Skip to main content
iRubric: Consumer Math Video - Essay Assessment rubric

iRubric: Consumer Math Video - Essay Assessment rubric

find rubric

(draft) edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Consumer Math Video - Essay Assessment 
Writing Essay Assessment
Students will view a series of personal finance videos and respond with a three paragraph essay. The first paragraph is a summary of the video and the subject's personal finance philosophy. The second paragraph is the student's opinion or reaction to the video. The third paragraph must relate the content to what we are learning in consumer math.
Rubric Code: WB548X
By shanacox
Draft
Public Rubric
Subject: Math  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Writing Essay Assessment
This is the Teacher's Assessment of Student work for their assignment.
  Non-Performance

A paper in this category shows a Non-Performance of weakness in using<BR>
the tools of language. It exhibits little to none of the following characteristics:

0 pts

Below Expectations

A paper in this category shows a Below Expectations command of the tools of<BR>
language. It exhibits some or all of the<BR>
following characteristics:

1 pts

Basic

A paper in this category shows a Basic command of the tools of<BR>
language. It exhibits some or all of the<BR>
following characteristics:

2 pts

Proficient

A paper in this category shows an<BR>
Profiecient command of the tools of<BR>
language. It exhibits some or all of<BR>
the following characteristics:

3 pts

Distinguished

A essay paper in this category shows a distingusished<BR>
command of the tools of<BR>
language. It exhibits all of<BR>
the following characteristics:

4 pts

Elaboration/Support/ Style
4 pts

Elaboration/Support/Style<BR>
• The opening engages the reader’s attention.<BR>
• All details are clearly related to the topic.<BR>
• Details are sufficient and appropriate.<BR>
•Word choice enhances the writing.<BR>
• Effective transition words are used.
Non-Performance

Student failed to demonstrate<BR>
• it does not<BR>
respond to the<BR>
type of writing<BR>
the prompt is<BR>
intended to elicit.<BR>
• it cannot be<BR>
read because it<BR>
is illegible.
Below Expectations

Student demonstrates<BR>
• half or more of main ideas not supported<BR>
by details<BR>
• half or more details may be<BR>
irrelevant<BR>
• no transitions<BR>
• sentence style choppy<BR>
• vocabulary limited
Basic

Student demonstrates<BR>
uneven development/narrative details<BR>
sketchy<BR>
• details may appear to be listed rather<BR>
than integrated into coherent flow<BR>
• some details are irrelevant<BR>
• few or no transitions<BR>
• most sentences simple; overall style<BR>
choppy<BR>
• word choice adequate to convey<BR>
meaning but few precise or vivid words
Proficient

Student demonstrates<BR>
each main idea supported by<BR>
details, but details in some paragraphs<BR>
may be sketchy/narrative<BR>
details sufficient to flesh out events<BR>
• all details related to topic<BR>
• some details not used effectively<BR>
• transitions used<BR>
• varied sentence style<BR>
• word choice adequate to convey<BR>
meaning; some precise, vivid words
Distinguished

Student demonstrates<BR>
• each main idea supported by<BR>
details/narrative brought to life by<BR>
details<BR>
• all details related to topic<BR>
• choice of details effective<BR>
• ideas/events related by effective<BR>
transition words and phrases<BR>
• varied sentence style<BR>
• precise, interesting,
Focus/Organization
4 pts

• The main idea or story sequence is clear.<BR>
• The piece fulfills its purpose and is appropriate<BR>
to its intended audience.<BR>
• Ideas or events are presented in an effective<BR>
order.<BR>
• The writing has unity and coherence.
Non-Performance

Student failed to demonstrate<BR>
• it does not<BR>
respond to the<BR>
type of writing<BR>
the prompt is<BR>
intended to elicit.<BR>
• it cannot be<BR>
read because it<BR>
is illegible.<BR>
• it consists of lists,<BR>
notes, or drawings<BR>
rather than<BR>
sentences and<BR>
paragraphs.<BR>
• the amount of<BR>
writing i
Below Expectations

