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Grading Rubric Template For Student Powerpoints Biographies

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AP. Grading Rubric

Transcript: AP. Grading Rubric: Social Media By: Carlie Flagler, Sarah Pochmara, Jillian Kiefer, John Potes This social media has limited connections, has a very narrow friends list. Although it is more organized than the others. This social media has more communication. No limit to the information you can share. This social media has a variety of filters, is constantly updated to get the latest information. Their information is in chronological order and flows perfectly, there are no glitches. 6 This social media has a word limit, it struggles to express complete thoughts. There's one focus point. 2 7 0-1 8 This social media is outdated, carries unreliable information and has no structure to it. This social media has limited filters, limited connection. Their ideas aren't in chronological order, they jump around a lot but still are pristine. 9 4 This social media is more relevant than the others. But, the structure is lacking and it is very basic. It doesn't go into detail at all. 3 This social media carries outdated, unreliable information. But, it has little structure and organization. 5 This social media has no way to have narrow conversations with users. It is well organized though. It has main boards, but can specify into categories.

Student Biographies

Transcript: Wordle Guided Practice and Independent Practice *Divide students into two groups - one with teacher who helps students develop questions and the other with the Librarian to learn about The Cube Creator. *The teacher will walk students through developing questions to ask their classmates through an interview. *The Librarian will model The Cube Creator at http://www.readwritethink.org/files/resources/interactives/cube_creator/ http://www.readwritethink.org/files/resources/interactives/cube_creator/ Students will: Gain knowledge of the backgrounds and interests of a classmate through personal interviews. Students will: Demonstrate knowledge of a classmate through a summary, a Wordle, and the creation of a Bio-Cube. *Gather students and explain that you want to make sure that your classroom community works well during the rest of the school year and that a good way to make sure this happens is for everyone to get to know each other, including others' backgrounds, languages, interests, similarities, and differences. *Have students meet with the Librarian to locate biographies through the use of the online cataloging system. *Show students a few biographies from your classroom library and take time to discuss what each biography contained. Goals and Objectives Summary Students will write a summary about their classmate they interviewed. This summary will be typed into Wordle.net and a supplementary visual aide will be created. Materials www.wordle.net Student Biographies Beginning of the School Year 5th Grade Writing Lesson Outline * Internet Access *Biographies from Librarian (guidance from Librarian in how to find biographies) *Summary Writing Template *Sample Interview Questions 5th Grade - Classmate Biography Duration: 3-5 days Evaluation: Summary Wordle Bio-Cube Oral Presentation Bio Cube Guided Practice Shields Valley Schools Library Wilsall Elementary School Library Destiny Quest

Rubricator 2.0

Transcript: 1. Use measurable words like numbers/amounts EX. The student used 5/6 vocab. words correctly. 2. Give measurable goals like; -Amount of paragraphs or, -Complete 10 pushups, situps AND pullups. 3. Use reverse engineering: Start with the perfect assignment in mind and work backwards with your attainable/measurable goals. 4. Try not to use more than 3 to 4 columns as your description boxes. DOMAIN 4!!!!! Students should have an idea how a rubric works Rubrics 1. Why use a rubric? 2. How to make a "quick"/quality rubric? 3. Student made rubrics - Domain 4!! 1. Individual student grades 2. Group grades 3. Individual grading within groups 4. Teacher comparison Lastly... Student Ownership of their grades :) Rubrics can be living documents... 1. You can change the data points based on how the project goes. 2. Google classroom with class access to fix or build on the rubric. 3. Easily changeable for differentiated instruction, which means less time creating different assessments. Each student can complete it to their best, but differentiate based on needs. Grading... 1. Its a guideline for the students to follow. 2. It gives the teacher an unquestionable grading procedure. 3. It can make grading easier and faster. 4. Save them for future use. a. Use one template that you can change or adjust for multiple projects. Rubricator 2.0 Why use a rubric? 1. Objective, not subjective (Measurable) -What does somewhat mean? or what does almost mean? 2. What they think their "perfect scenario" looks like for max points 3. Then work backwards to create the rest of the rubric. They create the categories, the descriptions and the point values How to make a Quick/Quality Rubric Student Made Rubrics

