The document provides rubrics for evaluating electronic scrapbooks and scrapbook presentations. The scrapbook rubric evaluates content, design, variety of information, and sources on a scale of 1 to 4. A higher score indicates more thorough and well-designed content, better organization and visual appeal, inclusion of different media types, and proper sourcing. The presentation rubric also uses a 1 to 4 scale to evaluate understanding of the topic, ability to answer questions, staying on topic, and presentation skills. Stronger performances demonstrate clear comprehension and smoothly deliver the content without reading directly from slides.
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
CIS 331 – Syllabus (Fall 2013)
Modeling Theory– CIS 331
(Prerequisite: MAT104 and CIS105)CIS 331 Section #004VA016 (v1138)
CIS/331: “Modeling Case” – RESEARCH PAPER
Requirements:
Select a Case Study from “Modeling Cases” on page #479. Complete the following:
· Submit 3-5 page paper (at least 500 words) in Microsoft Word explaining the following:
· Formulated Problem Statement(s);
· Decisions, outcomes, and relationships to the problem;
· How you can simplify the problem;
· What modules you will build to help solve the problem;
· Key relationships in the problem;
· Graphs you will draw;
· Formulas you will use;
· Influence Chart relationships;
· Submit Spreadsheet Model in Microsoft Excel:
· Spreadsheet Design (Sketch + Final Model)
· At least one (1) graph
· One (1) Influence Chart
· Additional Requirements:
· References & Citations: Minimum of two (2) required
· Cover Sheet & Table of Contents: Required
· Length: 3-5 pages with at least 500 words (including illustrations, cover page and works cited page)
· Margins & Spacing: 1" inch ---left, right, top, and bottom; double-spaced for normal text, single-spaced for long quotes
· Font Style: 12 point (Times New Roman or Courier)
Points: 120
RUBRIC for WRITTEN RESEARCH PAPER
Criteria
4- Exceptional
3 - Satisfactory
2 - Marginal
1-Unsatisfactory
Intro & Title Page Included (Organization)
Title page included; The introduction is inviting, states the main topic and previews the structure of the paper.
Title Page included, and the introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.
Title Page included, but the introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.
There is no clear title page and introduction of the main topic or structure of the paper.
Sequencing (Organization)
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
Some details are not in a logical or expected order, and this distracts the reader.
Many details are not in a logical or expected order. There is little sense that the writing is organized.
Transitions (Organization)
A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Transitions clearly show how ideas are connected, but there is little variety.
Some transitions work well; but connections between other ideas are fuzzy.
The transitions between ideas are unclear or nonexistent.
Accuracy of Facts (Content)
All supportive facts are reported accurately.
Almost all supportive facts are reported accurately.
Most supportive facts are reported accurately.
NO facts are reported OR most are inaccurately reported.
S ...
This data set is a sample of Web server statistics for a computer .docxgasciognecaren
This data set
is a sample of Web server statistics for a computer science department. It contains the following 11 sections of data:
Total successful requests
Average successful requests per day
Total successful requests for pages
Average successful requests for pages per day
Total failed requests
Total redirected requests
Number of distinct files requested
Number of distinct hosts served
Corrupt logfile lines
Total data transferred
Average data transferred per day
Write an essay of 2–3 pages that contains the following:
A complete overview of the data, identifying anomalies in different weeks, and the weeks that the data are not regular.
Choose 5 different sections of data, examine these sections, and provide the specific selection process and criteria you used to select this data set.
Provide the measures of tendency and dispersion for each of the 5 different sections of data you selected.
Provide 1 chart or graph for each of the 5 processed sections. This may be a pie or bar chart or a histogram.
Label the chart or graph clearly.
Explain why the graph you provided gave a good visual representation of the data.
Based on your explanation above, identify some specific advantages why, in general, charts and graphs are important in conveying information in a visual format.
Determine the standard deviation and variation, and explain their importance in statistical analysis of a data set.
