Academic Expectation Rubric Worksheets
1. Read
actively and critically.
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|
Extraordinary (4) |
Accomplished (3) |
Competent (2) |
Unsatisfactory (1) |
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Comprehends, interprets,
evaluates, and relates to prior knowledge and experience. |
Reader easily comprehends,
interprets, and evaluates information from a written source, which he/she is
then able to relate easily to prior knowledge and/or experiences via one of
several forms of communication. |
Reader is able to
comprehend, interpret, and evaluate information from a written source, which he/she
is then able to relate to prior knowledge and/or experiences via one of
several forms of communication. |
Reader sometimes comprehends,
interprets, and evaluates information from a written source, which he/she is
sometimes able to relate to prior knowledge and/or experiences via one of
several forms of communication. |
Reader makes little or no
attempt to read the written source or is unable to complete the reading
assignment. Reader rarely, if ever, comprehends,
interprets, evaluates or relates prior knowledge and/or experiences via one
of several forms of communication. |
|
Reads with inferential and
analytical skills. |
Reader is easily able to
infer, or deduce, and analyze, or apply his/her reasoning skills, to information
retrieved from written sources. |
Reader is able to infer, or
deduce, and analyze, or apply his/her reasoning skills, to information
retrieved from written sources. |
Reader is sometimes able to
infer, or deduce, and analyze, or apply his/her reasoning skills, to
information retrieved from written sources. |
Reader either makes little
or no attempt to read the written source or is unable to complete reading
assignments. Reader rarely, or never,
infers, deduces, or analyzes written sources. |
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Demonstrates an understanding
of the structure and characteristics of fictional and non-fictional
literature. |
Reader demonstrates a clear
understanding of the structure and characteristics of fictional and
non-fictional literature. He/she is
easily able to recognize the differences between fiction and nonfiction. |
Reader demonstrates an
understanding of the structure and characteristics of fictional and
non-fictional literature. He/she is
able to recognize the differences between fiction and nonfiction. |
Reader sometimes demonstrates
an understanding of the structure and characteristics of fictional and
non-fictional literature. He/she is
sometimes able to recognize the differences between fiction and nonfiction. |
Reader rarely, or never,
demonstrates an understanding of the structure and characteristics of
fictional and non-fictional literature.
He/she struggles, or does not attempt, to recognize the differences
between fiction and nonfiction. |
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Develops vocabulary. |
Reader develops an impressive
vocabulary, consistently using words introduced through reading assignments. |
Reader develops his/her
vocabulary, using words introduced through reading assignments on a regular
basis. |
Reader sometimes uses words
introduced through reading assignments, indicating that his/her vocabulary is
growing. |
Reader rarely, or never,
attempts to use new vocabulary. |
2. Write
effectively.
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|
Extraordinary (4) |
Accomplished (3) |
Competent (2) |
Unsatisfactory (1) |
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Develops a style that reflects an awareness of
audience and purpose. |
Insightfully and cleverly
presented; style is sophisticated and audience-appropriate; purpose-driven |
Diligently presented; style
shows some sophistication and is audience appropriate; purpose-driven |
Adequately presented, but
not noteworthy; style is utilitarian, but audience appropriate; mostly
purpose-driven or purpose-congruent |
Incompletely and/or poorly
presented; style is basic and shows no sophistication; is not
audience-appropriate; purpose-congruent at best |
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Demonstrates a clear focus that is supported by
relevant and sufficient evidence. |
Accurate;
insightful, forceful; rich in detail; extensive; convincing; specific;
documented; clear focus |
Thorough;
persuasive; specific; clear; complete; documented; unmistakable focus |
Appropriate;
sufficient; relevant; clear; mostly general; documented; reasonable focus |
Inappropriate;
vague; incomplete; general; not documented; random, loose, choppy structure |
|
Creates a well-organized and logically sequenced
product. |
Stylish
transitions; unity; coherence of sentences and paragraphs; careful and subtle
organization subordinate to meaning and ideas |
Effective
transitions; coherent paragraphs; careful organization subordinate to meaning
and ideas |
Clear
transitions; mostly coherent paragraphs; ideas subordinate to organizational
devices |
Vague
or unclear system of organization; limited attempt to organize |
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Uses appropriate vocabulary and a variety of
sentence structures. |
Rich,
precise and effective vocabulary; descriptive language; confident active
voice |
Effective
vocabulary; accurate word use; use of active voice |
Adequate
vocabulary; reliance on verbs of being and passive voice; some problems with
usage |
Inappropriate
or immature vocabulary; incorrect word choice; word omissions; errors in
agreement; inconsistent tenses |
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Uses appropriate writing mechanics. |
Varied
sentence beginnings and lengths; command of stylistic techniques;
interesting, original delivery; no wasted words; free of mechanical errors |
Sentence
variety; some attempts at style; clear, delivery; few wasted words; free of
most mechanical errors |
Effective
sentence structure; some variety; some lapses in syntax; wordy; some
bothersome errors in spelling and punctuation |
Simplistic,
ordinary syntax and expression; repetitious; fragments and run-ons; wordy;
many mechanical errors which interfere with communication and/or meaning |
3. Speak
effectively.
