This document provides a rubric for assessing a family tree poster project. The rubric includes four levels: excellent, good, fair, and needs improvement. It evaluates the poster on required elements, organization, creativity, and presentation content. An excellent poster includes all required elements plus additional information, is exceptionally well-designed and organized, includes graphics showing exceptional student creativity, and demonstrates a full understanding of the topic.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
BA Psychology Presentation RubricBA Psychology Presentation Rubr.docxjasoninnes20
BA Psychology Presentation Rubric
BA Psychology Presentation Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent/Development
50.0 pts
Fair = 30 – 21 Points/Percent The presentation is two (2) slides slide short of the required slides required for the presentation. An appropriate topic, purpose, and form are employed, but it is not fully developed. At least 2 reasons in support of the topic with 1 example for each are used in the presentation. Convincing, content related graphics are inconsistent in the presentation. Parts of the conclusion do not follow the assignment’s directions. Subject knowledge and organization needs improvement, and more than one key point for the topic are missing.
50.0 pts
Good = 40 – 31 Points/Percent The presentation is one (1) slide short of the required slides required for the presentation. An appropriate topic, purpose, and form are employed. At least 3 reasons in support of the topic with 2 examples for each are used in the presentation. Convincing, content related graphics and a strong conclusion are used according to the assignment’s directions Subject knowledge and organization is good, but one key point for the topic is missing.
50.0 pts
Superior = 50 – 41 Points/Percent The number of required slides is used in the presentation. An appropriate topic, purpose, and form are employed. At least 3 reasons in support of the topic with 2 examples for each are used in the presentation. Convincing, content related graphics and a strong conclusion are used according to the assignment’s directions. Subject knowledge and organization is excellent.
20.0 pts
Poor = 20 Points/Percent or Below The presentation is three (3) or more slides slide short of the required slides required for the presentation. An inappropriate topic, purpose, and form are used for the presentation. The student does not present reasons in support of the topic. Graphics are not used in the presentation. If they are, they are not convincing or content related. The presentation has a weak or missing conclusion. Subject knowledge and organization is not evident, and several key points for the topic are missing.
50.0 pts
This criterion is linked to a Learning OutcomeEvidence/Scholarship
20.0 pts
Superior 20 - 13 Points/Percent Presentation provides dramatic and compelling evidence in support of the topic. Interesting, detailed presentation notes that further educate the audience on the topic. Sites all outside sources. Credits all information/ images from outside sources using superscript on the slides and APA format in the notes section.
12.0 pts
Good 12 - 5 Points/Percent Presentation provides a few (three (3) or more) key concepts and evidence in support of the topic. Interesting, detailed presentation notes that further educate the audience on the topic. Sites all outside sources. Credits all information/ images from outside sources using superscript on the slides and APA format in the notes section.
7.0 pts
Fair ...
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-sup ...
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Choose one monumental policy or regulation and give an in-depth evaluation the regulation is about, your vision of the regulation, and the reason you chose the regulation i
n 2-3 pages
.
Please use attached Policy as reference for this essay and format your paper consistent with APA guidelines.
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
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APUS Assignment Rubric School of Security and Global Stud.docxjewisonantone
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts.
APUS Assignment Rubric School of Security and Global Stud.docxfestockton
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts ...
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1. OER Project Based Learning for
English in Secondary School
Assessment rubric for a family tree.
Excellent
4 points
Good
3 points
Fair
2 points
Needs to improve
1 point
Required
Elements
The poster
includes all
required elements
as well as
additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on
the poster.
Several required
elements were
missing.
Organization The poster is
exceptionally
attractive in terms
of design, layout,
and neatness. It is
easy to
understand and
follow.
The poster is
attractive in terms
of design, layout
and neatness. It is
easy to
understand and
follow.
The poster is
acceptably
attractive though it
may be a bit
messy. May be
unorganized and
hard to follow.
The poster is
distractingly
messy or very
poorly designed. It
is not attractive.
Creativity Several of the
graphics used on
the poster reflect
an exceptional
degree of student
creativity in their
creation and/or
display.
One or two of the
graphics used on
the poster reflect
student creativity
in their creation
and/or display.
The graphics are
made by the
student, but are
based on the
designs or ideas of
others.
No graphics made
by the student are
included
Presentation
Content
Shows a full
understanding of
the topic.
Addresses two
members of the
family and extra
stories or facts.
Shows a good
understanding of
the topic.
Addresses two
members of the
family and their
stories.
Shows a good
understanding of
parts of the topic.
Speaks about a
member of the
family.
Does not seem to
understand the
topic very well.
Does not know
information about
family or failed to
do research.
“Assessment rubric for a family tree” by CeDeC is licensed under a Creative Commons Attribution-
ShareAlike 4.0 International License.