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iRubric: The age of skyscrapers and the first School of Chicago rubric

iRubric: The age of skyscrapers and the first School of Chicago rubric

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The age of skyscrapers and the first School of Chicago 
Observing students' use of English language applied to a lesson about the first School of Chicago and the age of skyscrapers
Rubric Code: D2XWABW
By Giulia_Morselli
Draft
Public Rubric
Subject: History  
Type: (Other)  
Grade Levels: Undergraduate

Powered by iRubric Chicago and the origin of skyscrapers
STUDENT NAME: ............................
  Poor

Lacked, insufficient

1 pts

Basic

Sufficient

2 pts

Good

Diligent

3 pts

Excellent

Autonomous, propositional

4 pts

Previous knowledge of English Grammar

About the beginning level
Poor

Student knows basic vocabulary but not enouch the basic grammar (it means she/he is not able to read/understand/create basic phrases)
Basic

Student is able to read and able to understand the general meaning of the text but finds difficult to create new sentences, expecially if they're complex and require key words found and analyzed in the reading
Good

Student is able to read/understand the general meaning of the text and also able to create new sentences, using keywords found and analyzed in the text
Excellent

Student is able to read/understand the general meaning of the text and she/he creates autonomously new sentences, using both keywords found in the text and previous known vocabulary. She/he participates to all the activities and is available to help other students
Building a new vocabulary, improving with grammar

About activities involving discussing, debating, writing, listening, reading comprehension
Poor

Student doesn't recognize which words are the most important to understand the text and consequently doesn't make a research of their translation. She/he doesn't ask for help in case of doubts or problems
Basic

Student recognizes essential keywords about the topic and in case she/he doesn't know them she/he makes a research of their translation. In case of doubts or problems she/he asks for teacher's help only when teacher ask for a feedback
Good

Student recognizes all the keywords about the topic and is able to create new sentences any time it is required. In case of doubts or problems she/he asks for teacher's help
Excellent

Student recognizes all the keywords about the topic and is able to create new sentences any time it is required. She/he is autonomous and doesn't require teacher's guide to solve problems, but only suggestions
Participation and interest

Refers to all the activities
Poor

Student seems to be not interested to the activty. Despite the teacher's reassurance, sometimes she/he seems to be too much worried about making mistakes or refuses to do basic task
Basic

Student participates to the essential activities but seems to be quite passive about collaborating with the group and makes opposition to tasks that haven't be previously planned and announced by the teacher
Good

Student participates to all the activities collaborating with the group and participating to new tasks that haven't be planned before and announced by the teacher
Excellent

Student participates to all the activities collaborating with the group and participating to new tasks that haven't be planned before and announced by the teacher. She/he is particulary active during debates and explains ideas and personal points of view without worrying about making mistakes



Keywords:
  • map, Chicago, skyscraper, architecture, architect, materials

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