iRubric: WPA Guides: A Trip into 1930s America Individual Grading Rub rubric

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WPA Guides: A Trip into 1930s America Individual Grading Rub

Rubric Code: S3B852

By dkealy

Ready to use

Public Rubric

Subject: History

Type: (Other)

Grade Levels: 9-12, Undergraduate

WPA Guides A Trip into 1930s America Individual Grading Rubric
	Below Basic Expectations Effort at this level is less than expected and is graded at the D or F level 1 pts	Basic Expectations Effort at this level represents what is expected and is therefore graded in the C range 2 pts	Proficient Expectations Effort at this level is more than expected and is graded at the B level 3 pts	Advanced Level Effort at this level is greater than expected and is graded at the A level 4 pts
Organization and time management Student is working within the group during class time and is online everyday collaborating with team.	Below Basic Expectations Always postpones work until deadline. Has no organization for files and documents.	Basic Expectations Begins work early when required to do so, but usually postpones. May not work collaboratively after class.	Proficient Expectations Will begin work early in process, but tends to increase effort toward deadline. has adequate file system.	Advanced Level Begins immediately. Connects work to assignment not to deadline. Has organization.
Skill development for task Student assumes responsibility for own actions	Below Basic Expectations Assumes others will learn skill. Makes no effort to acquire expertise in skill.	Basic Expectations Satisfied with general understanding of skill, but will not go for competence.	Proficient Expectations Will learn skill when it is necessary. Usually minimum competence to complete task.	Advanced Level Readily learns new skills as a matter of course. seeks to extend the skill.
Understanding of the task Student has clear ideas of the nature and procedure for the task	Below Basic Expectations Has little idea of nature of task or procedure. Asks for direction rather than overall clarification.	Basic Expectations Knows name of task and general outcome, but little idea of the procedural pathway to completion.	Proficient Expectations Has general idea of nature and procedure for task. May proceed with fuzzy idea of outcome or pathway to completion.	Advanced Level Has clear idea of nature and procedure for task or asks for clarification before launching effort. Continuously clarifies as task unfolds.
Creativity Student has new ideas or new ways of doing things	Below Basic Expectations Boundaries set by the fulfilling of minimum requirements. No personal input or attempt to enhance.	Basic Expectations Has an occasional new idea, but little follow through. Products are completed in an acceptable form.	Proficient Expectations Has new ideas or ways of doing things, but may be reluctant to deploy. Products always well done for requirements	Advanced Level Formulates new ideas or new ways of doing things. Products exceed requirements in design and/or content.
Quality of Questions Student asks questions among themselves and to the teacher	Below Basic Expectations Rarely asks questions. Or most queries are "What do I do next?" or "What do I have to do or know."	Basic Expectations Asks questions about deadlines, procedures, directions or for help with little specificity. Few or no proposals of ideas or actions.	Proficient Expectations Often has specific queries, but they may need amplification. Proposals of ideas or actions are more tentative sometimes off-base.	Advanced Level Most or all queries are specific or take the form of "right on" proposals of ideas or courses of action. "Gets" quick answers.
Understanding the process Seeks opportunity for learning	Below Basic Expectations Avoids teacher Sees task as burden to fill class time with no value. Sees group as free ride.	Basic Expectations Sees task as burden, but is somewhat invested in process. Asks, "Do we have to …?" Sees teacher as task master.	Proficient Expectations Sees task as a school requirement to be filled, but sees some value in work. Sees teacher as evaluator and helper.	Advanced Level Sees opportunity in task for doing and learning. Sees value in the work. Sees teacher as colleague/mentor.
Planning Plans the assignment and completes all assigned work	Below Basic Expectations Has no plan,notion of the magnitude of the work. Is always late or scrambling to complete. Often a "no show" for group work session.	Basic Expectations Plan dominated by an early postponement and deadline related push. May be "no show" at start of task. Rarely meets intermediate deadlines.	Proficient Expectations Makes plan, but does not always follow it. May need help allotting time. May miss intermediate deadlines; work may pile up toward end of allotted time.	Advanced Level Conceptualizes task and plans execution as a rational, sequenced process. Almost always meets the set intermediate deadlines , overcomes problems.
Intellectual contribution Contributes to the process of the project	Below Basic Expectations Has little or no grasp of context. Sees task as isolated with no connection to past or future ideas.	Basic Expectations Aware of overall context, but makes no connections on own. Can recite connections of others but rarely can support them.	Proficient Expectations Usually understands overall context of task and asks questions about context. Makes connections on own and "gets" those others make.	Advanced Level Understands overall context of the task. Contributes ideas and proposals. Extends connections to ideas past and future.
Effort Willingly takes on the assignment and works diligently to completion	Below Basic Expectations Actively avoids jobs when possible. Complains about others. Has large set of excuses.	Basic Expectations Reluctantly does jobs when asked. Seeks easiest duties in group. Sometimes works to completion.	Proficient Expectations Willingly takes on jobs when asked. Works to completion. Will work long hours when required.	Advanced Level Volunteers for jobs no matter how difficult Always works to completion. Willing to work long hours.
Engagement Does not wait for someone to tell them what to do.	Below Basic Expectations Waits for direction. Knows little of what is going on or objectives. Cannot describe where group is in process.	Basic Expectations Seeks direction, but does not initiate action. Objectives seen as poorly defined external requirements. May know where group is.	Proficient Expectations Sometimes initiates action and always works well with direction. Generally knows the specific objectives and where group is.	Advanced Level Enthusiastically initiates action. Personalizes the task and takes ownership of the objectives. Always knows where group is.

Keywords:

Federal Writers Project, WPA, Depression, US History

Subjects:

History

Types:

(Other)

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