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iRubric: FInal Project Rubric

iRubric: FInal Project Rubric

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FInal Project Rubric 
Peer Evaluation Rubric
Students will evaluate the performance of their peers based upon the same rubric used in the previous assignment.
Rubric Code: JXCB4AW
By nollaig
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: K-5, 6-8

Powered by iRubric Scoring Guide
  Exceptional

4 pts

Proficient

3 pts

Nearing Efficient

2 pts

Incomplete

1 pts

Far from complete

0 pts

Collaboration

Exceptional

Students worked together continuously with great efforts to communicate clearly about decisions regarding the production of the Facebook presentation. Students communicated synchronously and asynchronously with teachers and peers.
Proficient

Students worked together continuously with great efforts to communicate clearly about decisions regarding the production of the Facebook presentation. Students communicated with teachers and peers in synchronous meetings.
Nearing Efficient

Students worked together continuously regarding the production of the Facebook presentation.

Communication was only made with the teacher and not the peers.
Incomplete

Students were not interested in communicating with peers. Students wanted to complete work on their own. Students only communicated when asked to respond.
Far from complete

Students were not interested in communicating with peers. Students wanted to complete work on their own. Students didn't not communicate with teachers or peers at all.
Clarity of Message

Exceptional

Students message was clear and concise with engaging information and multiple points of view, leaning toward and inviting others to help with the problems associated with environmental dilemmas in their region.
Proficient

Students message was clear providing information and multiple points of view, leaning toward and inviting others to help with the problems associated with environmental dilemmas in their region.
Nearing Efficient

Students message was clear but lengthy and repetitious with some engaging information and some differing viewpoints, leaning toward and inviting others to help with the problems associated with environmental dilemmas not specific their region.
Incomplete

Students message was not clear, but students attempted to demonstrate problems. No solution was given, nor was anyone invited to help.
Far from complete

Students discussed environmental problems vaguely and offered no solutions to the problems.
Graphic Representation

Exceptional

Students used non verbal representation to emphasize meaning of information:

Graphs, pictures, maps, videos, and artwork constant throughout the presentation but did not detract from the message of the content.
Proficient

Students used some non verbal representation to emphasize meaning.
Nearing Efficient

Students used very little graphic representation.
Incomplete

Students used at least one example of graphic representation.
Far from complete

Students used little or no graphic representation or they used graphic representation that was not appropriate to the task.
Promptness

Exceptional

Students were able to complete tasks in a timely manner to prevent others from being held up in the process of competing work that contributed to the overall topic, such as reflections and other writing assignments or research responsibilities.
Proficient

Students were able to complete most tasks in a timely manner to prevent others from being held up in the process of competing work that contributed to the overall topic, such as reflections and other writing assignments or research responsibilities.
Nearing Efficient

Students were not able to complete tasks in a timely manner to prevent others from being held up in the process of competing work that contributed to the overall topic, such as reflections and other writing assignments or research responsibilities.
Incomplete

Students were not able to complete tasks in a timely manner to prevent others from being held up in the process of competing work that contributed to the overall topic, such as reflections and other writing assignments or research responsibilities.
Far from complete

Students made little or not effort in task completion.




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