Grading+Rubrics

=Simple Machines Rubric - Children's book=


 * || [[image:http://www.teach-nology.com/web_tools/images/computerthumb.gif width="100" height="100" align="center"]] ||  ||
 * || Name: || Teacher: ||  ||
 * || Date : _ || Title of Work: _ ||  ||
 * ||  ||   || **Criteria** || **Points** ||   ||
 * || 1 || 2 || 3 || 4 ||  ||   ||
 * **Organization** || Sequence of information is difficult to follow. || Reader has difficulty following work because student jumps around. || Student presents information in logical sequence which reader can follow. || Information in logical, interesting sequence which reader can follow ||  ||
 * **Content Knowledge** || Student does not have grasp of information; student cannot answer questions about subject || Student is uncomfortable with content and is able to demonstrate basic concepts. || Student is at ease with content, but fails to elaborate. || Student demonstrates full knowledge (more than required). ||  ||
 * **Conventions** || Work has several spelling errors and/or grammatical errors. || Work has more than four misspellings and/or grammatical errors. || Work has a minimal amount of misspellings and/or grammatical errors || Work has no misspellings or grammatical errors. ||  ||
 * **Neatness** || Writing is illegible and formatting is sloppy. || Work has more than three areas that are illegible or sloppy. || Work has less than three areas that are sloppy. || Writing and formatting are neat and legible. ||  ||
 * **Illustration** || Definitions, illustrations, and real world examples are not present for vocabulary words. || No more than four vocabulary words are missing a definition, example, or illustration. || No more than two vocabulary words are missing a definition, example, or illustration. || All vocabulary are clearly defined, an example given, and illustrated. ||  ||
 * ||  ||   ||   || **Total>** ||   ||   ||   ||
 * **Teacher Comments**: ||  ||
 * ||  ||   ||   || **Total>** ||   ||   ||   ||
 * **Teacher Comments**: ||  ||

=Rubric Simple Machines Presentation=
 * || Name: || Teacher: ||  ||
 * || Date of Presentation: || Title of Work: _ ||  ||
 * ||  ||   || **Criteria** || **Points** ||   ||
 * || 1 || 2 || 3 || 4 ||  ||   ||
 * **Organization** || Audience cannot understand presentation because there is no sequence of information. || Audience has difficulty following presentation because student jumps around. || Student presents information in logical sequence which audience can follow. || Student presents information in logical, interesting sequence which audience can follow. ||  ||
 * **Content Knowledge** || Student does not have grasp of information; student cannot answer questions about subject. || Student is uncomfortable with information and is able to answer only rudimentary questions. || Student is at ease with content, but fails to elaborate. || Student demonstrates full knowledge (more than required)with explanations and elaboration. ||  ||
 * **Visuals** || Student used no visuals. || Student occasional used visuals that rarely support text and presentation. || Visuals related to text and presentation. || Student used visuals to reinforce screen text and presentation. ||  ||
 * **Mechanics** || Student's presentation had four or more spelling errors and/or grammatical errors. || Presentation had three misspellings and/or grammatical errors. || Presentation has no more than two misspellings and/or grammatical errors. || Presentation has no misspellings or grammatical errors. ||  ||
 * **Delivery** || Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. || Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. || Student's voice is clear. Student pronounces most words correctly. || Student used a clear voice and correct, precise pronunciation of terms. ||  ||   ||   ||
 * **Delivery** || Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. || Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. || Student's voice is clear. Student pronounces most words correctly. || Student used a clear voice and correct, precise pronunciation of terms. ||  ||   ||   ||

=Simple Machines - Rube Goldberg Device Final Paper=


 * || [[image:http://www.teach-nology.com/web_tools/images/computerthumb.gif width="100" height="100" align="center"]] ||  ||
 * || Name: || Teacher: ||  ||
 * || Date : _ || Title of Work: _ ||  ||
 * ||  ||   || **Criteria** || **Points** ||   ||
 * || 1 || 2 || 3 || 4 ||  ||   ||
 * **Organization** || Sequence of information is difficult to follow. Evident student does not grasp information. || Confused or inconsistent arrangement of required content. || Information presented in logical sequence, with some evidence of transitions. || Sophisticated arrangement of required content with evident and/or subtle transition. ||  ||
 * **Content Knowledge** || Student does not have grasp of information; student cannot explain his device at a basic level. || Student demonstrates basic knowledge of device. || Student understands role of energy and simple machines in device. information; he can clearly explain his device || Student demonstrates full understanding of the role of simple machines and energy in the device. (more than required) ||  ||
 * **Conventions** || Work has several spelling or grammatical errors || Work has more than four misspelling /grammatical errors. || Work has a minimal amount of spelling/grammatical errors. || Work has no misspelling /grammatical errors. ||  ||
 * **Required Material** || Paper contains less than 25% of an introduction, steps 2-4, diagram and conclusion. || Paper contains less than 50% of an introduction, steps 2-4, diagram and conclusion. || Paper contains less than 75% of an introduction, steps 2-4, diagram and conclusion. || Paper contains introduction, steps 2-4, diagram and conclusion. ||  ||
 * **Style** || Minimal variety in word choice and minimal control of sentence structures. || Limited word choice and control of sentence structures that inhibit voice and tone. || Generic use of a variety of words and sentence structures that may or may not create a writer's voice and tone appropriate to audience. || Precise, illustrative use of a variety of words and sentence structures to create consistent writer's voice and tone appropriate to audience. ||  ||
 * ||  ||   ||   || **Total>** || __ ||   ||   ||