Poster Rubric

Student
Name:

Criteria Max
mark
Your
Mark
Grade (E) (D) (C) (B) (A)
Pictures
Pictures There are no
pictures
There are some
pictures but they are
not relevant and are
drawn.
There are an
adequate amount of
relevant pictures.
Student’s used digital
technology to find
and print out their
pictures.
There are a number of
relevant pictures which
relate to the information.
Student’s used digital
technology to find and print
out their pictures.
There are detailed pictures
that directly relate to every
piece of information.
Student’s used digital
technology to find and print
out their pictures.
Information
Research/Information Little to no
research present.
Research was not
appropriate for the
task.
Research was
appropriate for the
task and included
adaptations of the
animal.
Research was appropriate
and clearly identified the
animal and the way in which
it has adapted to its
environment.
Research also included how
the environment affects the
animal.
The research was clearly
extensive.
Research included the
animal, what has made the
animal endangered, how its
environment effects its
survival and how humans
have impacted the animal.
The students also included
how we can help the animal.

Use of Verbs and
Adverbs to enhance
writing
Simple sentences
used.
Sentences were
complex but no
adverbs or interesting
verbs were used.
Students displayed
some interesting
verbs.
Very few adverbs
were used.
Verbs were interesting and
students used adverbs to
enhance their writing.
Extremely good use of verbs
and adverbs that directly
enhanced the writing on the
poster.
Use of Imagery No imagery was
used.
Some imagery was
used but it had little to
no relevance to the
information used.
Some imagery was
used that had some
relevance to the
information used.
There are many instances of
imagery use that was
effective.
Most of the information was
filled with imagery that
extensively enhanced the
meaning of the text.
Poster Rubric
Student
Name:

Criteria Max
mark
Your
Mark
Grade (E) (D) (C) (B) (A)
Group Work Little to no group
work occurred.
Evidence of some
group work.
The group worked
well for most of the
poster.
The group co-operated well
and shared tasks evenly.
All group members
participated well and equally.
The group worked extremely
well.
Tasks were worked on as a
group.
All members participated
extremely well within the
group dynamic.

Design
Design/ Structural
Features
Design is
incomplete,
ineffective, or
missing.
Research design is not
completely clear or
well defined in places.
The design does not
seem to fully address
the research question
posed
The design meets the
requirements of a
poster.
The design accurately meets
the requirements of a poster.
The design is well thought
out and effectively includes
pictures, a title, sections
clearly labeled.
Design is defined, clearly
focused & appropriate.
Students have clearly labeled
everything.
There are headings and
subheading.
The title is clear and to the
point.
Students have used at least
one graph to show the
decline in the species.

Hand Writing Hand writing is
illegible.
Most of the
handwriting is legible
but is ineffective and
messy. Too big/small
and in some places
cannot be read.
Hand writing is
legible and somewhat
neat.
Hand writing is clear, legible,
and neat and includes some
entries and exits.
The hand writing on the
poster is excellent, neat and
all words have entries and
exits.
Presentation
Poster Rubric
Student
Name:

Criteria Max
mark
Your
Mark
Grade (E) (D) (C) (B) (A)
Understanding Students have no
understanding of
their information.

Students understand a
little of the information
but read straight off
the poster.

Students understand
most of their
research, however,
they read mostly off
the poster.
Most of the students
speak.
Students understand all of
their research and do not
read off the poster.
All students speak.
Students understand all of
their information in depth.
Students speak about more
than is just written on the
poster.
All students speak.
Voice The students’
voices are weak
and cannot be
heard.
Require prompting
to continue.
The students’ voices
can be heard but
mumble at times and
do not stay focused.
Students speak
clearly.
Students speak clearly and
have intonation in their
voice.
Students have a wide variety
of tone and intonation in
their voices.
All the class can hear them,
they project their voice well.




Comments:










Overall Grade: