Please click here to view the Senior Demo Manual for the 2016-2017 school year.


Research Paper Rubric     

Name: __________________________________ Project Title: _______________________________Date: _____________Score: ______________

 

Criteria

Exceeds Standard (4)

Meets Standard (3)

Nearly Meets Standard (2)

Does not Meet Standard (1)

 

INTRODUCTION

AND

THESIS

 

SCORE: _______

Thesis: clearly and concisely states the paper’s purpose; is engaging and thought-provoking.

Introduction: is engaging, states the main topic, and previews the structure of the paper.

Thesis: states the paper’s purpose in a single sentence.

Introduction: states the main topic and previews the structure of the paper.

Thesis: states the paper’s purpose in a single sentence.

Introduction: states the main topic but does not adequately preview the structure of the paper.

Thesis: is incomplete or unfocused.

Introduction: There is no clear introduction or main topic and the structure of the paper is missing.




ORGANIZATION,

STRUCTURE, DEVELOPMENT OF IDEAS

 

SCORE: _______

  • The paper is richly supported and developed with accurate and relevant information from a variety of source materials.
  • The paper is unified and focused and contains one or more clear controlling ideas.
  • Ideas are clearly and effectively developed; writing is fluent and has effective transitions.
  • The paper is well supported but not completely developed. Information is accurate and relevant.
  • The paper is well organized and contains one or more controlling ideas.
  • Ideas are clearly expressed but lack some fluency and polish.

· The paper is adequately supported but lacks thoroughness. Some information may be inaccurate or irrelevant.

· The paper displays adequate organization with at least one controlling idea and some coherence. Digressions are not disruptive.

· Most ideas are clear and understandable. Fluency and transitions are lacking.

· The paper lacks support; ideas are poorly developed, inaccurate, irrelevant or logically inconsistent.

· The paper lacks focus.

· Ideas are poorly developed, inaccurate, irrelevant or logically inconsistent.Fluency and transitions are lacking.



MECHANICS

 

SCORE: _______

  • No errors in punctuation, capitalization, and/or spelling.
  • No errors in sentence structure and word usage.
  • Formal writing style.

· Almost no errors in punctuation, capitalization, and/or spelling.

· Almost no errors in sentence structure and word usage.

· Formal writing style.

· Many errors in punctuation, capitalization, and/or spelling.

· Many errors in sentence structure and word usage.

· Inconsistencies in formality of style.

· Numerous and distracting errors in punctuation, capitalization, and/orspelling.

· Numerous and distracting errors in sentence structure and word usage.

· Informal writing style.

 

DEPTH OF RESEARCH

 

SCORE: _______

  • Shows great depth of knowledge and learning, reveals abstract ideas reflected through use of specific details.

· Shows some depth of knowledge and learning illustrated with some detail. Uses concrete language.

· Does not demonstrate profound learning or knowledge but frequently makes generalizations with limited insight and some detail.

· Little or no explanation or evidence of learning.Few or no details to support claims made.

 

CITATION

 

SCORE: _______

  • All cited works are done in the correct format with no errors, both on the works cited page and internally.

· Some cited works are done in the correct format on the works cited page and internally.Inconsistencies evident.

· Few cited works are done in the correct format, either on the works cited page or internally.

· Absent

 

Mentor Signature:  ______________________________________________

 

Final Reflection Journal Rubric

 

Name: __________________________________ Project Title: _______________________________Date: _____________Score: ______________

 

Criteria

Exceeds Standard (4)

Meets Standard (3)

Nearly Meets Standard (2)

Does Not Meet Standard (1)

ADVANCEMENT OF PERSONAL LEARNING

 

SCORE:__________

Student demonstrates depth of inquiry that guides his or her development and revision of the project. Student continually creates, refines, analyzes, and evaluates new and worthwhile ideas.

Student demonstrates some depth of inquiry that influences the development of the project.Student frequently, but not consistently, creates, refines, analyzes, and evaluates new and worthwhile ideas.

Student demonstrates insufficient depth of inquiry to significantly impact the development of the project.Student inconsistently creates, refines, analyzes, or evaluates new and worthwhile ideas.

Student demonstrates little depth of inquiry.There are few insights; project revision and development is not evident.Student rarely (or never) creates, refines, analyzes, or evaluates new and worthwhile ideas.

ARTICULATION OF IDEAS

 

SCORE:__________

Student articulates thoughts and ideas clearly and effectively. Writing demonstrates student’s focus, energy, and passion.

Student articulates thoughts and ideas with some clarity. Writing conveys demonstrates student’s focus, energy and passion.

Student’s thoughts and ideas are occasionally clear. Writing demonstrates inconsistent focus, energy, or passion.

Student’s articulation of thoughts and ideas lacks clarity; engagement in the process is not evident. Writing demonstrates a lack of focus, energy, or passion.