Grading Rubric Online

Transcript: Grading Rubrics Online Ashleigh Locke Getting Started 1. Create a Rubric in Google Sheets. Leave Cell A1 blank. (Or copy and paste from a Google Doc into a Google Sheet) 2.Create a “Rubrics” folder in Google Drive where you can store your rubrics. Getting Started Next Steps 3. In Google Chrome, download the extension called Goobric Web App Launcher (If you haven't already). 4. Create a blank Google Sheet, where the Doctopus results can be stored. 5. In this blank Google Sheet, install Doctopus through the Add-ons menu (if you haven’t already). Give this Google Sheet a name (something like Assignment Name_Doctopus & Goobric Results). 6. From within this Google Sheet, go to the Add-ons menu and launch Doctopus. Doctopus now appears at the right. Launch Doctopus Launch Doctopus Doctopus Using Doctopus This launches Doctopus. Under Step 1, click “Ingest Google Classroom Assignment.” Doctopus pulls all of your Google Classrooms. Click on one that has an assignment. Select an Assignment from this Classroom. It pulls the assignment and switches to the Doctopus Assignment Tools window at the right. Grading Attach Goobric Click the Attach Goobric button at the top right. It pulls up any recent rubics that you have created in Google Sheets. If you don’t see the one you want, navigate to your “Rubrics” folder by clicking the My Drive tab. Locate and Select the rubric you want from your Google Drive. Click the blue Attach rubric button. Doctopus now presents a spreadsheet of columns and links (see below). Grading Grading Important: Look for the column called Goobric Link. These are the links to run the Goobric (Google Rubric) on top of each student’s document. Click on the first Goobric Link. The Goobric/rubric appears at the top of the document. Click on the rubric score for each part of the assignment, and then move on. Notes Notes Note: In the top right corner, you can either click on the Next>> button and advance to the next student, or click the drop-down menu which gives the names of each student, so you can jump to a specific student name – if you prefer that method. Note: There is a checkbox to "Also email scores to" each student. This is optional. For students who need oral feedback, there is also a Record Audio Comment button (shaded below) where you can record and save an audio comment. You get up to 120 seconds for the audio comment. Resources Resources A video on how students self-assess A video about how to get started with Doctopus/Goobric

Prezi for Grading Rubric

Transcript: Exam Grading Rubric Odd numbers Course Learning Goals and Intended Outcomes Coggle.it Visit Exam Framework Start or update for each element Practice with a partner or two Try a 3 or 5 point scale Create the scale Next Criteria Use verbs & adjectives (More detail) Start with a familiar category, such as the title and background Record & Share Be descriptive This details and describes the degree of success Make a copy of practice rubric and rename

Grading Rubric

Transcript: Grading Rubric LATE WORK Everyday something is late it is 20 points off: ( Homework Home work is worth 20% of your grade. I will not give you very much homework but when i do give it to you , you are expected to do it and turn it in on time. Class Work Class work is 20% of your grade. The work we do in class is your class work. If it isn't turned in at the end of class it's a ZERO(0) Participation Participation is also worth 20% of your grade. If you do not participate in my class you will get a ZERO (0) for the day. Test/Quizes Your test and quizes are worth 40% of your grade. Anytime we have a test or quiz you need to study and do your very best. We will have a test atleast twice a week or more. Homework=20 participation= 20 classwork=20 test/quizes=40 HOMEWORK TEST

Grading Rubric

Transcript: Grading Rubric (Or what to expect when I grade your work) Going Up or Down a + or - In general, the letter grade follows the idea. A solid idea that is not exceptional but is well-written may become a B+, but it's probably not going to make it to an A-. It is possible to go down two steps (from a B to a C+, for example) if you have a solid idea but lots of serious problems executing it. This is why revision and editing are important. F An F paper presents: no idea, or one with so many problems that the idea isn't discernible no evidence that a coherent argument was attempted writing that makes little or no sense universal mechanical problems D A D paper presents: a very simple idea, or one with several significant problems some evidence that an argument was attempted, but nothing that works writing in need of significant revision evidence of serious mechanical problems B A B paper presents: a strong idea a persuasive argument with some weak spots solid writing, but nothing exceptional minor mechanical errors C A C paper presents: a fairly simple idea, or one that is flawed an argument with serious weak spots writing in need of some revision many mechanical errors, or a few that are quite serious A An A paper presents: an exceptional idea a persuasive argument interesting writing few or no mechanical errors

Grading Rubric

Transcript: For education we had chosen West High for the worst website, because it lacked originality, Information was very limited. Independence was clearly by far the best because of easy access and defiantly fun exciting, and lastly the information that was provided was not limited u had an amazing amount of connections and links to get you where you want and when you want. FOOD! Little Caesars are by far the plainest website that has ever existed on the internet. It is horrible does not grab any attention and actually drove me away from ordering from them. Dominos was somewhat of a good website mainly because of the variety they had of ordering and the conveniences of links, however it was too much for comfort and based on the earlier report we had done. Simple usage was one of the top ways of having a great website. Pizza hut was a huge attention grabber and made the customer instantly want to order because of the picture and how it was displayed the coloring of everything. Just the overall view of the web was magnificent and information was included directly on the home page which is also very convenient Group Presentation Best vs Worst Education Best vs Worst Grading rubric

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