Self-, Peer and Teacher assessment rubrics

1.
Name:
__________________________________________________
Date:
__________________________________________________
Module
4.1
SELF-­‐EVALUATION:
Thanksgiving
PUNCTUATION:

2.
SELF-­‐EVALUATION
for
my
Thanksgiving
Unit
Postcard
Look:
How
was
my
final
postcard?
I
gave
me
_____
points
because
__________________________________________________________
How
can
I
improve?
_____________________________________________________________________
_____________________________________________________________________________________________
Postcard
writing:
Did
I
make
any
mistakes?
I
gave
me
_____
points
because
__________________________________________________________
How
can
I
improve?
_____________________________________________________________________
_____________________________________________________________________________________________
Geometrical
shapes
and
colours:
Can
I
recognize,
describe
and
compare
them?
I
gave
me
_____
points
because
__________________________________________________________
How
can
I
improve?
_____________________________________________________________________
_____________________________________________________________________________________________
Vocabulary:
Do
I
remember
and
use
correctly
the
vocabulary
we
have
learnt?
I
gave
me
_____
points
because
__________________________________________________________
How
can
I
improve?
_____________________________________________________________________
_____________________________________________________________________________________________
Likes,
Dislikes,
Opinions:
Can
I
express
my
opinions
using
the
structures
we
studied?
I
gave
me
_____
points
because
__________________________________________________________
How
can
I
improve?
_____________________________________________________________________
_____________________________________________________________________________________________
Teamwork:
Was
I
able
to
collaborate
with
my
mates,
be
polite,
helpful
and
participative?
I
gave
me
_____
points
because
__________________________________________________________
How
can
I
improve?
_____________________________________________________________________
_____________________________________________________________________________________________

3.
Name:
Date:
Module
4.1_PEER
EVALUATION:
Thanksgiving
At
the
end
of
each
class,
you
should
evaluate
your
peers
filling
the
grid
below.
Then
give
it
to
the
teacher.
Your
opinion
matters!
Thank
you!
Read
the
questions
and
give
the
right
points,
from
1
(low)
to
5
(the
top)
1
2
3
4
5
Mates
1:
(Name)
He/she
collaborated
He/she
respected
my
ideas
He/she
let
me
express
my
ideas
He/she
listened
to
me
carefully
Mate
2:
(Name)
He/she
collaborated
He/she
respected
my
ideas
He/she
let
me
express
my
ideas
He/she
listened
to
me
carefully
Mate
3:
(Name)
He/she
collaborated
He/she
respected
my
ideas
He/she
let
me
express
my
ideas
He/she
listened
to
me
carefully
Mate
4:
(Name)
He/she
collaborated
He/she
respected
my
ideas
He/she
let
me
express
my
ideas
He/she
listened
to
me
carefully
Mate
5:
(Name)
He/she
collaborated
He/she
respected
my
ideas
He/she
let
me
express
my
ideas
He/she
listened
to
me
carefully
Mate
6:
(Name)
He/she
collaborated
He/she
respected
my
ideas
He/she
let
me
express
my
ideas
He/she
listened
to
me
carefully

4. Module
4.1
_
Teacher
Rubric
_
Thanksgiving
• Teacher
Name:
Ms.
Galli
• Student
Name:
________________________________________
CATEGORY
Excellent
Good
Pass
Not
very
good
Postcard
Attractiveness
&
Organization
The
postcard
has
exceptionally
attractive
formatting
and
well-­‐organized
information.
The
postcard
has
attractive
formatting
and
well-­‐organized
information.
The
postcard
has
well-­‐organized
information.
The
postcard's
formatting
and
organization
of
material
are
confusing
to
the
reader.
Postcard
Writing:
Grammar
There
are
no
mistakes
in
the
postcard.
There
are
no
mistakes
in
the
postcard
after
feedback
from
an
adult.
There
are
1-­‐2
mistakes
in
the
postcard
even
after
feedback
from
an
adult.
There
are
several
mistakes
in
the
postcard
even
after
feedback
from
an
adult.
Content:
Geometrical
shapes
and
colors
The
student
can
recognize,
describe
and
compare
all
the
geometrical
shapes
and
colors
we
worked
in
the
unit
using
TL
or
SL.
The
student
can
recognize,
describe
and
compare
most
of
the
geometrical
shapes
and
colors
we
worked
in
the
unit
using
TL
or
SL.
The
student
can
recognize,
describe
and
compare
only
a
few
geometrical
shapes
and
colors
we
worked
in
the
unit
using
TL
or
SL.
The
student
does
not
recognize,
describe
and
compare
any
geometrical
shapes
and
colors
we
worked
in
the
unit
using
TL.
Vocabulary:
Geometrical
shapes
and
colors
The
student
can
recognize,
describe
and
compare
all
the
geometric
shapes
and
colors
we
worked
in
the
unit
using
TL.
The
student
can
recognize,
describe
and
compare
most
of
the
geometric
shapes
and
colors
we
worked
in
the
unit
using
TL.
The
student
can
recognize,
describe
and
compare
only
a
few
geometric
shapes
and
colors
we
worked
in
the
unit
using
TL.
The
student
does
not
recognize,
describe
and
compare
any
geometric
shapes
and
colors
we
worked
in
the
unit
using
TL.
Expressing
Likes/Dislikes
/Opinions
The
student
is
able
to
express
his/her
likes
and
dislike
and
opinions
using
the
given
structure
in
an
autonomous
way
using
TL.
The
student
is
able
to
express
his/her
likes
and
dislike
and
opinions
using
the
given
structure
in
a
semi-­‐
autonomous
way
using
TL.
The
student
is
able
to
express
his/her
likes
and
dislike
and
opinions
using
single
words,
no
structure,
using
TL.
The
student
is
not
able
to
express
his/her
likes
and
dislike
and
opinions
using
TL.
Teamwork
The
student
can
work
in
teams,
s/he
is
polite
and
accepts
other
ideas.
S/He
is
always
very
participative.
The
student
can
work
in
teams,
s/he
is
polite
and
he/she
mostly
accepts
other
ideas.
S/He
is
quite
participative.
The
student
can
work
in
teams
but
s/he
is
distracted
and
not
very
participative.
S/He
is
not
always
able
to
accept
other
ideas.
The
student
cannot
work
in
teams:
s/he
is
disturbing
the
other
pupils
and
do
not
contribute
to
the
development
of
the
task.