Monitoring the Progress of NYC Water Quality: Rubric for Assessment

 

Distinct Work (3 pts)

Above Average (2 pts)

Below Average (1 pts)

Canít be published (0 pts)

Nature of the Component

q At least 3 sources of the component are identified.

q Students discuss the significance of threshold levels of their component using more than 3 specific examples.

q Students connect component to more than 2 areas of the water cycle

q Discussion provides interdependence of living and nonliving systems

q At least 3 sources of the component are identified.

q Students discuss more than 2 ways in which in which an excessive amount of the component means to life.

q Students discuss more than 2 ways in which a low amount means to life

q Students connect component to more than 2 areas of the water cycle

q At least 3 sources of the component are identified.

q Students discuss more than 2 ways in which in which an excessive amount of the component means to life.

q Students discuss more than 2 ways in which a low amount means to life

q Students connect component to more than 1 area of the water cycle

Very minimal work done on the component.

Discussion of Results

q Students present results.

q Students explain the implications (what does this mean currently and for the future?) of their results to the living system using 3 or more examples.

q Students connect their topic with 2 or more other topics in the classroom AND note each of their relevance to their own component.

q Student creates two solutions to solve a problem (if applicable)

q Students present results.

q Students explain the implications (what does this mean currently and for the future?) of their results to the living system using 2 examples.

q Students connect their topic with 1 other topic in the classroom AND note each of their relevance to their own component.

q Student creates one solution to solve a problem (if applicable)

q Students present results.

q Students explain the implications (what does this mean currently and for the future?) of their results to the living system using 1 example.

q No connection with other peerís work.

q No solution evident.

Very minimal work done on the results

Web page Format

q Web page contains catchy title.

q Grammatical and spelling mistakes are perfect.

q Student uses own words.

q White background is present

q All color schemes are appropriate

q Web page is laid out using tables

q More than 2 images are present

q ALL images are relevant to the topic

q All images are referenced to its source

q Web page contains title.

q No more than 3†††††††† grammatical and spelling mistakes are perfect.

q Student uses own words.

q White background is present

q MOST color schemes are appropriate

q Web page is laid out using tables

q More than 2 images are present

q ALL images are relevant to the topic

q All images are referenced to its source

q Web page contains title.

q More than 3 grammatical and spelling mistakes are perfect.

q Student uses own words.

q White background is present

q Color scheme seems awkward

q Web page is laid out using tables

q More than 2 images are present

q ALL images are relevant to the topic

q All images are referenced to its source

Web page does not follow format standards.

Scoring

9

8-8.9

7.9-7.5

7.4-7

6

5.9-5

4.9-4

3

2.9-2

1

0

A+

A

A-

B+

B

B-

C+

C

C-

F

F