquiry and modes of historical thought. Courses meeting this requirement should allow students to acquire a historical understanding of past worlds. One of the assumptions behind the notion of a “historical perspective” is that the perspective to be gained arises in part from a study of particulars. In all cases, however, students should learn how to identify aspects of the past that were crucial to historical persons on their own terms or that shape the present.