CONNECTION TO PREVIOUS LEARNING

 

SCORE:__________

Student makes significant connections between learning in previous coursework/other experiences and project explorations.Student applies prior learning in the accomplishment of project.

Student makes some important connections between learning in previous coursework/other experiences and project explorations.Student occasionally applies prior learning in the accomplishment of project.

Student makes few connections between learning in previous coursework/other experiences and project explorations.Student attempts to apply prior learning in the accomplishment of project, but is not always successful.

Student makes no significant connections between learning in previous coursework/other experiences and project explorations.Student does not apply prior learning in the accomplishment of project.

CRITICAL THINKING/ PROBLEM SOLVING

 

SCORE:__________

Student applies abstract knowledge to solve problems and to develop and execute solutions.Student evaluates information critically and competently.Student analyzes information in order to discern new challenges, solutions and opportunities.

Student occasionally applies abstract knowledge to solve problems and to develop and execute solutions.Student occasionally evaluates information critically and competently.Student attempts to analyze information in order to discern new challenges, solutions, or opportunities.

Student rarely applies abstract knowledge to solve problems and to develop and execute solutions.Student’s evaluation of information is often done superficially.Student’s analysis lacks the depth to enable him/her to discern new challenges and opportunities.

Student does not apply abstract knowledge to solve problems, does not attempt to develop or execute solutions.Student does not evaluate information critically or competently.Student does not analyze information, and does not attempt to discern new challenges and opportunities.

 

 

Senior Capstone Evening Rubric

Name: __________________________________ Project Title: _______________________________Date: _____________Score: ______________

 

Criteria

Exemplary (6)

Exceeds

Standard (5)

Meets

Standard (4)

Acceptable (3)

Below

Standard(2)

Does Not Meet

Standard (1)

ORGANIZATION AND FOCUS

 

SCORE: _______

Audience is engaged and enthusiastic about the presentation because it demonstrates focus, innovation, and passion about the topic.

Topic is presented in a logical, interesting, and creative manner that the audience can follow.

Topic is presented in a logical and organized sequence that the audience can follow.

Topic is presented in a somewhat logical sequence, making it possible for the audience to follow.

Audience has difficulty following the topic or presentation because the focus is not clear.

Audience cannot understand the topic or presentation because there is no logical sequence of information.

SUBJECT KNOWLEDGE

 

SCORE: _______

Content from research and project is summarized in a balanced and clear manner.Student demonstrates full knowledge (more than required) by answering all questions with explanations, elaboration, and enthusiasm.

Content from research and project is summarized in a balanced and clear manner.Student demonstrates full knowledge by answering most questions with explanations and elaboration.

Content from research and project is summarized in a balanced manner.Student is at ease with expected questions and answers them sufficiently.

Content focuses slightly more on either research or project.Student answers all questions adequately.

Content focuses too much on either research or project.Student is uncomfortable with the topic and is only able to answer rudimentary questions.

Content focuses entirely on either research or project.Student lacks a grasp of the topic and cannot answer basic questions.

ORAL

COMMUNICATION

 

SCORE: _______

Ideas are presented in a well-planned, organized, and creative way.They flow logically and the student’s point-of-view is clearly articulated.Student maintains eye contact with the audience, seldom returning to notes.Student’s voice is clear and loud.

Ideas are delivered in a meaningful way.Student maintains eye contact and shows enthusiasm for the topic.Student’s voice is clear and loud.

Ideas are delivered in an organized and acceptable way.Student maintains eye contact most of the time but frequently returns to notes.Student’s voice is clear and loud.

Delivery of the presentation is somewhat organized and the audience has some difficulty understanding.Student occasionally uses eye contact and shows some enthusiasm for the topic.

Ideas are presented in a manner that the audience has difficulty understanding.Student occasionally uses eye contact but still reads most of the information.Student’s voice is low and difficult to hear.

Presentation is unorganized.Student is unprepared ad reads notes with no eye contact.Student mumbles, incorrectly pronounces terms, and speaks too quietly for audience members in the back to hear.

DISPLAY LAYOUT AND DESIGN

 

SCORE: _______

Supporting materials use graphics and pictures in a creative manner that reinforces the topic.The overall organization, design, use of color and space is neat and orderly.Places an emphasis on content, not visuals.Visuals reinforce content.

Supporting materials use graphics and pictures to explain and reinforce the topic.The overall organization, design, use of color, and use of space clearly communicate a message and enhance the display.Places an emphasis on content, not visuals.Visuals reinforce content.

Supporting materials use graphics and pictures that relate to the overall presentation.Most illustrations, photographs, and drawings add to the purpose and interest of the display.Places an emphasis on content, not visuals.

Supporting materials occasionally use graphics and pictures but do not fully support the topic and presentation.Places too much emphasis on visuals, distracting from content.

Supporting materials use unessential graphics or pictures or no graphics and pictures.Supporting materials are carelessly presented.Greater attention to content is needed.

Supporting materials lack an association with the topic.There are no supporting materials.Little or no content displayed on board.