Names:_________________________
Date:__________________________
Poster Presentation Rubric
Excellent 85100%
Very Good
75-84%
Average
60-74%
Not Sufficient
<59%
Research and
Organization
Students went above
and beyond for their
research. The list of
sources was excellent
and varied. A very
clear understanding is
evident throughout the
poster. The
organization is very
understandable and
concise.
Students
demonstrated a good
understanding of their
research. A wider
range of sources
could have been
applied. The
organization is good
and coherent.
Students lacked
sources. Research is
minimal. The
organization could
have been more
comprehensible.
Students did not
demonstrate good
research skills for the
poster. Inaccuracies
are present. Sources
are missing. The
organization is lacking
clarity and continuity.
Competency 1Characterize
the period
Competency 2Interprets a
social
phenomenon
Students were able to
characterize the
period without any
confusion or
misunderstandings.
Students
demonstrated an
excellent capability to
interpret the chosen
social phenomenon.
Students
characterized the
chosen period
adequately. Students
demonstrated very
few
misunderstandings.
The social
phenomenon was
interpreted in an
adequate way.
Students
demonstrated minimal
difficulty in
characterizing the
period. The
interpretation of the
social phenomenon
could have been more
comprehensible.
Students did not
characterize the
period properly.
Students
demonstrated
confusion in
interpreting the social
phenomenon.
Creativity and
Aesthetic
The poster is very
aesthetically pleasing
and there are no
grammatical errors.
Students went above
and beyond in the
creation process for
the poster.
The poster is
aesthetically pleasing
and contains a few
grammatical errors.
The poster lacks
originality and
contains evident
grammatical errors
throughout.
Minimal effort was
made in the creation
of the poster and it is
filled with grammatical
errors.
Oral
Presentation +
Division of
Labour
A very appropriate
volume and speed
was used during the
entire presentation.
Posture was
professional and
engaging. Students
equally divided the
work for the poster as
well as for the
presentation.
A good volume and
speed was used for
most of the
presentation. Posture
was professional only
at times. Students
divided the work load
fairly.
Students could have
been more consistent
in their tone, speed
and volume
throughout the
presentation. The
workload was not
equally divided,one
student put in more
effort than the other.
The presentation was
not clear. The volume
and speed were not
used adequately. One
student did most of
the work.
Brief Explanation of Poster Project
For out unit’s cumulative assignment, students will be paired into groups to create a
poster which will be later presented to the class. In groups of 4-5, students are required to
make a poster that describes and interprets a historically significant event, actor, or
phenomenon of their choosing, so long as the topic of their choosing was discussed
throughout the unit.
When designing the poster project, the assessment criteria was informed by History’s
two subject-specific competencies, being ‘characterise the period’ and ‘interprets a social
phenomenon.’ Furthermore, to guide each student towards choosing their group’s potential
topics, the class will be prompted by the essential questions listed in the unit, including the
thematic concepts of what the nation-state meant for Anglophones and Francophones
respectively, how institutional powers changed over time, and how Canada’s relationship
with Britain was impacted during the period of 1896-1945. As written in the project’s rubric,
groups will be formally assessed on the following: division of labour, the poster’s overall
organisation, creativity, and aesthetic, how well the poster’s content addresses the two
subject-specific competencies, and finally a peer-evaluation where each student reflects on
their partners’ contributions.
Accordingly, the rationale behind this assignment is inviting a student-centered
approach that allows students to collaboratively work as a group to creatively choose a
historical topic they are interested in, scaffolded by the teacher’s guiding comments and
whatever additional support students may require.