A | B | C | D | E | F | G | H | |
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1 | Personal Use Rubric | Pass Capstone | Honor Cord | |||||
2 | Student Name | Yes ( Must be over 60%) | 0.00% | Yes | 0.00% | |||
3 | No | 0.00% | No | 0.00% | ||||
4 | Evaluators | |||||||
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6 | Criteria | Highly Successful | 0.00% | Successful | 0.00% | Not Yet Successful | 0.00% | Comments |
7 | Communication | Speaks cle.g., volume, pace, word choice, articulation) | Speaks mostly clearly (e.g. volume, pace, word choice, articulation) | Speaks with little clarity (e.g., volume, pace, word choice, articulation) | ||||
8 | Communication | 10 minute Presentation (individual) 12-15 minutes presentation (group) | 8-9 minute presentation (individual) 9-11 minute presentation (group) | Presentation is less than 8 minutes in length (individual) Presentation is less than 9 minutes in length (group) | ||||
9 | Communication | Consistently connects to the audience (e.g. eye contact, gesture, body language | Some connection to the audience(e.g. eye contact, gesture, body language) | Limited connection with the audience (eye contact, gesture, body language) | ||||
10 | Communication | Professional dress and appearance (business casual) | Neat and appropriate appearance | Inappropriate or sloppy appearance | ||||
11 | Communication | Speaker effectively integrates suitable high quality audio and/or visual materials that enhance the presentation (google slideshow, video clips, interview clips, pamphlets, posters, etc.) | Speaker effectively integrates good quality audio and/or visual materials to explain or enhance the presentation (google slideshow, video clips, interview clips, pamphlets, posters, etc.) | Speaker ineffectively uses audio and/or visual materials are of poor quality | ||||
12 | Organization and Preparation | Presentation is well organized | Presentation is generally well organized | Presentation is not well organized | ||||
13 | Organization and Preparation | Introduces project clearly and creatively | Introduces project clearly | Limited or weak introduction to project | ||||
14 | Organization and Preparation | Maintains a strong focus throughout | Generally maintains a focus throughout | Lacks focus | ||||
15 | Organization and Preparation | Includes smooth transitions between key points | Includes transitions between key points | Weak or limited transitions between key points | ||||
16 | Organization and Preparation | Presents a compelling conclusion including significant reflection on learning | Presents a conclusion with a connection to learning | Presents weak conclusion with little or no connection to learning | ||||
17 | Content | Shows significant evidence of learning with keen insight about learning experiences | Shows significant evidence of learning | Shows limited evidence of learning without enough focus on significant learning experiences | ||||
18 | Content | Makes clear connections to POG Engage/Empowered Learning Goal | Makes some connections to POG Engage/Empowered Learning Goal | Lacks connections to POG Engage/Empowered Learning Goal | ||||
19 | Content | Makes clear connections to POG Resilient/Socially Conscious Learning Goal | Makes some connections to POG Resilient/Socially Conscious Learning Goal | Lacks connections to POG Resilient/Socially Conscious Learning Goal | ||||
20 | Content | Supports main ideas and/or key findings with substantive and compelling information drawn from a wide range of reliable sources (must cite 3 different sources) | Supports main ideas and/or key findings with sufficient and relevant information from a range of reliable sources (must cite 2 different sources) | Supports main ideas with information from a limited range of sources or sources that lack reliability (cites fewer than 2 different sources) | ||||
21 | Content | Has and explains 3 different artifacts (evidence) that support student’s learning goals | Has and explains 2 different artifacts (evidence) that support student’s learning goals | Has less than 2 artifacts (evidence) and/or lacks connection to learning goals | ||||
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