Student:
___________________ Class: _________ Subject:
________Math_________
CATEGORY
Mathematical
Concepts
7-6
Explanation shows complete
understanding of the
mathematical concepts used
to solve the addition or
subtraction problem(s).
5-4
Explanation shows substantial
understanding of the
mathematical concepts used to
solve the addition or
subtraction problem(s).
3-2
Explanation shows some
understanding of the
mathematical concepts
needed to solve the addition
or subtraction problem(s).
1
Explanation shows very limited
understanding of the underlying
concepts needed to solve the
addition or subtraction
problem(s) OR is not written.
Mathematical
Reasoning
Uses complex and refined
mathematical reasoning to
solve the problem(s).
Uses effective mathematical
reasoning to solve the
problem(s).
Some evidence of
mathematical reasoning to
solve the problem(s).
Little evidence of mathematical
reasoning to solve the
problem(s).
Mathematical Errors
90-100% of the steps and
solutions have no
mathematical errors.
Almost all (85-89%) of the
steps and solutions have no
mathematical errors.
Most (75-84%) of the steps
and solutions have no
mathematical errors.
More than 75% of the steps and
solutions have mathematical
errors.
Neatness and
Organization
The work is presented in a
neat, clear, organized fashion
that is easy to read.
The work is presented in a neat
and organized fashion that is
usually easy to read.
The work is presented in an
organized fashion but may
be hard to read at times.
The work appears sloppy and
unorganized. It is hard to know
what information goes together.
Diagrams and
Sketches
Diagrams and/or sketches are
clear and greatly add to the
reader\’s understanding of
the procedure(s).
Diagrams and/or sketches are
clear and easy to understand.
Diagrams and/or sketches
are somewhat difficult to
understand.
Diagrams and/or sketches are
difficult to understand or are
not used.
Completion
All problems are completed.
All but one of the problems are
completed.
All but two of the problems
are completed.
Several of the problems are not
completed.
Mathematical
Terminology and
Notation
Correct terminology and
notation are always used,
making it easy to understand
what was done.
Correct terminology and
notation are usually used,
making it fairly easy to
understand what was done.
Correct terminology and
notation are used, but it is
sometimes not easy to
understand what was done.
There is little use, or a lot of
inappropriate use, of
terminology and notation.
Strategy/Procedures
Typically, uses an efficient and
effective strategy to solve the
problem(s).
Typically, uses an effective
strategy to solve the
problem(s).
Sometimes uses an effective
strategy to solve problems,
but does not do it
consistently.
Rarely uses an effective strategy
to solve problems.
Teacher Comments:
TOTAL
Points
Student:
___________________ Class: _________ Subject:
_____English Language/Reading_______
Criteria
Points
7-6
5-4
3-2
1
Assignment
Completeness
All items attempted
9/10 of items
attempted.
At least 1/2 of the
items attempted.
Less than 1/2 of all
items attempted.
____
Accuracy
All items are correct.
9/10 of items are
correct.
Between 1/2 and
9/10 of items are
correct.
Less than 1/2 of all
items are correct.
____
Shows substantial
understanding of the
problem, ideas, and
processes.
Response shows
some understanding
of the problem.
Response shows a
complete lack of
understanding for
the problem.
____
Does not meet the
requirements of the
problem.
4
____
Writing is not legible
in places.
Writing is not legible.
____
Total---->
____
Demonstrated
Knowledge
Requirements
Legibility
Shows complete
understanding of the
questions,
mathematical ideas,
and processes.
Goes beyond the
requirements of the
problem.
Legible handwriting,
typing, or printing ..
Meets the
requirements of the
problem.
Marginally legible
handwriting, typing,
or printing.
Teacher Comments:
______________________________________________________________________________________________
Student:
___________________ Class: _________ Subject:
_____English Language _______
CATEGORY
Grammar &
Spelling
(Conventions)
7-6
Writer makes no errors in
grammar or spelling that
distract the reader from the
content.
5-4
Writer makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
3-2
Writer makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
1
Writer makes more than 4
errors in grammar or spelling
that distract the reader from
the content.
Penmanship
(Conventions)
Paper is neatly written or
typed with no distracting
corrections.
The writing is generally
readable, but the reader has to
exert quite a bit of effort to
figure out some of the words.
Many words are unreadable
OR there are several
distracting corrections.
Capitalization &
Punctuation
(Conventions)
Writer makes no errors in
capitalization or punctuation,
so the paper is exceptionally
easy to read.
