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Utopia Assessment 
All components of the Utopia assignment should meet the following criteria. Please use rubric as a guide for your work.
Rubric Code: M7W736
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Utopia Assessment
All components of the Utopia assignment should meet the following criteria. Please use rubric as a guide for your work.
  Poor

3 pts

Fair

7 pts

Good

10 pts

Overall Presentation

Poor

Presentation board does not appear to be finished. Labels are missing and the theme of island is not evident. A lack of cohesiveness is evident throughout the board.
Fair

Presentation board is constructed well; however, there are some concerns with labeling, theme, or general attractiveness of board.
Good

Presentation board is constructed neatly, theme is clear, labels are easy to read and fine, and display board adds to overall understanding of group's utopian island.
Written Work

Poor

Written work is weak and does not address all requirements of writing guidelines. Problems with spelling and grammar distract from overall meaning.
Fair

Written work is mostly well-organized. Parts of writing may be unclear and not adhere to all guidelines set forth in the Utopia Packet. Minor grammar and spelling errors are present.
Good

Written work is well-organized and easy to follow. The written work adheres to guidelines set forth in Utopia Packet. Grammar and spelling are correct.
Group Collaboration

Poor

Improvement needed! Your group was unable to focus your efforts to collaborate on this project successfully. Not all members contributed to the process and compromise was not evident.
Fair

Overall, good job! Some minor issues as a group occurred, but you were able to work together to solve these problems peacefully. Students were able to contribute their views in the collaboration process.
Good

Wow! Your group worked together with respect and showed the ability to negotiate concerns in a mature manner. All students contributed to the collaboration process.




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