Cycle 5 Rubrics
Cycle 5: Assignment 1 Completed Layout
Layout Design Due September 30, 2012
Achievement Level
Level Descriptor
5-6
With reference to the checklist, the student is able to meet all of the photo requirements, and almost all of the requirements in the other categories. The student may miss one or two of the other requirements, but these are easily editable errors that don’t require contacting resource personnel or resources. For example, the student has correctly identified each student that appears in each photo by contacting the teacher or secretary. The double page spread is completed by the due date.
3-4
With reference to the checklist, the student is able to meet the majority of the photo requirements, and almost all of the requirements in the other categories. The student may miss one of the photo requirements in one or two of the photos, or two to three of the other requirements, but these are easily editable errors that don’t require contacting resource personnel or resources. For example, the student has correctly identified each student that appears in each photo by contacting the teacher or secretary. The double page spread is completed by the due date.
1-2
With reference to the checklist, the student is able to meet some of the photo requirements, and most of the requirements in the other categories. The student may miss one of the photo requirements in three or more of the photos, or three or four of the other requirements. These errors may require additional research by the editors. The spread may miss the deadline by 1-2 days.
0
The student does not reach a standard described by any of the descriptors above.
Contact Record and Reflection in Weebly
Criterion A & F: Investigate and Attitudes in Technology
Achievement Level
Level Descriptor
5-6
The student keeps accurate and detailed records of the method and date of contact or research, their response, and follow-up. If the student is working as a team, she records in detail what she does, and what her partner does. She discusses whether or not the workload was equal, and why or why not.
The second paragraph of the reflection demonstrates thought and insight as the student identifies problems, questions, or characteristics of an ideal yearbook staff member. The student analyzes the root cause of any problems, proposes solutions or possible answers, and explains why certain characteristics are valuable.
The reflection is written in complete sentences with no or insignificant spelling or grammatical errors. The reflection is turned in before or on the due date.
3-4
The student keeps accurate and detailed records of the method and date of contact or research, their response, and follow-up. If the student is working as a team, she records in detail what she does, and what her partner does. She discusses whether or not the workload was equal, but the reasons may be unspecific.
The second paragraph of the reflection demonstrates thought and insight as the student identifies problems, questions, or characteristics of an ideal yearbook staff member. The student attempts to analyze the root cause of any problems, proposes solutions or possible answers, and explains why certain characteristics are valuable, but the analysis may be too general or vague.
The reflection is written in complete sentences, but may have a few spelling or grammatical errors. The reflection is turned in no later than 12 hours after the due date.
1-2
The reflection may be missing a contact record. The reflection may identify a problem, but fails to examine the root cause, solutions, or possible answers. If the reflection describes an ideal yearbook staffer, it does not analyze why those characteristics are valuable.
The reflection may contain incomplete sentences, and there may be several spelling or grammatical errors. The reflection may be posted up to two days after the due date.
0
The student does not reach a standard described by any of the descriptors above.