Areas of Evaluation |
EXCELLENT |
GOOD |
FAIR |
POOR |
MEANING:The extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text |
-reveals an in -depth analysis of the short story--makes insightful connections between the ideas in the short story and the assigned task |
-conveys a basic understanding of the story-makes implicit connections between the ideas in the story and the assigned task |
-conveys a limited understanding of the short story-makes few or superficial connections between the ideas in the document and the assigned task |
-conveys a confusing or inaccurate understanding of the shorty story--makes an unclear connection between the information in the short story and the assigned task |
DEVELOPMENT:the extent to which ideas are elaborated using specific and relevant evidence from the text |
-develops ideas clearly and fully, making effective use of relevant and specific details from the story |
-develops some ideas more fully than others, using specific and relevant dtails from the story |
-develops ideas briefly using some details from the story |
undeveloped ideas or incomplete--makes some references to the story that are vague, irrelevant, repetitive, or unjustified |
ORGANIZATION:the extent to which the respnse exhibits direction, shape, and coherence |
maintains a clear and appropriate focus-exhibits a logical structure through skillful use of appropriate devices and transitions |
-maintains a clear and appropriate focus--exhibits a logical sequence but may lack internal consistency |
--begins to establish, but fails to maintian, an appropriate focus--exhibits a rudimentary structure but may include some inconsistencies or irrelevancies |
--lacks an appropraite focus but suggest some organizations, or suggests a focus but lacks organization |
LANGUAGE USE:the extnet to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety |
-uses language the is precise and engaging, with a notable sense of voice and awareness of audience and purpose-varies structure and length of sentences to enhance meaning |
-uses language that is fluent and original with some awareness of audience and purpose-occasionally makes effective use of senntece structure or length |
-relies on basic vocabulary, with little awareness of audience or purpose-exhibits some attempt to vary sentence structures or length for effect, but with uneven success |
-uses language that is imprecise or unsuitable for the audience or purpose--reveals little awareness of how to use sentences to achieve an effect |
CONVENTIONS:the extent to which the response exhibits conventional spelling, punctuation,paragraphing,capitalization,grammar, and usage |
-demonstrates control of the conventions with essentially no errors, even with sophisticated language |
-demonstrates control of the conventions, exhibiting occasional errors only when using sophisticated language |
-demonstrates emerging control exhibiting occassional errors that hinder comprehension |
-demonstrates a lack of control, exhibiting frequent errors that make comprehension difficult |
* |
* |
* |
* |
* |
USE OF TIME |
Used time well during each class period as observed by teacher. No on-task reminders. |
Used time well, during most class periods as observed by tacher. No on-task reminders. |
Used time fairly well during most class periods, as observed, but required on-task reminders on more than one occasion. |
Used time poorly, as observed by teacher, in spite of several on-task reminders. |
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COOPERATION/GROUP WORK |
Worked well with partner with no need for teacher intervention |
Worked well with partner most of the time but had a few problems that the partners resolved themselves |
Worked well with partner most of the time, but had one problem that required teacher intervention |
Worked cooperatively with partner at times, but had some problems that required teacher intervention |