GHS+Rubrics


 * PERFORMANCE** **CRITERIA** **INDICATOR** 1. //Advanced 2. Proficient 3. Needs Improvement 4. Failing//

Answers are consistent with the question/problem Translates the problem into appropriate language || Needs to formulate solutions that are consistent with the problem and related to questions. || Judges the accuracy, relevance, and completeness of information sources || Is able to judge the accuracy, relevance, and completeness of information sources || Often can recognize inaccurate and misleading information || Completely develops thesis, body, conclusion Presents strong, effective logical sequence of main points Uses strong transitions within and between paragraphs, ideas Uses details and or evidence thoroughly Connects evidence to central idea || Clear, effective main point(s) Has introduction, body, conclusion Transitions used Uses appropriate details/evidence that clearly support main idea Connects evidence to central idea || Uses few effective main points Presents limited evidence/details Details and evidence lack connection to central idea or thesis Summarizes key points weakly Refers to central idea but lacks organization and focus. Uses few transitions || Needs to develop organization patterns Needs to use transitions Needs to connect details/evidence to central idea Needs to include a conclusion || Sophisticated language patterns Sophisticated use of vocabulary Minimal errors in grammar, spelling, or punctuation Word choices are vivid and explicit Uses rich sentence variety Spelling errors, if any, are consistent with complexity and sophistication of text || Mature language patterns Grade appropriate vocabulary Errors in grammar, spelling and punctuation appropriate to length and sophistication of text Few incorrect word choices Some variety in sentence structures Few spelling errors || (This essay will be about…) Occasional run-on or incomplete sentences Complete but simple sentence formats Several words are incorrectly spelled || Needs to understand and check for incomplete or run-on sentences Needs to vary sentence structure. Needs to understand common spelling errors and proofread or spell check for errors in spelling || Improves word choices and patterns Author’s voice is emerging. || Little attempt is made to convey author’s voice. || Needs to convey author’s voice. || · Preparation is thorough · Displays respect for opposing points of view · Listens actively · Supports the efforts of others · Contributes analyzes and synthesizes ideas || Uses standard English conventions Listens, takes turn, allows others to speak Displays respect for opinions, ideas of others · Preparation is evident · Listens actively · Supports the efforts of others · Contributes ideas · Analyzes ideas || · Misses key concepts · Needs prompting to stay on topic · Shows limited preparation of topic · Supports the efforts of others · Contributes ideas · Tolerates differences of opinion, ideas || · Needs to exhibit preparation/understand-ing of topic · Needs to participate actively in discussion · Needs to demonstrate support for the ideas of others · Needs to display appropriate listening skills || Displays strong, clear organization Speaks clearly and distinctly at all times Appearance, posture and body language express a high degree of confidence Establishes eye contact with audience members Actively involves audience in presentation Responds clearly and is able to expound on audience questions || Presentation is clearly organized Speech is clear and distinct most of the time Appearance, posture and body language express confidence Establishes eye contact with most members of the audience Maintains audience interest Responds adequately to questions with adequate detail/interpretation || Displays limited organization Speech is unclear some of the time Appearance, posture and body language convey a lack of confidence Establishes limited eye contact with the audience Captures class attention at times. Minimal involvement from class Answers questions but lacks detail/interpretation || Needs to learn organizational strategies Needs to learn how to achieve a level of comfort with material Needs to explain material adequately Needs to field questions Needs to maintain attention of audience Needs to make eye contact Needs to speak loudly and clearly enough for understanding Needs to minimize distractive tendencies || Employs active listening skills Sustains attention while listening to directions || Listens attentively to directions Employs active listening skills || Sometimes needs redirection when listening for directions || 4. Needs to listen to and follow directions Needs to be redirected when listening to directions ||
 * **2.3**
 * Interprets the problem and selects appropriate information to apply a strategy for solutions** ||
 * 1. Understands and uses all relevant information to solve the problem
 * 2. Extracts the “essence” of the problem and is able to solve the problem. ||
 * 3. Displays a lack of ability to extract the needed information to solve the problem. Partial connections to concepts is communicated. ||
 * 4. Needs to develop a conceptual understanding of the problem
 * **4.4**
 * Information Literacy –**
 * Accesses information efficiently and effectively and evaluates critically and competently** ||
 * 1. Uses a full range of information sources to meet differing information needs and knows when more information is required.
 * 1. Uses a full range of information sources to meet differing information needs and knows when more information is required.
 * 2. Uses a wide range of information sources Is able to formulate a plan for access to needed materials.
 * 3. Uses several sources of information
 * 4. Needs to develop an awareness of differing sources of information rather than relying on one or two sources without critical evaluation of the accuracy, relevance, or completeness of the information sources used ||
 * **3.1**
 * Writes with a clear focus, coherent organization and sufficient detail** ||
 * 1. Presents a clear, insightful, provable central idea
 * 1. Presents a clear, insightful, provable central idea
 * 2. Presents a clear, provable central idea
 * 3. Presents a controlling central idea
 * 4. Needs to present a controlling central idea
 * **3.2**
 * Uses knowledge of standard conventions in writing, revising and editing** ||
 * 1.No run-ons, incomplete sentences
 * 1.No run-ons, incomplete sentences
 * 2. Few or no incomplete or run-on sentences
 * 3. Immature language patterns
 * 4. Sentence structure frequently impedes understanding
 * **3.3**
 * Revises to improve organization, content, paragraph development, level of detail, style, tone and word choice** ||
 * 1. Revises to present information with thorough explanation, strong convincing evidence, careful, subtle organization, and good flow. Improves sentences, word patterns and vocabulary choices to give the writing the author’s unique voice. ||
 * 2. Revises to present information with adequate explanation, relevant evidence, logical organization and effective connection to the thesis/topic.
 * 2. Revises to present information with adequate explanation, relevant evidence, logical organization and effective connection to the thesis/topic.
 * 3. Revises to present information with limited information, basic structure, inadequate evidence, weak connection to thesis/topic.
 * 4. Revises to present information but revision needs clarity, evidence, explanation, structure or connection to thesis.
 * **3.4**
 * Exhibits appropriate discussion techniques** ||
 * 1. Understands, leads, and participates in intensive interpersonal conversations and classroom discussions with a high level of engagement
 * 1. Understands, leads, and participates in intensive interpersonal conversations and classroom discussions with a high level of engagement
 * 2. Actively participates in class discussions
 * 3. Displays limited ability to communicate effectively in a discussion:
 * 4. Needs to learn to communicate effectively:
 * **3.5**
 * Communicates through formal and informal presentations** ||
 * 1.Exhibits a full understanding and analysis of the topic
 * 1.Exhibits a full understanding and analysis of the topic
 * 2. Shows a full understanding of the topic
 * 3. Shows a lack of topic preparation
 * 4. Needs to learn to conduct relevant research
 * **3.6**
 * Listens to and follows directions** ||
 * 1. Understands and complies with complex, multi-step directions
 * 1. Understands and complies with complex, multi-step directions
 * 2. Understands and follows multi-step directions
 * 3. Needs repetition, assistance in understanding and following directions