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iRubric: Seminar Cycle 2015 rubric

iRubric: Seminar Cycle 2015 rubric

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Seminar Cycle 2015 
Seminar Cycle 2015
Includes pre-writing, seminar, and post-writing activities
Rubric Code: FX39885
By jelockrow2
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: 6-8, 9-12

Powered by iRubric Seminar Cycle
  Advanced

5 pts


4.7 pts

Meets Expectations

4.3 pts


4 pts

Approaches Expectations

3.8 pts


3.4 pts

Not Yet

3 pts

Poor

1 pts

Steps to Support Reading & Writing
30 %
Pre-Content Writing
5 pts

Advanced

Writing assignment is complete and includes well developed, thoughtful evidence for inspectional reading, vocabulary, and analytical reading assignments.
4.7 ( x 5 pts)
Meets Expectations

Writing assignment is complete and includes evidence for inspectional reading, vocabulary, and analytical reading assignments.
4 ( x 5 pts)
Approaches Expectations

Writing assignment is minimally incomplete and/or lacking effort and thought.
3.4 ( x 5 pts)
Not Yet

Writing assignment is incomplete.
Poor

Missing
Transition to Writing
5 pts

Advanced

Student thoroughly answers the following question and cites specific examples from the text or from the discussion.
"What did you read, hear, or say that contributed to your understanding of the ideas of this seminar?"
4.7 ( x 5 pts)
Meets Expectations

Student answers the following question and cites vague examples from the text or from the discussion.
"What did you read, hear, or say that contributed to your understanding of the ideas of this seminar?"
4 ( x 5 pts)
Approaches Expectations

Student answers the following question, but does not include examples from the text or discussion.
"What did you read, hear, or say that contributed to your understanding of the ideas of this seminar?"
3.4 ( x 5 pts)
Not Yet

Student partially answers the following question.
"What did you read, hear, or say that contributed to your understanding of the ideas of this seminar?"
Poor

Missing
Seminar Participation & Process
30 % Speaking and Listening
Process Goals and Reflection
5 pts

Advanced

Appropriate, challenging personal goal(s) have been chosen. The student accurately reflects on participation in the speaking and listening checklist and makes suggestions for improvement next seminar. The student is actively working on becoming a better participant.
4.7 ( x 5 pts)
Meets Expectations

Appropriate personal goal(s) have been chosen. The student accurately reflects on participation in the speaking and listening checklist. The student is showing some effort to becoming a better participant.
4 ( x 5 pts)
Approaches Expectations

Appropriate personal goal(s) have been chosen. The student completes the speaking and listening checklist with some accuracy. Effort to become a better seminar participant is unclear.
3.4 ( x 5 pts)
Not Yet

Personal goal(s) have been chosen, but do not reflect areas where the student demonstrates weakness. The student does not complete the speaking and listening checklist.
Poor

Missing
Seminar Map
5 pts

Teacher's Notes
Advanced

Student contributed valuable ideas and connections, and text references or extending questions to the overall discussion.
4.7 ( x 5 pts)
Meets Expectations

Student contributed ideas or clarifying questions, connections, text references to the overall discussion.
4 ( x 5 pts)
Approaches Expectations

Student was engaged in the discussion as an active listener.
3.4 ( x 5 pts)
Not Yet

Student only participated in the opening question and / or was disengaged during part of the discussion.
Poor

Student did not participate. Student not prepared and had to sit out of circle or asked to leave because of behavior.
Post Content
40 % Writings, artwork, and presentations
Idea Development
3 pts

Advanced

In response to the task and the seminar, the writing:
• utilizes well-chosen, relevant, and sufficient
evidence from the text to insightfully
develop the topic.
• thoroughly and accurately explains and
elaborates on the evidence provided,
demonstrating a clear understanding of the
topic and the ideas of seminar.
4.7 ( x 3 pts)
Meets Expectations

In response to the task and the seminar, the writing:
• utilizes relevant and sufficient evidence from
the text to adequately develop the topic.
• adequately and accurately explains and
elaborates on the evidence provided,
demonstrating a sufficient understanding of
the topic and the ideas of seminar.
4 ( x 3 pts)
Approaches Expectations

In response to the task and the seminar, the writing:
• utilizes mostly relevant but insufficient
evidence from the text to partially develop
the topic. Some evidence may be inaccurate
or repetitive.
• explains some of the evidence provided,
demonstrating only a partial understanding of
the topic and the ideas of seminar. There may be some
level of inaccuracy in the explanation.
3.4 ( x 3 pts)
Not Yet

In response to the task and the seminar, the writing:
• utilizes mostly irrelevant or no evidence from the text, or mostly/only personal
knowledge, to inadequately develop the topic.
Evidence is inaccurate or repetitive.
• inadequately or inaccurately explains the
evidence provided, demonstrating little
understanding of the topic and the ideas of seminar.
Poor

Missing
Focus & Organization
3 pts

Advanced

In response to the task and the seminar, the writing:
• contains an effective and relevant introduction.
• utilizes effective organizational strategies to create a unified whole and to aid in comprehension.
• effectively clarifies relationships among ideas and concepts to create cohesion.
• contains an effective and relevant concluding
statement or section.
4.7 ( x 3 pts)
Meets Expectations

In response to the task and the seminar, the writing:
• contains a relevant introduction.
• utilizes adequate organizational strategies to create a
mostly unified whole and to aid in comprehension.
• clarifies most relationships among ideas and concepts,
but there may be some gaps in cohesion.
• contains a relevant concluding statement or section.
4 ( x 3 pts)
Approaches Expectations

In response to the task and the seminar, the writing:
• contains a limited introduction.
• demonstrates an attempt to use organizational
strategies to create some unification, but ideas may
be hard to follow at times.
• clarifies some relationships among ideas and
concepts, but there are lapses in focus.
• contains a limited concluding statement or section.
3.4 ( x 3 pts)
Not Yet

In response to the task and the seminar, the writing:
• contains no or an irrelevant introduction.
• demonstrates an unclear organizational structure;
ideas are hard to follow most of the time.
• fails to clarify relationships among ideas and concepts;
concepts are unclear and/or there is a lack of focus.
• contains no or an irrelevant concluding statement or
section.
Poor

Missing
Mechanics and Conventions
2 pts

Advanced

The writing:
• demonstrates consistent and
sophisticated command of grade level
conventions of standard
written English.
• may contain a few minor errors that
do not interfere with meaning.
4.7 ( x 2 pts)
Meets Expectations

The writing:
• demonstrates consistent command
of grade-level conventions of
standard written English.
• contains some minor and/or major
errors, but the errors do not
significantly interfere with meaning.
4 ( x 2 pts)
Approaches Expectations

The writing:
• demonstrates consistent command
of grade-level conventions of
standard written English.
• contains some minor and/or major
errors, but the errors do not
significantly interfere with meaning.
3.4 ( x 2 pts)
Not Yet

The writing:
• demonstrates limited command of grade-level conventions of standard written English.
• contains numerous and repeated errors that seriously impede
meaning.
Poor

Missing




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