Based on the tasks you performed in this project, research how statistics are used in information technology (IT), and provide references for your research
Your essay should include proper citation in APA formatting, both in-text, and in reference pages. Include a title page and use 12-point Times New Roman double-spaced font throughout the text.
This assignment will also be assessed using additional criteria provided
here
.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applic ...
Grading rubric
Introduction
(20 points)
0 - 11
Presents little to no coherent information on the topic to engage the reader in the paper. Components of the thesis and/or summary of main points may be missing. The point of view may be unclear or too general. Provides no road map for the paper or provides one that does not accurately reflect the paper’s content.
12 - 13
Fails to provide enough background to truly engage the reader in the topic. Presents the essay’s thesis and a summary of main points so that the writer’s point of view or interpretation is fairly clear, but several components may be missing. Provides a road map for the paper that may require a lot of work.
14 - 15
Somewhat engages the reader with background information on the paper topic. Presents the essay’s thesis and a summary of main points so that the writer’s point of view or interpretation is somewhat clear, but a few components may be missing. Provides a road map for the paper that may need some work.
16 - 17
Mostly engages the reader with some form of creative “hook” and basic background information on the paper topic. Presents the essay’s thesis and a summary of the main points, mostly clarifying the writer’s point of view or interpretation, but a component may be lacking or need work. Provides a fairly clear road map for the paper either in the thesis statement or body of the introduction.
18 - 20
Engages the reader in the topic with some form of creative “hook” (such as a story, quote, example, etc.) and provides a clear background for the topic so that readers can gain an understanding of the purpose of the paper. Clearly presents the essay’s thesis and a summary of the main points that clarify the writer’s point of view. Provides a clear road map for the paper either in the thesis statement or body of introduction.
Quality of Discussion
(45 points)
0 - 26
Unclear, often because thesis is weak or nonexistent. Few to no topic sentences. Little or no evidence of critical thinking. Transitions are weak and often confusing.
27 - 31
Generally unclear, often wanders or jumps around. Little critical thinking is evident. Some transitions may be missing or weak. Several paragraphs may lack strong topic sentences.
32 - 35
Fairly clear and appropriate, although may wander occasionally. Shows an effort to think critically. Some transitions may be weak. A few paragraphs may lack strong topic sentences.
36 - 40
Mostly clear and appropriate, although may wander occasionally. Provides evidence of critical thinking. Transitions are adequate. One or two paragraphs may lack strong topic sentences.
41 - 45
Clear and appropriate. Provides strong evidence of critical thinking. Makes use of excellent transitions. Paragraphs contain strong topic sentences.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly ...
1 Activity Sheet per French 149 Novel in Intr.docxhoney725342
1
Activity Sheet per French 149 Novel
in
Introduction to Camara Laye’s Dark Child
(1) You need to prepare these activities at home, type them on your computer and bring your work to
class on the dates indicated below. These will count as a journal entry. You will give all of your ac-
tivities on the date indicated below to your teacher.
(2) All written answers need to be in coherent paragraphs and/or clear complete sentences.
Deadlines:
For Monday, January 29, I will read the syllabus and check the general course outline in their en-
tirety. I will also bring my questions so that I can have them answered in class if need be. Finally,
you will also prepare activities #1-3.
For Monday, February 5, I will prepare activities #4 and 5. I will also turn in all my activities about
Growing up in Africa, Camara Laye and The Dark Child that same day.
Activity #1: At home and in class.
Read the first document, “Introduction to Guinea-Conakry” and watch the 10-minute video clip
below called “Geography Now! Guinea” in the “Growing up in Africa” folder.
Write down 15 reflective questions (i.e. that have a solid content and need an explanation) and
their respective answers about these two documents and in preparation for the in-class activity.
During class time, with a group of 3-5 people, each of you will take turn to quiz each other with
your questions. The objective of this in-class activity is for all to assimilate the information about
this country. You will turn in your questions and answers for a grade to your instructor.
Activity #2: At home.
