Monitoring the Progress of NYC Water Quality: Rubric for Assessment
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Distinct Work (3 pts) |
Above Average (2 pts) |
Below Average (1 pts) |
Can’t be published (0
pts) |
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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. |
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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 peer’s work. q No solution evident. |
Very minimal work done
on the results |
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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. |
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Scoring |
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9 |
8-8.9 |
7.9-7.5 |
7.4-7 |
6 |
5.9-5 |
4.9-4 |
3 |
2.9-2 |
1 |
0 |
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A+ |
A |
A- |
B+ |
B |
B- |
C+ |
C |
C- |
F |
F |
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