iRubric: Summative Task rubric

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Summative Task

Introduction to topic and PowerPoint presentation.

Rubric Code: NX22BC2

By Rach235

Draft

Public Rubric

Subject: History

Type: Presentation

Grade Levels: K-5

Enter rubric title Enter rubric description
	Developing 1 pts	Fair 2 pts	Good 3 pts	Competent 4 pts
Introduction Development of Introduction	Developing Student has put no effort into the development of their introduction. The content has no educational value to the viewer.	Fair Student has put some effort into the development of the introduction to their topic. Student has include some aspects of an introduction which is minimally educational to the viewer.	Good Student has developed and produced a thought out and relevant introduction to their topic. Student has include most aspects needed of an introduction which is mostly educational to the viewer.	Competent Student has developed and produced a well thought out and relevant introduction to their topic. Student has include all aspects needed of an introduction and is educational to the viewer.
PowerPoint Over all	Developing Student needs to put more effort into the Power Point. The Power Point has mistakes and needs more effort to make visually appealing. Power Point needs more information to interest and educate the viewer.	Fair Student has put some effort into the content and relevance of the Power Point. The Power Point has some mistakes and is averagely visually appealing. Power Point holds some interesting topics and provides some educational value.	Good Student has a thought out and relevant Power Point. The Power Point has minimal mistakes and is visually appealing. Power Point is fairly easy to read and holds information designed to interest and educate the viewer.	Competent Student has a well thought out and relevant Power Point. The Power Point has no mistakes and is visually appealing. Power Point is easy to read and holds information designed to interest and educate the viewer.
Use of appropriate language ACHHS099	Developing Student did not use historical terms (such as the gold era and colony) and did not understand the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban)	Fair Student used some historical terms (such as the gold era and colony) and understood some of the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban)	Good Student used mostly historical terms (such as the gold era and colony) and mostly understood the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban)	Competent Student used historical terms (such as the gold era and colony) and understood the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban)
Planning of task ACELY1700	Developing Student sequenced no ideas logically and did not provided supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding	Fair Student sequenced some ideas logically and provided some supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding	Good Student sequenced most ideas logically and mostly provided supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding	Competent Student sequenced ideas logically and provided supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
Use of software ACELY1707	Developing Student did not use software programs to display topic information and did not demonstrate an understanding of what the audience may want to hear.	Fair Student used software programs to display topic information to a sound level while demonstrating some understanding of what the audience may want to hear.	Good Student used software programs to display topic information to an good level while demonstrating understanding of what the audience may want to hear.	Competent Student used software programs to display topic information to an exceptional level while demonstrating understanding of what the audience may want to hear.
Used of sources ACHHS105	Developing Student did not used relevant sources to develop their Summative task. Student did not create visual and oral performance which reflected the daily life experiences of different inhabitants of a convict or colonial settlement depending on their topic.	Fair Student used some relevant sources to develop their summative task. Student created visual and oral performance which mostly reflected the daily life experiences of different inhabitants of a convict or colonial settlement depending on their topic.	Good Student mostly used relevant sources to develop their summative task. Student created visual and oral performance which mostly reflected the daily life experiences of different inhabitants of a convict or colonial settlement depending on their topic.	Competent Student used relevant sources to develop their summative task. Student created visual and oral performance reflected the daily life experiences of different inhabitants of a convict or colonial settlement depending on their topic.
Reporting on peers Students reflections on peer work ACELY1699,	Developing Student asked no questions to clarify a speaker’s meaning and made no constructive comments during feedback sessions.	Fair Student asked minimal questions to clarify a speaker’s meaning and made minimal constructive comments and minimal reviewed ideas expressed by peers during feedback sessions.	Good Student asked questions to clarify a speaker’s meaning and made constructive comments and reviewed ideas expressed by peers during feedback sessions.	Competent Student asked specific questions to clarify a speaker’s meaning, making constructive comments and reviewed ideas expressed by peers during feedback sessions.

Subjects:

History

Types:

Presentation

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