Paper is neatly written or typed
with 1 or 2 distracting
corrections (e.g.,dark crossouts; bumpy white-out, words
written over).
Writer makes 1 or 2 errors in
capitalization or punctuation,
but the paper is still easy to
read.
Writer makes a few errors in
capitalization and/or
punctuation that catch the
reader\'s attention and
interrupt the flow.
Writer makes several errors
in capitalization and/or
punctuation that catch the
reader\'s attention and
greatly interrupt the flow.
Sentence
Structure
(Sentence
Fluency)
Sentence
Structure
(Sentence
Fluency)
All sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed but have a similar
structure.
Sentences lack structure and
appear incomplete or
rambling.
All sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed but have a similar
structure.
Sentences lack structure and
appear incomplete or
rambling.
Teacher
comments:
Total
Points
Student:
___________________ Class: _________ Subject:
_____Reading_______
CATEGORY
Focus on
story/article
7-6
Student is focused in the story.
There\'s no looking around or
flipping through the pages.
5-4
Student seems to be enjoying and
moving through the story, but takes
some short breaks.
3-2
Student seems to be reading the
story, but doesn't seem to be
very interested. Takes a few short
breaks.
1
Pretends to read the story.
Mostly looks around or
fiddles with things.
Tries to
understand
Stops reading when it doesn't
make sense and reads parts again.
Looks up words s/he doesn't
know.
Student knows the title of the
story as well as the names and
descriptions of the important
characters. Can tell approximately
when and where the story
happened.
Student accurately describes what
has happened in the story and
tries to predict \"what will happen
next.\"
Stops reading when it doesn't make
sense and tries to use strategies to get
through the tricky spots or to figure
out new words.
Student knows the names and
descriptions of the important
characters and where the story takes
place.
Stops reading when it doesn't
make sense and asks for
assistance.
Gives up entirely OR plows
on without trying to
understand the story.
Student knows the names OR
descriptions of the important
characters in the story.
Student has trouble
naming and describing the
characters in the story.
Student accurately describes what has
happened in the story.
Student accurately describes
most of what happened in the
story.
Student has difficulty retelling the story.
Student describes how different
characters might have felt at
different points in the story and
points out some pictures or words
to support his interpretation
without being asked.
Paper is neatly written or typed
with no distracting corrections.
Student describes how different
characters might have felt at different
points in the story, but does not
provide support for the interpretation
unless asked.
Student describes how different
characters might have felt at
different points in the story, but
does NOT provide good support
for the interpretation, even when
asked
The writing is generally readable,
but the reader has to exert quite
a bit of effort to figure out some
of the words.
Writer makes 3-4 errors in
grammar or spelling that distract
the reader from the content.
Student cannot describe
how different characters
might have felt at different
points in the story.
Understands
story elements
Thinks about
the
story/article
Thinks about
the characters
Penmanship
Grammar &
Spelling
(Conventions)
Teacher
comments:
Writer makes no errors in
grammar or spelling that distract
the reader from the content.
Paper is neatly written or typed with 1
or 2 distracting corrections (e.g.,dark
cross-outs; bumpy white-out, words
written over).
Writer makes 1-2 errors in grammar
or spelling that distract the reader
from the content.
Many words are
unreadable OR there are
several distracting
corrections.
Writer makes more than 4
errors in grammar or
spelling that distract the
reader from the content.
Total
Points
Student:
___________________ Class: _________ Subject:
CATEGORY
Calígrafa
(Convenciones)
7-6
El texto está claramente
escrito sin ninguna corrección
que llame la atención.
Gramática y
Ortografía
(Convenciones)
El estudiante no comete
errores de gramática u
ortografía que distraigan al
lector del contenido.
Todas las oraciones están bien
construidas y tienen una
estructura variada.
_____Español_______
5-4
El texto está claramente escrito con
1 ó 2 correcciones que llaman la
atención (por ejemplo, tachaduras,
manchones de corrección blancos,
palabras escritas sobre otras).
El estudiante comete de 1-2 errores
de gramática u ortografía lo que
distrae al lector del contenido.
3-2
La escritura en general es
legible, pero el lector tiene que
esforzarse un poco para
comprender algunas palabras.
1
Muchas palabras son difíciles
de leer o hay varias
correcciones que llaman la
atención.
El estudiante comete de 3-4
errores de gramática u
ortografía que distraen al lector
del contenido.
La mayoría de las oraciones
están bien construidas, pero
tienen una estructura similar.
