Research E3.9A, C, E3.

11B

Students research notes exhibit deep insight, understanding, and focus in sel
ecting important details about the assigned college, vocational
school, or military branch from a wide variety of resources.
Students research notes exhibit appropriate insight, understanding, and focus
in selecting important details about the assigned college,
vocational school, or military branch from several resources.
Students research notes exhibit little insight, understanding, and focus in sele
cting important details about the assigned college, vocational
school, or military branch from several resources.
Unclear or erroneous information is gathered and discussed.
Students attempt to locate and record details and other information is
misguided and too often irrelevant based on notes gathered during research.

Student does not attempt the task.

Website Analysis E3.8A, E3.11A

Students website is developed in a highly effective format with style, tone,

and diction that advances its purpose for the intended audience. The website
utilizes well-organized and clear information about the chosen
college, vocational school, or military branch.
Students website is developed in an effective format with style, tone, and
diction that advances its purpose for the intended audience. The website
utilizes appropriately organized and mostly clear information about the
chosen college, vocational school, or military branch.
Students website is developed in a format with style, tone, and diction
that barely advances its purpose for the intended audience. The website
is somewhat organized and contains some erroneous information about the
chosen college, vocational school, or military branch.
Students pamphlet provides little to no evidence that the information is
accurate or related to the topic. The presentation does not achieve its
purpose to inform.

Student does not attempt the task.

Written Response E3.21B

Students write an engaging and well-organized response which clearly

communicates their analysis of another students website. Apt discussion of
style, tone, and diction is used to explain their findings.
Students write a generally effective response, which clearly communicates their
analysis of another students website; however, the level of analysis and
discussion are inconsistent and sometimes too vague or somewhat confusing.
Overall, however, the response clearly shares findings with apt detail.
Students write a minimally effective response communicating their analysis; how
ever, the level of evidence and supporting reasons are weak. The argument
is skeletal throughout with only a few well-defined details. While a clear
position is taken, the overall response is too short and general for a higher score.
There is little to no evidence that the students can take a position and support it
with evidence and well-defined reasons. There are too many errors and
omissions to be credible and the overall response is disjointed citing irrelevant
information.

Student does not attempt the task.