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|
Extraordinary (4) |
Accomplished (3) |
Competent (2) |
Unsatisfactory (1) |
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Communicates
using clear and appropriate pace and voice. |
Volume and pace are effective and purpose-driven; clear and accurate pronunciation. |
Effective volume, pace and projection; clear and accurate pronunciation. |
Appropriate volume pace and pronunciation but with minor errors or inappropriate pauses. |
Volume inappropriate; pace makes speech difficult to follow; pronunciation interferes with comprehension. |
|
Speaks
in an organized and logical manner. |
Stylish transitions; unmistakable focus; careful organization |
Effective transitions; clear focus; careful organization |
Abrupt transitions; reasonable focus and organization |
Vague or unclear system of organization; random, loose, choppy structure; limited attempt to organize |
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Uses
appropriate gestures and body language to facilitate audience comprehension. |
Eye contact engages whole audience. Confident body language and gestures facilitate comprehension and respond to audience needs |
Effective eye contact with audience. Body language and gestures facilitate comprehension. |
Limited eye contact; Occasional use of appropriate gestures; Appropriate body language |
No eye contact; No gestures or gestures that detract from audience comprehension. |
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Conveys
thorough and complete information. |
Rich in detail; extensive; specific |
Thorough; specific; complete |
Sufficient; relevant; some specifics |
Vague; incomplete; general |
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Considers
audience, setting and purpose. |
Sophisticated and varied language suited audience and setting. Effectively communicates purpose. |
Delivery and language are appropriate for audience and setting. Effectively communicates purpose. |
Delivery and language are reasonably suited for audience, setting and purpose. |
Delivery and language are inappropriate for audience, setting and purpose. |
4. Use a
variety of resources (including technology) to acquire, to process and to
utilize information effectively.
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Extraordinary (4) |
Accomplished (3) |
Competent (2) |
Unsatisfactory (1) |
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Demonstrates
an ability to locate information. |
The student demonstrates an exceptional ability to locate copious amounts of information |
Demonstrates an ability to locate more than enough information |
Demonstrates an ability to locate adequate amounts of information |
Lacks an ability to locate enough information |
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Evaluates
sources for authority, relevancy, and accuracy. |
Readily, efficiently and easily evaluates all sources for authority, relevancy and accuracy |
Evaluates all sources for authority, relevancy and accuracy |
Evaluates most sources for authority, relevancy and accuracy |
Evaluates very few sources for authority, relevancy and accuracy |
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Organizes,
interprets and utilizes information to support a thesis or solve a problem. |
Has exceptional ability to organize, interpret and utilize a great amount of pertinent information to support a thesis or solve a problem |
Has good ability to organize, interpret and utilize a great amount of pertinent information to support a thesis or solve a problem |
Has the ability to organize, interpret and utilize a great amount of pertinent information to support a thesis or solve a problem |
Lacks an ability to organize, interpret and utilize a great amount of pertinent information to support a thesis or solve a problem |
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Creates
a final product. |
Efficiently creates a final product of exceptional quality without flaws or errors |
Creates a final product of good quality without flaws or errors |
Creates a final product of good quality with very few flaws or errors |
Creates a defective product with many flaws and errors |
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Documents
sources. |
Cites all information properly with large numbers of references and citations |
Cites most information properly with large numbers of references and citations |
Cites most information properly with some references and citations |
Information is improperly or not cited |
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Uses
technology appropriate to the subject matter. |
Always uses extremely appropriate technology to demonstrate all subject matter |
Often uses technology appropriate to the subject matter |
Uses technology appropriate to the subject matter when required to do so |
Does not use technology appropriate to the subject matter |
5.