Uso de
Mayúsculas y
Puntuación
(Convenciones)
El estudiante no comete
errores en el uso de
mayúsculas o en la
Puntuación, por lo que el
trabajo es excepcionalmente
fácil de leer.
El estudiante comete 1 ó 2 errores
en el uso de mayúsculas o en la
Puntuación, pero el trabajo todavía
es fácil de leer.
El estudiante comete pocos
errores en el uso de mayúsculas
y/o en la Puntuación lo que
llama la atención del lector e
interrumpe el flujo de
información.
El estudiante comete más de 4
errores de gramática u
ortografía que distraen al
lector del contenido.
A las oraciones les falta
estructura y parecen estar
incompletas o no tener
sentido.
El estudiante comete varios
errores en el uso de
mayúsculas y/o en la
Puntuación lo que llama la
atención e interrumpe en gran
medida el flujo de información.
Gramática y
Ortografía
(Convenciones)
El estudiante no comete
errores de gramática u
ortografía que distraigan al
lector del contenido.
El estudiante comete de 1-2 errores
de gramática u ortografía lo que
distrae al lector del contenido.
El estudiante comete de 3-4
errores de gramática u
ortografía que distraen al lector
del contenido.
El estudiante comete más de 4
errores de gramática u
ortografía que distraen al
lector del contenido.
Estructura de la
Oración (Fluidez
de la Oración)
Todas las oraciones están bien
construidas y tienen una
estructura variada.
La mayoría de las oraciones están
bien construidas y tienen una
estructura variada.
La mayoría de las oraciones
están bien construidas, pero
tienen una estructura similar.
Uso de
Mayúsculas y
Puntuación
(Convenciones)
El estudiante no comete
errores en el uso de
mayúsculas o en la
puntuación, por lo que el
trabajo es excepcionalmente
fácil de leer.
El estudiante comete 1 ó 2 errores
en el uso de mayúsculas o en la
puntuación, pero el trabajo todavía
es fácil de leer.
El estudiante comete pocos
errores en el uso de mayúsculas
y/o en la puntuación lo que
llama la atención del lector e
interrumpe el flujo de
información.
A las oraciones les falta
estructura y parecen estar
incompletas o no tener
sentido.
El estudiante comete varios
errores en el uso de
mayúsculas y/o en la
puntuación lo que llama la
atención e interrumpe en gran
medida el flujo de información.
Estructura de la
Oración (Fluidez
de la Oración)
La mayoría de las oraciones están
bien construidas y tienen una
estructura variada.
Comentarios del
Docente:
Total
Points
Student:
___________________ Class: _________ Subject:
_____Science_______
CATEGORY
Quality of Work
7-6
Provides work of the highest
quality.
5-4
Provides high quality
work.
3-2
Provides work that occasionally
needs to be checked/redone by
other group members to ensure
quality.
1
Provides work that usually needs to be
checked/redone by others to ensure
quality.
Problem-solving
Actively looks for solutions to
problems.
Refines solutions.
Does not suggest or refine
solutions but is willing to try out
solutions suggested by others.
Does not try to solve problems or help
others solve problems.
Focus on the task
Consistently stays focused on
the task and what needs to
be done. Very self-directed.
Focuses on the task and
what needs to be done
most of the time.
Focuses on the task and what
needs to be done some of the
time.
Rarely focuses on the task and what
needs to be done
Knowledge
Gained
Student can accurately
answer all questions related
to facts in the workshop and
processes used to solve the
workshop.
Student can accurately answer
about 75% of questions related to
facts in the workshop and
processes used to create the
workshop.
Student appears to have insufficient
knowledge about the facts or processes
used in the workshop.
Content Accuracy
At least 7 accurate facts are
displayed on the workshop.
3-4 accurate facts are displayed on
the workshop.
Less than 3 accurate facts are displayed
on the workshop.
Grammar
There are no grammatical
mistakes on the
development of the
workshop.
Capitalization and
punctuation are correct
throughout the poster.
Student can accurately
answer most questions
related to facts in the
workshop and processes
used to create the
workshop.
5-6 accurate facts are
displayed on the
workshop.
There are 3 grammatical
mistakes on the
development of the
workshop.
There are 3 errors in
capitalization or
punctuation.
There are 4 grammatical mistakes
on the development of the
workshop.
There are more than 5 grammatical
mistakes on the development of the
workshop.
There are 4 errors in capitalization
or punctuation.
There are more than 5 errors in
capitalization or punctuation.
Mechanics
Teacher
comments:
Points