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GRADING RUBRIC FOR WRITTEN REPORT

Creative Collaborations (AAD 199) ---Voelker-Morris, 2008
Evaluation Criteria Excellent (80 – 100) Good (79 – 70) o Complies with most parts of the assignment. Demonstrates good understanding of material. Demonstrates good level of critical analysis. Includes observations, evaluations, conclusions, demonstrations, and/or applications that go beyond mere description and indicate personal involvement. Exhibits logical reasoning. Exhibits awareness of audience. Strongly suggests an overall purpose. Includes relevant and interesting details. If applicable, integrates sources ethically and effectively. Fair (69 – 50) Unacceptable (<49)

o Complies with all parts of the
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-C1Content (30 points)

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assignment. Demonstrates thorough understanding of material. Demonstrates high level of critical analysis. Includes observations, evaluations, conclusions, demonstrations, and/or applications that go beyond mere description and indicate a high level of personal involvement and innovative thinking. Exhibits logical reasoning in order to shed new light on topics included. Exhibits sensitivity to audience. Makes clear an overall purpose. Includes rich and relevant details. If applicable, uses reference sources with sophistication and in a variety of ways.

o Complies with the main parts o
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of the assignment. Demonstrates average understanding of material. Demonstrates attempts to analyze. Merely describes or provides basic information on the topic. Exhibits logical reasoning for the most part, but may contain one or two examples of faulty reasoning. Indicates an overall purpose, though to a less extent than is expected. Attempts to include several instances of relevant details. If applicable, integrates sources ethically.

o Does not comply with the o Does not demonstrate
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main parts of the assignment. adequate understanding of material. Does not demonstrate critical analysis. Provides few, if any, relevant details on the topic. Does not show evidence of logical thinking. If applicable, source use may be problematic.

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flawlessly conforms to either APA or MLA or other acceptable documentation style. and patterns to avoid monotony. though paragraph breaks may seem uninformed. Focuses on the assigned topic and both persuasively and concisely presents ideas. Has a conclusion that brings the topic full circle. o o -C3Organization (20 points) o o o o o clearly stated or strongly implied. All paragraphs work together to build a logical.o Exhibits a creative/original o o -C2Style (30 points) o o o o o approach to the written assignment. illuminates the overall significance. 2 . Does not focus on the topic. o o o o Attempts to adhere to a controlling idea. o Is organized from a o o o o o o controlling idea. attempts to conform to either APA or MLA or other acceptable documentation style. and engaging title. Many or all paragraphs do not seem to relate to the controlling idea. o Has a recognizable thesis. o o o o o o Does not present ideas clearly. Has an appropriate introduction. includes unrelated ideas. o Lacks evidence of an attempt o Paper is broken into o o to adhere to a controlling idea. Includes an interesting. Transitions between paragraphs need to be strengthened. Includes a relevant title. Concisely presents ideas focused on the assigned topic. conforms to either APA or MLA or other acceptable documentation style. openers. Paragraphs are somewhat organized around recognizable topics. If applicable. Displays accurate word choices. Has an effective and engaging introduction. Does not always focus on the topic. includes “clutter”. Displays accurate and vivid word choices. Fails to include an introduction. Has smooth transitions between paragraphs. does not attempt to adhere to a particular documentation style. Sentence structure is monotonous. If applicable. intentional progression. If applicable. Includes a title. through the relationship may be difficult to discern in some instances. Has transitions between most paragraphs. though the controlling idea may be difficult to discern. If applicable. Has an appropriate conclusion. Employs techniques of sentence variety. paragraphs. Has paragraphs that are organized around recognizable topics. and provides a sense of closure. o Exhibits a clear and o o o o o competent approach to the written assignment. All paragraphs relate logically to the controlling idea. Shows a variety of sentence lengths. Demonstrates a creative approach to writing. Does not include a title. Has an introduction and conclusion. a conclusion. Provides some variety in sentence types in order to avoid monotony. or both. Has well-constructed paragraphs that are organized around recognizable topics. o o o o Lacks clarity in some of the paper. All paragraphs relate logically to the controlling idea. relevant. though the title may seem lackluster or inappropriate. though one or both may need to be strengthened.