Employ multiple critical and creative thinking
strategies in reasoning and problem solving.
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Extraordinary (4) |
Accomplished (3) |
Competent (2) |
Unsatisfactory (1) |
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Effectively
uses deductive and inductive reasoning. |
Student consistently
applies and generates relevant reasoning, strategies, and deductive processes
|
Student almost always applies and generates relevant reasoning,
strategies, and deductive processes |
Student applies and
generates relevant reasoning, strategies, and deductive processes most of the
time |
Student rarely applies and
generates relevant reasoning, strategies, and deductive processes |
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Demonstrates
ability to focus on a question or problem. |
Student remains
consistently focused on a question or problem he or she is attempting to
solve |
Student almost always
remains focused on a question or problem he or she is attempting to solve |
Student is able to remain
focused on a question or problem he or she is attempting to solve most of the
time |
Student is often not able
to remain focused on a question or problem he or she is attempting to solve |
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Demonstrates
an ability to interpret, analyze, and evaluate information. |
Student consistently
identifies the key element(s) of a problem or issue and can analyze and
evaluate those elements |
Student almost always
identifies the key element(s) of a problem or issue and can analyze and
evaluate those elements |
Student identifies the key
element(s) of a problem or issue and can analyze and evaluate those elements
most of the time |
Student rarely identifies
the key element(s) of a problem or issue and can analyze and evaluate those
elements. |
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Demonstrates
the willingness to experiment and/or take risks. |
Student consistently takes
risks and/or experiments when faced with solving new problems |
Student almost always takes
risks and/or experiments when faced with solving new problems |
Student takes risks and/or
experiments when faced with solving new problems most of the time |
Student rarely takes risks and/or experiments when faced
with solving new problems |
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Assesses
outcomes and draws valid conclusions. |
Student consistently
assesses the outcome and draws valid conclusions when solving a problem |
Student almost always
assesses the outcome and draws valid conclusions when solving a problem |
Student assesses the
outcome and draws valid conclusions when solving a problem most of the time |
Student rarely assesses the
outcome and draws valid conclusions when solving a problem |
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Challenges
assumptions to create new and original ideas. |
Student consistently
challenges assumptions to create new and original ideas |
Student almost always
challenges assumptions to create new and original ideas |
Student challenges
assumptions to create new and original ideas most of the time |
Student rarely challenges
assumptions to create new and original ideas |
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Demonstrates
the ability to approach a problem in different ways |
Student consistently varies
his or her approach to solving problems |
Student almost always
varies his or her approach to solving problems |
Student varies his or her
approach to solving problems most of the time. |
Student rarely varies his
or her approach to solving problems |
6.
Demonstrate a knowledge and appreciation of subject
matter across the curriculum.
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Extraordinary (4) |
Accomplished (3) |
Competent (2) |
Unsatisfactory (1) |
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Demonstrates
an understanding of content, concepts and skills within a subject. |
Student consistently demonstrates an understanding of content, concepts and skills within a subject |
Student almost always demonstrates an understanding of content, concepts and skills within a subject |
Student demonstrates an understanding of content, concepts and skills within a subject most of the time |
Student rarely demonstrates an understanding of content, concepts and skills within a subject |
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Successfully
completes courses across the content area |
Student consistently completes maximum number of courses/credit requirements for current grade level and chooses challenging courses |
Student almost always completes maximum number of courses/credit requirements for current grade level and chooses challenging courses |
Student completes minimum number of courses/credit requirements for current grade level most of the time |
Student rarely completes minimum number of courses/credit requirements for current grade level |
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Integrates
and applies knowledge from one subject area to another |
Student consistently integrates and applies knowledge from one subject area to another |
Student almost always integrates and applies knowledge from one subject area to another |
Student integrates and applies knowledge from one subject area to another most of the time |
Student rarely integrates and applies knowledge from one subject area to another |
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Applies
knowledge learned in school to everyday life |
Student
consistently applies knowledge learned in school to everyday life |
Student
almost always applies knowledge learned in school to everyday life |
Student applies
knowledge learned in school to everyday life most of the time |
Student
rarely applies knowledge learned in school to everyday life |