Module 10 -3 Performance Task: Digital Collage of the 1920s - 1930s

Grading Rubric

US History: 11th Grade: US History

Specific Content:

Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and
political changes of the decades of "The Twenties" and "The Thirties."

Objectives

9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's.

9.02 Analyze the extent of prosperity for different segments of society during this period.

9.03 Assess the impact of New Deal reforms in enlarging the role of the federal government
in American life.
 Digital Collage of the 1920s - 1930s Grading Rubric

Teacher Name: Mrs. McSwain

Student Name: ________________________________________

CATEGORY Superior Good Satisfactory Needs Improvement Points

Organization, Information is Student Can be Is not neat, orderly,
Neatness, very clear, presents difficult to and clear in
Appearance - direct, and information follow at appearance or has
20 points orderly, with at in a mostly times, can be only 1 or 2 images.
least 6 images. clear, direct, confusing and (0-4 pts)
(15-20 pts) and orderly flawed, some
manner with disorder in
5 images. arrangement
(10-14 pts) and may have
less than 5
images (5-9
pts)
Content Student Content Student is Student does not
Knowledge 20 demonstrates knowledge is fairly have grasp of
points full knowledge evident in competent information, images
(more than every image. with content do not relate to
required) (15- (10-14 pts) knowledge in content. (0-4 pts)
20 pts) most images.
(5-9 pts)
Grammar, Written No more than 3-5 errors in Work has more than
Spelling, Descriptions 2 errors in spelling or 5 errors in spelling
Writing, have no spelling or grammar or and grammar and
Mechanics -10 misspellings or grammar writing writing shows lack
points grammatical Writing is mechanics of sophistication
errors, writing coherent were and cohesion. (0-4
is sound throughout. detected. (5-6 pts)
mechanically. (7-8 pts) pts)
(9-10 pts)
Innovation, Work is fresh Somewhat Little or no Work is sloppy with
Creativity - 10 and inventive inventive. (7- evidence of no apparent theme.
points and shows a 8 pts) new ideas or (0-4 pts)
definite theme. a theme. (5-6
(9-10 pts) pts)
Using More than two Two Only one Sources were not
Electronic appropriate appropriate source was appropriate for this
Research electronic sources were used or assignment. (0-4
sources - 20 sources were used to sources were pts.)
points used to complete the not
complete the assignment. appropriate
assignment. (10-14 pts) for the
(15-20 pts) assignment.
(5-9 pts)
Digital Student can Student can Student can Student cannot
Transfer effectively and transfer transfer digitally transfer
Process - 10 independently digital images with images
points transfer digital images with help on independently. (0-4
images. (9-10 only minimal multiple pts)
pts) assistance. occasions. (5-
(7-8 pts) 6 pts)
Citing Copyright Copyright Copyright Copyright
Sources, information is information information is information is
Copyright accurate and in is accurate flawed, more seriously in error or
information - proper form. for most than 1 error there is none
10 points (9-10 pts) citations, at was noted. (5- provided. (0-4pts.)
least one 6 pts)
error was
detected. (7-8
pts)
Total points

Teacher Comments:

Assessment of Rubric:

Self Evaluation comments:

A rubric is a useful tool because it gives clear and specific criteria that can
be used in completion of the tasks required and it is also useful because it gives
a methodical manner for assessing the completed work or tasks. The hardest
part of using the rubric is developing it, once it is done, wow – grading is so
much easier. In my experience, I have avoided creating rubrics because it is a
daunting task and one that requires that you are thorough and specific
throughout the development of an assignment and the grading of it. This
involves thought and foresight and meticulous detail. However, once that is
done, it certainly makes the assessment process easier and fair. In addition and
most importantly, students are in the know throughout the assignment and
assessment process with a grading rubric in place.

There are two characteristics of rubrics that are most important in my

opinion. First is the specific and precise nature of the criteria. Both descriptive
and quantitative details are provided for exactly what students must accomplish.
Secondly, a methodical point system is included for fair and accurate
assessment of the criteria. In regards to the self evaluation of my performance
assessment rubric, I deducted points in four specific categories, all of which dealt
with the descriptions of the criteria being clear and specific. Some additional
details might be needed in my rubric to specify what appropriate content is.
Also, some teachers might have different views of what constitutes innovation
and invention if two different teachers were evaluating student work using the
same rubric. Finally, in respect to student use of the rubric, I questioned whether
they would be as familiar with words like coherent and cohesion and possibly
other vocabulary. I rated myself higher on areas involving the layout, point
values, and types of criteria to be evaluated. I wanted to implement a rubric that
would reflect both a guide to grading the finished product and also for grading
some performance skills throughout the process. I suppose there will always be
room for improvement for any rubric, but the unbiased assessment opportunity it
creates is well worth the effort.

Carla McSwain

COURSE GOAL ALIGNMENT:

CLASSROOM ASSESSMENTS CAN BOTH PROMOTE AND VERIFY STUDENT

LEARNING.

SOUND CLASSROOM ASSESSMENTS COMMUNICATE RESULTS EFFECTIVELY.