4 3 2 1

-Clearly presented main -Has a main idea with -Includes a main idea with -Includes a central idea but
idea with relevant mostly relevant supporting limited details lacks details
Criterion 1 supporting details details - Establishes some (but not all) -Establishes no clear
Ideas and -Establishes a clear plot - Establishes a plot elements of plot elements of plot
Content -Provides meaningful - Provides some - Provides little insight into the - Provides no insight into
insight into the meaningful insight into the experience the experience
experience experience

-Organizing structure -Organizing structure that -Organizing structure that -Organizing structure that
that includes a clear includes an exposition and includes incomplete elements lacks exposition and/or
exposition and conclusion of exposition and/or conclusion conclusion
Criterion 2 conclusion -Defines significant events -Somewhat defines significant -Significant events are not
Organization -Engages reader through in the story events in the story well-defined or confusing
defining significant
events in the story

-Voice chosen is -Voice is present and shows -Voice is inconsistent and -Little to no voice is
appropriate to topic, an awareness of audience shows a limited awareness of evident
purpose, and audience -Writing is somewhat audience -Awareness of audience is
Criterion 3
-Writing is expressive engaging and expressive - Writing engagement and not evident
Voice and engaging expressiveness is limited

-Contains few -Contains some -Contains conventional errors -Writing is hard to follow
Criterion 4 grammatical errors grammatical errors that do that can confuse the reader due to continuous
Word -Writing is easy to read not interfere with meaning -Writing has some clarity conventional errors.
and understand -Writing is mostly easy to issues, making the story - Writing is difficult to
Choice/
read and understand somewhat hard to understand follow
Conventions

-Graphics/images/aesthe -Graphics/images/aesthetic -Graphics/images/aesthetic -Graphics/images/theming

tic theming is relevant to theming is mostly relevant theming is somewhat relevant is unclear and irrelevant to
Criterion 5 the story to the story to the story the story
Aesthetic -Visual structure is clear - Visual structure is mostly -Visual structure is somewhat -Visual structure confuses
Structure/ and easy to understand clear and easy to hard to understand/creates the reader and is hard to
understand some difficulties when viewing understand
Neatness
the story

-Student creates a story -Student creates a story -Student creates a story that is -Student creates a story
that is current and that is mostly current and occasionally current and that is rarely current and
relevant to this school relevant to this school year. relevant to this school year. relevant to this school year.
year. - Student occasionally - Student rarely collaborates - Student does not
Criterion 6: - Student collaborates collaborates with others in with others in order to find collaborate with others in
Adherence to with others in order to order to find artifacts of artifacts of personal learning order to find artifacts of
ISTE find artifacts of personal personal learning experiences (photos, videos, personal learning
Standard 2.4- learning experiences experiences (photos, voice recordings, etc.) experiences (photos,
Collaborator (photos, videos, voice videos, voice recordings, - Student is not able to note videos, voice recordings,
recordings, etc.) etc.) other points of view in their etc.)
- Student is able to note - Student is mostly able to project. - Student is not able to note
other points of view in note other points of view in other points of view in
their project. their project. their project.
 Student successfully
answers all of the
following questions in a
way that is professional,
consistent, and
compelling:
-What is the subject of
your story?
– What was your
relationship to the subject?
Individual/ – What were the defining
Personalized moments in your story?
Criterion – How did you feel during
each defining moment
(fear, exhilaration,
sharpened awareness,
joy...)?
– What did each important
moment teach you?
– How did each important
moment change the
environment around you?
Student answers most of the
following questions:
-What is the subject of your
story?
– What was your relationship
to the subject?
– What were the defining
moments in your story?
– How did you feel during
each defining moment (fear,
exhilaration, sharpened
awareness,
joy...)?
– What did each important
moment teach you?
– How did each important
moment change the
environment around you?
Student answers at least half of
the following questions:
-What is the subject of your story?
– What was your relationship to
the subject?
– What were the defining moments
in your story?
– How did you feel during each
defining moment (fear,
exhilaration, sharpened awareness,
joy...)?
– What did each important
moment teach you?
– How did each important moment
change the environment around
you?
Student answers 1-2 of the
following questions:
-What is the subject of your
story?
– What was your relationship
to the subject?
– What were the defining
moments in your story?
– How did you feel during
each defining moment (fear,
exhilaration, sharpened
awareness,
joy...)?
– What did each important
moment teach you?
– How did each important
moment change the
environment around you?

EDUC 5333 DST Rubric

Group Members:
Purpose: This rubric will be used to assess final projects for EDUC 5333. This
template is collaboratively developed within a peer feedback group and will be
personalized by each student to focus evaluation to address the specific goal(s) of
each student.
Personal DST Goal:

Delete the instructions below before submitting the assignment.

*** Edit the table above or create your own template to develop a group level
rubric and then add at least one criteria relating to a personal goal you have set for
yourself for the DST Project. Groups may opt to include more than 5 criteria. At
least 5 common criteria are required.

HOW TOs:
● If you use this document, one member of the group will make a copy of the
document and share the document with group members. Sharing
permissions should allow members to edit or comment on the document to
create a collaborative rubric.
● Each member of the group should make a copy of the shared template and
personalize the rubric by adding his/her personal goal and aligned criteria for
assessment. Be sure to include your name on this page and in the name of
the file submitted.

Submitting the assignment: Each student should submit a single rubric that
includes the group rubric criteria and their own personalized rubric criterion to
Blackboard by Sunday by 11:59 pm CST.
Contact Info:
GroupMe: https://groupme.com/join_group/97332785/aINl1gam

Jerry: gsanchez29@student.se.edu (Thu/Fri after 4, All weekend)

Amanda: ataylor22@student.se.edu 580-212-6737 (W-Th evening after 6)

Max Maloney-Jacobs: mjacobs72@student.se.edu 539-292-7534 (W/Th/F after

5:30)

Edwin March: emarch59@student.se.edu (availability: W-TH-F evening)

Cheyenne Marski: cheymarski@gmail.com, (405)315-8380 (Availability: W-Th-F

evening)

Gladys Sellers: gwatsonsellers21@student.se.edu 843-910-5099 (M-Th, 6-7pm)

Kathy: khise77@student.se.edu 903-355-3779 (Th - F evening)

Ciara Zuke: czuke57@student.se.edu 313-618-3614 (W-Th-F evening)