Student demonstrates<BR>
• evidence of attempt to respond to<BR>
prompt<BR>
• no evidence of attentiveness to<BR>
audience<BR>
• focus on topic not sustained<BR>
• no opening or closing<BR>
• piece is not complete
Basic

Student demonstrates<BR>
• responds partially to the prompt but is<BR>
off-target in some way<BR>
• may not show evidence of attentiveness<BR>
to audience<BR>
• focus on topic not consistently<BR>
sustained<BR>
• some lack of distinction between main<BR>
ideas and details<BR>
• order of ideas not effective<BR>
• may be no opening sentence; no<BR>
attention to closin
Proficient

Student demonstrates<BR>
• responds to the prompt<BR>
• appropriate to the audience<BR>
• focus not clear at every point<BR>
• some main points underdeveloped<BR>
• ideas may not be in the most<BR>
effective order<BR>
• an opening, but not necessarily<BR>
focused or attention-getting;<BR>
attempt at a closing<BR>
• sense of completeness
Distinguished

Student demonstrates<BR>
• responds to the prompt<BR>
• appropriate to the audience<BR>
• single, distinct focus<BR>
• generally well-developed ideas or<BR>
narrative<BR>
• logical flow of ideas or events<BR>
• opening that draws in reader;<BR>
effective closing<BR>
• sense of completeness
Grammar, Usage, and Mechanics
4 pts

• The writing is free of misspellings, and words<BR>
are capitalized correctly.<BR>
• Sentences are punctuated correctly, and the<BR>
piece is free of fragments and run-ons.<BR>
• Standard English usage is employed.<BR>
• The paper is neat, legible, and presented in an<BR>
appropriate format.
Non-Performance

Student failed to demonstrate<BR>
• it does not<BR>
respond to the<BR>
type of writing<BR>
the prompt is<BR>
intended to elicit.<BR>
• it cannot be<BR>
read because it<BR>
is illegible.
Below Expectations

Student demonstrates<BR>
number and type of errors obscure<BR>
meaning<BR>
• inadequate grasp of Standard<BR>
American English<BR>
• frequent errors in spelling, capitalization,<BR>
and usage<BR>
• many run-ons or fragments<BR>
• serious and frequent punctuation<BR>
errors
Basic

Student demonstrates<BR>
• number and type of errors may interfere<BR>
with meaning at some points<BR>
• weaknesses in command of Standard<BR>
American English<BR>
• some spelling, capitalization, or usage<BR>
errors<BR>
• some fragments or run-ons<BR>
• some errors in punctuation
Proficient

Student demonstrates<BR>
• number and type of errors not sufficient<BR>
to interfere with meaning<BR>
• consistent command of Standard<BR>
American English<BR>
• few, if any, spelling, capitalization,<BR>
or usage errors<BR>
• competence in coordination and<BR>
subordination
Distinguished

Students demonstrates<BR>
• sophisticated and consistent command<BR>
of Standard English<BR>
• free of spelling, capitalization, and<BR>
usage errors<BR>
• precise syntax; competence in coordination<BR>
and subordination<BR>
• few, if any, errors in punctuation
Length/Content Requirements
4 pts

• The writing adheres to content and length requirements and shows depth of content knowledge
Non-Performance

Student failed to demonstrate<BR>
• it does not adhere to the paragraph content requirements
• it does not show depth of content knowledge
• paragraphs do not meet minimum length requirements
Below Expectations

The student<BR>
• it slightly adheres to the paragraph content requirements
• it shows minimal depth of content knowledge
• paragraphs do not meet minimum length requirements
Basic

The student<BR>
• it adheres to the paragraph content requirements
• it shows some depth of content knowledge
• paragraphs do not meet minimum length requirements
Proficient

The student<BR>
• it adheres to the paragraph content requirements
• it shows some depth of content knowledge
• paragraphs meet minimum length requirements
Distinguished

The student<BR>
• it adheres to the paragraph content requirements
• it shows depth of content knowledge
• paragraphs meet or exceed minimum length requirements



Keywords:
  • Consumer Math Video Essay Response



Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
This rubric is still in draft mode and cannot be scored. Please change the rubric status to ready to use.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n98