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Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
Multicultural Project Rubric
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Multicultural Project Rubric

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  • 1. Multicultural Music Project Student Excellent - 20 Proficient - 10 Student responded to responded to questions mostly in questions in complete sentences. complete Responses answered Cartoon Response sentences. the question, but not Responses were completely. Thoughts thorough and were somewhat thoughts were Students described organized. Students described organized. music using grade music using a few level appropriate grade level appropriate vocabulary. Listening Response words. Responses Responses were were thin and had thorough and some grammar utilized good mistakes. grammar. Student included 6 Students almost facts in their included 6 facts in Google Docs their Google Docs Document. Facts Research Document. Information Information researched researched was should have been more clear and Student had their clear and thorough. thorough. own power point Student power point slide containing 5 slide contained 1-4 facts not found on facts not found on Power Point other group other group member's Creation member'sdid not Student slides. slides. Bullet points Students read some read directly off contained more than 6 Bullets did not contain any more points words. off the directly the power point. than 6 words. power point. Only Student made some good eye contact good eye contact Presentation was made with the with their audience audience. Information and delivered Student could have been information with a Student participated participated at all delivered with a more confident, most of the time appropriate tone. times during class. amplified tone. during class. Students Classroom Students were were not respectful at Participation respectful of other all times when other students when students were they were presenting. presenting.
  • 2. Instructor Rating Student did not Needs Work - 0 Assessment respond with any 20 complete sentences. Responses did not answer the questions and were not organized. 20 Students did not describe the music listened to at all. 20 Student did not write any facts in their Google Docs Document. There was no information researched. 20 Student did not create a power Studentsslide. all point read of the points directly off the 20 presentation. No eye contact was made with the audience. Tone and volume were Student did not not appropriateall participate at for 20 giving a during class. presentation. Students were not respectful at all when other students were presenting. 0 120 0
  • 3. A Rubric for Evaluating We Accomplished Developing Project Plan (This refers the document, probably in word, that you describe the webq Learner 6 Analysis and Describes diverse learners Describes learners, Justification (& how the webquest can common misconceptions accommodate), common and successes. States misconceptions and rationale for webquest successes. States rationale which is supported by for webquest which is problem by learning supported by problem by theory or experience. learning theory, Goals and Goals and objectives are experience, and with a Goals and objectives are Objectives clearly stated and align with clearly stated and align cited source. the justification, as per with the justification. (Audience, standard Goals & Objective Most of Objective behavior, terminology. terminology is apparent. condition, degree) Lesson Plan Technology resources and materials are developed and described. Learning environment, including the context, atmosphere, lesson length, lesson setting, and technology needed. Reflections & Reflections include what Transfer was learned, hindsight revisions. Describes how your knowledge or the students' knowledge could transfer WebQuest (This refers to the actual webquest, although some items maybe be in the 4 2 Overall Visual Appropriate and thematic Graphic elements Appeal graphic elements are used sometimes, but not to make visual connections always, contribute to the that contribute to the understanding of understanding of concepts, concepts, ideas and ideas and relationships. relationships. There is Differences in type size some variation in type and/or color are used well size, color, and layout. and consistently. 2 1 Mechanical Aspects No mechanical problems *some broken links, noted. misplaced or missing images, badly sized tables, misspellings and/ or grammatical errors. 5 3
  • 4. Motivational & Introduction draws the Cognitive reader into the lesson by Effectiveness of relating to the learner's Introduction (Could interests. Gives learner's use images. Make prior knowledge and age appropriate!) effectively prepares the learner by foreshadowing. 6 Task - Cognitive Task is doable and Level (The task is engaging, and elicits the end result of thinking that goes beyond student efforts... not rote comprehension. * task Taskonomy the steps involved requires synthesis of in getting there.) multiple sources of information, and/or taking a position, or creative product. OR is very AGE 4 2 appropriate! Clarity of Process: *Every step is clearly Some directions are (Step-by-step) stated. * each step of the given, but there is process and know what to missing information. do next. Process 6 3 Guides Scaffolding of * process provides students Strategies and Process coming in at different entry organizational tools A Taxonomy levels with strategies* embedded are of Information organizational tools to insufficient Patterns access and gain the knowledge needed to complete the task. SOME of this * take the students from Some of the activities do information my be basic knowledge to higher not relate in the write-up. level thinking. Improving 4 2 Relevance & *clear and meaningful There is some connection Quantity of connection between all the between the resources Resources (web resources and the and the information &books, video, and information needed needed handouts) Rubistar 6 3 Evaluation - Clarity Criteria for success are Criteria for success are at of Evaluation clearly stated in the least partially described. See Creating Criteria a Rubric. form of a rubric. Criteria include qualitative and/ or quantitative Total Score descriptors. Original WebQuest rubric by Bernie Dodge. Modified by B. Rajan Sockman