o Has four or more errors in o grammar. or slang. Description Content Style Organization Grammar. o Has no more than three errors o in grammar. punctuation.edu/~learning/FYP_Pages/documents/voelker-Morris_rubric. runons. no slang. mechanics. etc. run-ons. or slang. or spelling.-C4Grammar and Conventions (20 points) o Has no errors in grammar. Significant number of awkward phrases. punctuation.pdf 3 . or spelling. or spelling. mechanics. mechanics. No awkward phrases. mechanics. Some awkward phrases.uoregon. or slang. o o Has no more than two errors o punctuation. run-ons. TOTAL Carry Marks Points Possible 30 30 20 20 100 Points Earned /15 Source: http://darkwing. punctuation. Few awkward phrases or runons. or spelling. in grammar.

usage or mechanical errors. do not distract audience from the content and purpose of the presentation. In addition to At Standard criteria: □ Technical features of display boards. comments. □ □ □ Score: □ Score: Student(s) begin and end on time. concerns. Student(s) speak at a pace and in a tone that allows Student(s) use minimum of oral fillers (uh. etc. websites. □ audio. Technical features demonstrate creativity.) Student(s) pronounce words correctly and in Standard □ □ □ □ □ □ In addition to the At Standard criteria: Student(s) modify pronunciation of words to enhance presentation. playing with objects. audio. Student(s) demonstrate flexibility in the face of In addition to At Standard criteria: □ Students(s) provide written notes. etc. Student(s) do not speak loudly and clearly. hiding behind objects. thorough research and careful planning. PowerPoints. Score: □ □ □ Student(s) do not begin and end on time. Score: . □ Student(s) do not face audience. Student(s) have practiced order of presentation. Student(s) possess notes but do not read from them. Student(s) do not maintain proper body language. Score: □ websites. □ □ Student(s) speak loudly and clearly. concerns or comments from 4 audience. Student(s) modulate pace and tone to enhance presentation. □ Student(s) create an opening that is engaging (provides a □ hook for audience) and a closing that re-enforces key understandings. Score: □ □ English. audio. Student(s) display willingness and ability to move away from their script/plan and modify presentation based on audience response. video. -C2Oral & Verbal Skills clear communication to the audience. hiding behind □ □ □ □ Above Standard (8-10 points) Evaluation → Synthesis In addition to the At Standard criteria: Student(s) dress to enhance the purpose of the presentation. concerns or comments from audience. □ Technical features demonstrate care in creation. Student(s) eat or drink during presentation Student(s) fidget.) Student(s) pronounces words incorrectly. Student(s) do not provide preview/review. Student(s) provide clear and definable opening and Student(s) have all required materials ready for use. Score: -C1Physical Attributes □ □ Score: □ □ □ □ □ □ play with objects. Student(s) uses tone and pace that obscures communication. technical or contextual problems. video. Score: □ -C4Technical Attributes PowerPoints. Student(s) provide preview and review of main ideas. finishing. including editing. PowerPoints. etc. Student(s) demonstrate planning for technical and contextual problems. Student(s) do not eat or drink during presentation Student(s) refrain from fidgeting. distract audience from the content and purpose of presentation. Student(s) have not practiced presentation. Student(s) do not demonstrate flexibility. proofreading. Student(s) use slang. Student(s) speak from memory and make only passing reference to notes or cards. etc. Score: Technical features of display boards. Student(s) make minor modifications to their presentation based on questions. Student(s) do not provide clear and Score: □ □ □ closing. including editing. objects. □ Student(s) face audience. enhance the purpose of the presentation. etc. overviews. websites. etc. proofreading. □ Student(s) do not adapt their presentation based on questions. finishing. -C3Organization & Structure □ □ □ definable opening and closing. Student(s) maintain proper body language. Score: -C5Response to Audience responses to audience questions. etc. concerns. Student(s) modulate volume and tone to enhance presentation. and □ □ □ □ At Standard (5-7 Points) Application → Analysis Student(s) dress appropriately for the presentation.. Text contains errors. jargon or technical language to enhance presentation. Student(s) use body language to enhance the purpose of the presentation. etc.ORAL PRESENTATION RUBRIC Presentation □ □ Below Standard (1-4 points) Knowledge → Comprehension Student(s) do not dress appropriately. comments. Technical features of display boards. Student(s) use physical space and movements to enhance the purpose of the presentation. Student(s) do not provide appropriate oral Score: □ □ Score: Student(s) provide appropriate oral responses to In addition to At Standard criteria: □ Student(s) incorporate audience questions. □ Technical features do not demonstrate care in creation. Student(s) reads from notes. Student(s) use oral fillers (uh. □ Text displayed during the presentation is free of □ spelling. ok. brochures. ok. Student(s) do not have all required materials ready. Score: audience questions. comments and □ concerns into their presentation. video.

Source: www.novelapproachbl.com 5 .