WRITE A RESEARCH PAPER

Purpose
Exemplary (5 – 4)
Specifies clearly the problem or purpose of the research. States concisely the research questions.
Satisfactory (3 – 2)
Specifies the purpose of the research but does not state the research questions in concise manner.
Unacceptable (1 – 0)
Does not specify the purpose of the research and state the research questions.

Content and Focus

Exemplary (5 – 4)
Exceptionally, clear, focused, interesting research. Strong, rich supporting details and example that
prove the research.
Satisfactory (3 – 2)
Clear research which maintains a consistent focus from beginning to end. Specific supporting details are
present.
Unacceptable (1 – 0)

Contains research but with inconsistent focus. Generalized supporting details that prove the research.

Grammar and Spelling

Exemplary (5 – 4)
Writing is crisp, clear, and succinct. No spelling, grammar, or punctuation errors are made. No errors in
sentence structure and word usage.
Satisfactory (3 – 2) Writing is generally clear, but unnecessary words are occasionally used. Meaning is
sometimes hidden. Paragraph or sentence structure is too repetitive. Few (3) spelling, grammar, or
punctuation errors are made.
Unacceptable (1 – 0)
It is hard to know what the writer is trying to express. Writing is convoluted. Misspelled words, incorrect
grammar, and improper punctuation are evident.

Sources/Format
Exemplary (5 – 4)
All sources are cited in the paper and are properly formatted in APA format
Satisfactory (3 – 2)
All sources are cited in paper; however, citations are not properly formatted in APA format
Unacceptable (1 – 0)
Not all sources are cited in paper; Citations are not properly formatted in APA format
DEVICE A GAME RUBRICS

Creativity
4 - A lot of thought into making the game interesting and fun to play as shown by creative questions,
game pieces and/or game board.
3 - Some thought was put into making the game interesting and fun to play by using textures, fancy
writing, and/or interesting characters.
2 - Tried to make the game interesting and fun, but some of the things made it harder to
understand/enjoy the game.
1 - Little thought was put into making the game interesting or fun.

Rules
4 - Rules were written clearly enough that all could easily participate. Neatly written or typed and edited
for errors.
3 - Rules were written, but one part of the game needed slightly more explanation. Typed or neatly
written, but some errors.
2 -Rules were written, but people had some difficulty figuring out the game. Typed or handwritten,
many typos.
1 - The rules were not written/typed and/or very confusing/conflicting to players

Knowledge Gained
4 - Game creation demonstrates strong knowledge of the unit of study. Created a game that could
challenge everyone – even those with great knowledge
3 - Game creation demonstrates knowledge. Good ideas for questions to help student review the unit of
study.
2 - Game creation demonstrates adequate knowledge. Questions/Answers need a more work.
1 - Game creation does not demonstrate knowledge of the unit of study or the questions are off-
topic/inappropriate.
USE EVIDENCE TO SOLVE MYSTERY RUBRICS

1. Content of Evidence
(This includes the number of possible evidences to the mystery. The step-step procedure also
included. If written grammar is also judge. Gives emphasis to the evidences.)
Percentage (%) - 30
1 – (Fair)
2 – (Good)
3 – (Very Good)
4 – (Satisfactory)
5 – (Very Satisfactory)
2. Usage/ Presentation of Evidence (This includes on how the evidence is use in unlocking the
mystery. Includes whether it is presented with ease or with difficulty and whether the procedures
are systematically used.)
Percentage (%) - 25
1 – (Fair)
2 – (Good)
3 – (Very Good)
4 – (Satisfactory)
5 – (Very Satisfactory)

3. Aptness of Evidence (Includes on how the evidence is related to the solution to the mystery,
whether it is a fact or an assumption only.)
Percentage (%) - 20
1 – (Fair)
2 – (Good)
3 – (Very Good)
4 – (Satisfactory)
5 – (Very Satisfactory)

4. Cooperation of Members (Tells whether cooperation is observed by the group members.

Percentage (%) - 15
1 – (Fair)
2 – (Good)
3 – (Very Good)
4 – (Satisfactory)
5 – (Very Satisfactory)

5. Time Limit (Tells whether time allotted is observed by the group)

Percentage (%) - 10
1 – (Fair)
2 – (Good)
3 – (Very Good)
4 – (Satisfactory)
5 – (Very Satisfactory)

TOTAL 100
1. Following the procedures, the execution of experiment and critical thinking
2. Drawing, Coloring, Painting
3. Retrieval Skill, Enumerating, and Giving the specific functions
4. Writing, Testing, Analyzing
5. Acting, Creativity, Speaking Skills