  • 5. aluating WebQuests Instructor Self Peer Assessmen Basic Assessment Assessment t Rating , that you describe the webquest or web work) 2 4 6 Describes learners. 3 Not misconceptions. Justification vague or incomplete base on learning theory or personal experience. Goals and 2 Stated my 6 objectives are goals and stated in general objectives in terms. clear terms on lesson plan sheet. Learning 6 environment explained, the learning atmosphere, Vaguely describes which was a 6 what is learned or group setting, ways to transfer. the lesson length was explained clearly and the technological some items maybe be in the Project Plan) aspects of the 0 4 lesson plan where explained. I used appropriate graphics that I believed the students would enjoy. 0 2 * more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. 1 5
  • 6. The introduction is Mybelieve my I task is purely factual, with engaging and class would no appeal. Doesn't doable. my enjoy prepare the reader However, due introduction for what is to to and nature the would come, or build on of the to learn want setting what the learner inmore about my knows classroom I mammals. 3 may need to 6 Task is doable but aide on certain is limited in its tasks significance to throughout students' lives. the lesson plan. I believe my lesson is age appropriate. 0 4 Process is not Every step is clearly stated. clearly stated and numbered. 0 6 The process lacks strategies and organizational tools needed Activities are of little significance 0 4 Resources provided My resources are not sufficient were clear and for students concise. The video at the beginning of lesson should have students 0 ready to be 6 Criteria for success engaged. are not described. 4 0 0 61 100
  • 7. Multimedia Project : Digital Communication - Vodcasting - Podcasting MCOM 510 CATEGORY Accomplished Proficient Project Plan (This refers the lesson plan for the Podcasting Proj 6 4 Learner Describes diverse learners (& Describes learners, Analysis and how the vodcast common misconceptions accommodates), common and successes. States Justification misconceptions and rationale for webquest successes. States rationale which is supported by for podcast project based on problem by learning experience and research. theory or experience. Cites sources. Goals and Goals and objectives are clearly Goals and objectives are Objectives stated and align with the clearly stated and align justification, as per standard with the justification. Most (Audience, Goals & Objective terminology. of Objective terminology behavior, is apparent. condition, degree) Lesson Plan Technology resources and materials are developed and described. Learning environment, Reflections & including the context, atmosphere, lesson length, lesson setting, and technology needed. Reflections include what was Transfer learned, hindsight revisions. Describes how your knowledge or the students' knowledge could transfer Evaluation - Criteria for success are Criteria for success are at Clarity of clearly stated in the form of a least partially described. Evaluation rubric. Criteria include Criteria qualitative and/or quantitative descriptors. PODCAST 4 3 Organization Content is well organized Content is organized. Not (Clear beginning, middle and a clear beginning, middle, end). Uses visuals, narration, and end. May misalign two sound and effects in a logical elements (i.e visuals fashion that works together misalign with narration). seamlessly. Critical thinking, Content has examples that Content has examples, but problem solving support the main idea. It was they do not support the & decision clear that you analyzed data. main idea. It was clear making of Fact and opinion are clearly that you analyzed data. Content. stated. Fact and opinion are clearly stated. Digital No full names were used. No Citizenship copyrighted material was used inappropriately. Respectful to all living things.
  • 8. Creativity and Synthesized content and relays Innovation the content in an interesting manner using voice intonation (and maybe sounds), and visuals. Technology The podcast production operates The podcast production Operations & smoothly, can be uploaded to has some "cliches", but Concepts - the Internet, and runs on most will still run on most Saved as a mp3, computers. computers. mov, avi, or used voice thread and has link. Final Grade (percent calculated by total points earned out of total possible of
  • 9. asting - Podcasting Instructor Final Novice Self Eval Peer Eval Points Comments rs the lesson plan for the Podcasting Project) 2 Describes learners. Not misconceptions. Justification vague or incomplete base on learning theory or personal #NAME? 6 experience. Goals and objectives are stated in general terms. Excused 6 d and described. Learning environment, #NAME? 6 lesson setting, and technology needed. is Vaguely describes what learned or ways to transfer. #NAME? 6 Criteria for success are not described. 6 2 Content is not logically organized, but more than two misalignments. 4 Fact and opinion are not clearly differentiated. 4 Some copyright material was used inappropriately. May be disrespectful. This podcast 4 would not be published on the web.
  • 10. Did not synthesize ideas or the information is conveyed in a boring manner. 4 The podcast production and product is started, but not complete to run on most computers. 4 otal points earned out of total possible of fifty. 0 0 #NAME? 50 % 100
  • 11. Lesson Plan Spreadsheet WebQuest Total Decision Learner Analysis and #NAME? 6 #NAME? #NAME? Justification Goals and Objectives (Audience, behavior, 20 6 26 Excused condition, degree) Lesson Plan #NAME? 6 #NAME? #NAME? Reflections & Transfer 20 6 26 Excused

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