Read the second document, “Introduction to Camera Laye” in the “Growing up in Africa” folder and
answer the following questions in coherent paragraphs and/or complete sentences:
(1) What are 5 facts you learned about Camara Laye’s life? Explain why they are significant in 1-2 lines.
(2) Write an imaginary letter to Camera Laye from the biographical notes and literary work you have
read about this author. In this letter which must contain a minimum of 250 words, you explain to
him how much you appreciated his work.
Activity #3: At home.
In Camara Laye’s novel, you will read the first six chapters.
Do the following:
(1) Give each of these chapters a short title (5-6 words) that summarizes each of these chapters.
(2) Choose one of the characters in these first six chapters, present this character in a 10-15 line para-
graph and write down two quotes pertaining to that character. Explain why these two quotes strike
you.
Activity #4: At home. How to? This should help you with you reading.
Go to the “How to?” folder. Look to the left of your screen, the folder is the eight blue button from
the top.
2
Check the two following documents: “Types of Reading” and “Speed Reading Self-Pacing Methods: A
Crash Course”.
Answer the following two questions in clear and coherent sentences and explain your answers: ...
ENG 101 Rubric ArgumentativePoints 2FPoints3D-DD+.docxchristinemaritza
ENG 101 Rubric: Argumentative
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no argument is present. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
At least two arguments are present, but counterargument and refutation may be weak or missing.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
At least three strong arguments, a counterargument, and a refutation are present.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. At least three strong arguments, a counterargument, and a refutation are present.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some dig.
1. Rubric for Electronic Scrapbooks
CATEGORY
4
3
2
1
Content
The display has 20 or more different but related items that cover the topic in detail.
The display has 15 different but related items. At least 12 of these items are excellent, essential information on the topic.
The display has at least 12 different but related items. At least 10 of these items are excellent and essential information on the topic.
The display has fewer than 10 items OR the items are not good information on the topic OR there are several factual errors.
Scrapbook Design
The layout is appealing and well organized, the use of color and text add interest and appeal. There is consistency in alignment, colors, and motif.
There is a good bit of visual appeal and organization, but some elements are lacking. Color, layout, text, alignment, motif, page interest need improvement.
More thought and planning should be given to visual appeal and organization. There seems to be little consistency is visual elements.
The scrapbook seems a hodge- podge of items thrown together with no thought to planning. There is no consistency to layout, colors, or other visual elements.
Types of Scrapbook Information
The scrapbook uses a wide variety of media and genres (text, poetry, quotes, images, maps, audio, video) to explore the topic or theme.
The scrapbook uses at least 3 different types of media or genres to explore the topic or theme but does not have a variety in the collection.
The scrapbook needs more variety to explore the theme or topic adequately.
There is no variety to the collection, and items seemed to be just added to complete the assignment.
Sources
Source information is included for all graphics, facts and quotes. All information is documented in desired format.
Source information is included for all graphics, facts and quotes. Most information is documented in desired format.
Source information is included for graphics, facts and quotes, but information is not documented in the desired format or some source information is missing.
Very little or no source information is included.
Mechanics
No misspellings, mechanical, or grammatical errors.
Three or fewer misspellings, mechanical, and/or grammatical errors.
Four misspellings, mechanical, and/or grammatical errors.
More than 4 misspellings, mechanical and/or grammatical errors.
2. Rubric for Scrapbook Presentations
CATEGORY
4
3
2
1
Content
Shows a full understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Comprehension
Student is able to accurately answer almost all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
Stays on Topic
Stays on topic all (100%) of the time.
Stays on topic most (99-90%) of the time.
Stays on topic some (89%-75%) of the time.
It was hard to tell what the topic was.
Presentation
Well-rehearsed with smooth delivery that holds audience attention. Student did not “read” the slides to the audience.
Rehearsed with fairly smooth delivery that holds audience attention most of the time. There was a little too much “reading of the slides.”
Delivery not smooth, but able to maintain interest of the audience most of the time. Student needs to rehearse more so that the slides are not read to the audience.
Delivery not smooth and audience attention often lost. The slides were read to the audience.
