Holocaust--Evaluation

EVALUATION

Writing- Child Diary
(in addition to EIS writing general writing rubric.)

CATEGORY	4	3	2	1
Content-Elements	Five or more entries (Several paragraphs each) are present.	Four entries are present or entries are less than several paragraphs.	Three entries are present and many are inadequate or sketchy in development (barely a paragraph, or even less).	Only one or two entries are present. Entries are completely undeveloped.
Content- Based from Research	Believable events from the child's life are extremely well-portrayed.	Attempts to show events from the child's life and experience are evident.	Little is related to actual events from this child's life—the diary could have been about anybody.	No attempt to portray the child's life and times is evident.
Content-Description	Vivid descriptive language is used to describe events and characters.	Descriptive language is used to describe events and characters.	Some descriptive language is used to describe events and characters.	Descriptive language is not used.
Creativity	The entries are creative and interesting. All show the child's thoughts or feelings	Most entries are creative and interesting and show the child's thoughts or feelings.	Some entries lack creativity and most do not show the child's thoughts or feelings—very generic.	Entries are lacking creativity and do not show the child's thought and feelings.

The group Powerpoint will be evaluated according to the following rubric:

Powerpoint Research Project

CATEGORY	4	3	2	1
Use of Work Time	Student works responsibly and effectively all of the time.	Student works effectively most of the time.	Student works responsibly and effectively some of the time.	Student does not use the work time responsibly and effectively.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Use of Graphics/Backgrounds/Transitions	All graphics are attractive (size and colors) and support the theme/content of the presentation. Graphics and/or transitons are not overdone.	A few graphics are not attractive but all support the theme/content of the presentation. Graphics or transitions may be a little overdone.	All graphics are attractive but a few do not seem to support the theme/content of the presentation. Too many transitions detract.	Several graphics are unattractive AND detract from the content of the presentation.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Slides--Required	All slides are included: 2 on the child, based on requirements--one on advocate/rescuer, with required information, well-presented.	Missing 1 slide	Missing 2 slides	Missing 3 or more slides
Slides--General	All slides needed to provide background, interpretation, and transition are provided--including title slides and credits/sources slide.	Missing a slide here or there of background, intepretation or transition--but has title and sources slides, and some background	Major gaps in slide presentation of material-- or has title slide, but not a complete sources slide	Required elements are obviously missing--little or no attempt to put individual contributions together in a cohesive whole--no sources--sketchy on title and background slides.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.	Most information is organized in a clear, logical way. One slide or item of information seems out of place.	Some information is logically sequenced. An occasional slide or item of information seems out of place.	There is no clear plan for the organization of information.

Photostory Research Project

CATEGORY	4	3	2	1
Use of Work Time	Student works responsibly and effectively all of the time.	Student works effectively most of the time.	Student works responsibly and effectively some of the time.	Student does not use the work time responsibly and effectively.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Use of Graphics/Transitions/Music	All graphics/music are attractive (size and colors) and support the theme/content of the presentation. Graphics and/or transitons are not overdone..	A few graphics are not attractive but all support the theme/content of the presentation. Graphics or transitions may be a little overdone. Music choice is good, but could have been more appropriate.	All graphics are attractive but a few do not seem to support the theme/content of the presentation. Too many transitions detract. Music is inappropriate.	Several graphics are unattractive AND detract from the content of the presentation. No music.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Slides--General	All fslides needed to provide background, interpretation, and transition are provided--including title slides and credits/sources slide.	Missing a slide here or there of background, intepretation or transition--but has title and sources slides, and some background	Major gaps in slide presentation of material-- or has title slide, but not a complete sources slide	Required elements are obviously missing--little or no attempt to put individual contributions together in a cohesive whole--no sources--sketchy on title and background slides.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.	Most information is organized in a clear, logical way. One slide or item of information seems out of place.	Some information is logically sequenced. An occasional slide or item of information seems out of place.	There is no clear plan for the organization of information.
Narration	All group members narrated extremely well, with appropriate information.	Good narration, but not always shared by the whole group.	Some narration, not always appropriate to topic.	Little or no narration.

Blogging Rubric

CATEGORY	4	3	2	1
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Focus on Topic (Content)	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear. There is a seemingly random collection of information.
Support for Topic (Content)	Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.	Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.	Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.	Supporting details and information are typically unclear or not related to the topic.
Response to Peer	Relevant, telling, quality details respond to several peers' posts.	Supporting details and information are relevant, but only to one peer.	Sketchy responses, with little development.	No response to a peer.

Inspiration Map Rubric

CATEGORY	4	3	2	1
Clarity and Neatness	Concept map is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary.	Concept map is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions.	Concept map is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions.	Concept map is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions.
Use of Time	Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders.	Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders.	Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so.	Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so.
Content	All content is in the students' own words and is accurate. Character support is thorough and accurate.	Almost all content is in the students' own words and is accurate.	At least half of the content is in the students' own words and is accurate.	Less than half of the content is in the students' own words and/or is accurate.
Spelling & Grammar	No spelling or grammatical mistakes	Minimal spelling or grammatical mistakes.	Some spelling or grammatical errors .	Multiple spelling and/or grammatical errors
Required Elements	Concept map included all required elements as well as a few additional elements.	Concept map included all required elements and one additional element.	Concept map included all required elements.	One or more required elements was missing from the concept map