Teachers: You may this rubric below, or create your own grading rubric for the final product the students produce.
Students' grades are derived from an individual effort and a group effort. The rubric includes sections for individual grades and group effort.
This project is graded out of 30 points. See grading rubric below.
You can also download a copy of the rubric by click here
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Beginning (1) |
Developing (2) |
Accomplished (3) |
Exemplary (4) |
Score | |
| Task 1 Questions | Does not answer the question. | Answers some of the questions. Answers are not clearly explained. | Explains each question clearly, but does not take role into consideration. | Clearly explains each question. Take's role into consideration when answering question. | |
| Task 2 Questions | Does not answer the question. | Answers some of the questions. Answers are not clearly explained. | Explains each question clearly, but does not take role into consideration. | Clearly explains each question. Take's role into consideration when answering question. | |
| Draft of Constitution |
Does not address all required parts (Preamble, Legislative and Executive Branch, and address at least 2 of the suggested issues) Several spelling and grammatical errors. Errors interfere with understanding. |
Includes some of the required parts (Preamble, Legislative and Executive Branch, and address at least 2 of the suggested issues) 10 or more spelling and grammatical errors. Errors interfere with understanding. |
Includes all required parts: Preamble, Legislative and Executive Branch, and address at least 2 of the suggested issues 5 or more spelling and grammatical errors, but errors do not interfere with understanding. |
Includes all parts: Preamble, Legislative and Executive Branch, and address at least 2 of the suggested issues No to few minor spelling errors and grammars. Errors do not interfere with understanding. |
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| Participation | Does not participate with the group. Does not help write the draft. | Involved in some group discussion. Involved in some of steps of writing the draft. | Involved in most group discussion. Involved in most steps of writing the draft. | Involved in all group discussions, involved in all steps of writing the draft. | |
| Presentation | Does not or minimally explains the purpose of the Constitution. Unable to answer questions, and unable to provide counter-arguments to opposition. | Explains the purpose of the Constitution, but leaves several questions. Does not attempt to persuade audience to vote for Constitution. Unable to provide counter-arguments to opposition. | Explains the purpose of the Constitution, uses few persuasive arguments, and provides few counter-arguments to opposition. | Clearly explains the purpose of the Constitution, uses several persuasive arguments, and able to provide counter-arguments to opposition. | |
| Understanding Assigned Roles | Does not understand role. Unable to play role during discussion and debate. | Some confusion regarding role. Understands some aspects of role in activity. | Demonstrates an understanding of role based on responses on worksheet, discussion, and debate. | Demonstrates clear understanding of role through responses on worksheet, discussion, and debate. | |
| Name on Paper | Includes name on worksheet (1 point) | ||||
| Group Effort | Do students cooperate with one another; is the final project created by the group as a whole? (5 points total) | ||||