rubric gallery

Simple rubric for Portfolio building.

Rubric for evaluating student presentations.

Rubric for evaluating student presentations.

This Rubric is used to score the a dance competition.

Students will reference a place of their choice to create a relief sculpture consisting of a minimum of fifteen found/recycled objects. Students will be able to analyze how placing objects into an assemblage, along with changing their color, alters a viewer's perception of those objects.

RUNNER UP WILL RECEIVE AWARD FOR BEST RAW TALENT AND THE HIGHEST SCORE WILL RECEIVE THE AWARD FOR BEST RAW TALENT (Lip Sync will use separate rubric

This Rubric has been developed to create an environment best for learning.

RUNNER UP WILL RECEIVE AWARD FOR BEST RAW TALENT AND THE HIGHEST SCORE WILL RECEIVE THE AWARD FOR BEST RAW TALENT (Lip Sync will use separate rubric

RUNNER UP WILL RECEIVE AWARD FOR BEST RAW TALENT AND THE HIGHEST SCORE WILL RECEIVE THE AWARD FOR BEST RAW TALENT (Lip Sync will use separate rubric

Design a display window for a clothing store, hardware store, sporting good store, or florist. Create a three-dimensional model or diorama using a box to represent the display window. cut out photos or other images from magazines to represent the items on display. Type up a description of the model, explaining why you choose the items in the display and how you displayed them. Present your model to the class and explain the reasoning behind your design.

Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking. Creative thinking in higher education can only be expressed productively within a particular domain. The student must have a strong foundation in the strategies and skills of the domain in order to make connections and synthesize. While demonstrating solid knowledge of the domain's parameters, the creative thinker, at the highest levels of performance, pushes beyond those boundaries in new, unique, or atypical recombinations, uncovering or critically perceiving new syntheses and using or recognizing creative risk-taking to achieve a solution. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Volleyball Assessment for Rangers Volleyball Modified Level Coach Barnard

Write down: First and last name Class Title of the film The assignment is to provide a summary and analysis of the film. Write a personal response and reflection of the film. Use terminology/vocabulary from the film within the response. Use 350-400 words. Good Luck

This rubric will be used for student evaluation in all games and activities during PE at Beavercreek High School

You are to write a Mathematical Rap, song, poem or story about The assigned math task. You must describe the Title of the process, i.e. "The Factorization Song." Then you must describe or relate the process with words. The definition should be included as well as specific numbers that are prime, composite and why. Students must use at least 5 numbers, specifically explaining why 3 of them are prime or composite. The song should be at least 30 seconds long. Every group must have a typed copy of the project to be turned in on the day the project is to be performed.

This is for a scale drawing of a residential house & landscape plan. Choose A,B, or C. --- A. Arizona family w/ 2 kids (age 4 & 14), grandfather (age 68), dog & parents who like gardening. B. Blue Ridge Mtns- older couple who work at home, appreciate privacy, entertain clients on weekends, mother-in-law who needs U.D. features, have an outdoor jacuzzi C. Florida family 2 teens, w/ beachfront two story, sits high - flat front yard, a lot of windstorms erode bank, enjoy entertaining year round.

This rubric provides a guide for assessing High School Advanced and Beginning Chorus Members on singing the Star Spangled Banner, for memory, a cappella, in it's originally written form. Students will either sing the melody as a solo; sing their vocal part as a solo; or sing in a group (melody and/or SATB 4 part harmony).

Student demonstrates an understanding various elements of the melodic element of music including pitch identification, melodic direction, phrases, contour, and melodic sequence.

Choreograph and perform dance sequences, using the elements of movements and basic dance steps and patterns.

Final evaluation and class critique for the Scrap booking Unit.