Project Range
Below Level
Approaching at level
At Level
Approaching above
level
Above Level
Ideas
Ideas may be very illogical/
very generalized/very vague/
very superficial
Student may extend to a
broader context when
inappropriate or not at all
Ideas may be
illogical/generalized/vague/su
perficial
Student may extend to a
broader context but link is not
always logical (where
appropriate)
Somewhat clear and logical
ideas
Student is capable of
extending to a broader
context (where appropriate)
Clear and logical ideas
Student logically extends to a
broader context (where
appropriate)
Insightful/
sophisticated/persuasive
thorough ideas
Student extends to a broader
context with ease and
purpose (where appropriate)
Organization
Writing is very disorganized
Student does not use
examples to support ideas or
relies too heavily on examples
Quotes may not be integrated
Writing is disorganized
Student may not use
examples to support ideas or
relies heavily on examples
Quotes may not be integrated
Writing is fairly organized
Student uses mostly relevant
examples to support ideas
Quotes are integrated in a
simple way
Writing is clearly organized
Student uses relevant
examples to support ideas
Quotes are integrated
Writing is organized,
purposeful and persuasive
Student uses very appropriate
examples to support ideas
Quotes are artfully integrated
Language
Language use is very
simplistic/very repetitive/very
awkward
Language use is
simplistic/repetitive/awkward
Language use is plain, but
clear
Language use is clear and
effective
Language use is varied,
appropriate, effective and
create an impact
Conventions
Student shows a very limited
control of punctuation,
spelling, word choice,
grammar –errors affect
overall meaning
Student shows limited control
of punctuation, spelling, word
choice, grammar –errors
affect overall meaning
Student shows some capable
control of punctuation,
spelling, word choice,
grammar – some errors may
affect overall meaning
Student has capable control of
punctuation, spelling, word
choice, grammar – there may
be a few errors but they do
not affect overall meaning
Group work / Role
Fulfillment
Student is reluctant to try
engaging in role in group
work. Rarely shares ideas,
Talks off topic and rarely
listens to others.
Student infrequently engages
in role in group work. Needs
prompting from team mates.
Ideas are shared when asked
for. Takes a passive role.
In class Work
Student rarely makes good
use of class time and is
constantly unfocussed.
Conversations are off topic.
Student infrequently makes
effective use of class time and
often needs reminders to stay
on task.
Student performs assigned
role in group work, often
helping others by sharing
ideas and listens to others.
Supports team members by
offering aid and asking for
feedback.
Student is working
productively during class time.
Conversations are on topic.
Home work Time
Student rarely makes good
use of homework time and is
constantly distracted. Work is
done at school/ last minute.
Or incomplete,
Student infrequently makes
effective use of homework
time and often seeks
distractions from given task.
Majority of work is done at
school/ last minute. Parts of
project may be in complete.
Student performs assigned
role in group work, and may
help others if needed. Shares
ideas and listens to others but
could be more active in
generating ideas, taking on
projects, etc.
Student is capable of working
productively during class time.
Sometimes is off topic in
conversations but refocuses
quickly.
Student is capable of working
productively during at home.
Sometimes is distracted but
maintains focus overall.
Balance of work is down
between school and home
time. Project is completed for
due dates.
Student has capable control of
punctuation, spelling, word
choice, grammar – there may
be a few errors but they do
not affect overall meaning and
impact
Student takes on a variety of
roles in group work, managing
workload efficiently. Always
shares ideas and listens to
others constructively.
Student is working
productively during at home
time. Time dedicated to
homework is fulfilled. Student
uses extra time at home to
enhance quality of product.
Project is completed ahead of
due dates.
Student is focused and always
uses class time effectively.
Conversations are meaningful
and enhance productivity.
Student is focused on efficient
with time spent working at
home. Student schedules
extra time at home to
enhance quality of product.
Project is completed ahead of
due dates, with student
getting teacher feedback
while at school.
Final Product
Marks
Below Level
Approaching at level
At Level
Approaching above level
Above Level
Final Product
This is a poorly executed/
unfinished piece of work that
is a clear indicator of the
student’s lack of effort and/or
application of abilities.
This is a roughly / somewhat
unfinished piece of work.
Student has rushed through
process or not engaged in
process.
This is a finished piece of
work. Student has engaged in
process, completed all steps,
but admits that effort could
have been increased.
This is an accomplished piece
of work. Student has engaged
in process, thoroughly
completed all steps.
This is a highly accomplished,
finished piece of work that
exemplifies the student’s best
efforts and abilities.
Student Mark:
****TO BE COMPLETED ON A BLANK PIECE OF PAPER AND ATTACHED****
Ideas: I have given myself __________________________________________ because:
Organization: I have given myself __________________________________________ because:
Language: I have given myself __________________________________________ because:
Conventions: I have given myself __________________________________________ because:
Group work / Role Fulfillment: I have given myself ___________________________________ because:
In class Work : I have given myself __________________________________________ because:
Home work Time: I have given myself __________________________________________ because:
Final Product (Mark proposal): I believe I should get _______________ % because…