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YEAR 8 HEALTH Informative Newsletter/ Vodcast Assessment Rubric

Name: ____________________________________________________________________________
Criterion

Accurate,
relevant
information
about
adolescence

Structure and
cohesion

Understanding
of learning
area
vocabulary

Understanding
of how visual
elements
make meaning

Spelling
knowledge

Exceptional

Skilled

Proficient

Developing

Needs
improvement

Not Evident

20 18

17 14

13 10

97

64

3-0

Demonstrates
outstanding
knowledge and
understanding of
adolescence. This
is achieved by
providing highly
relevant and
detailed
description of the
key aspects of
adolescence.

Demonstrates very
good knowledge
and understanding
of adolescence.
This is achieved by
providing relevant
and reasonably
detailed description
of the key aspects
of adolescence.

Demonstrates
satisfactory
knowledge and
understanding of
adolescence. This is
achieved by
providing somewhat
relevant and a
satisfactory
description of the
key aspects of
adolescence.

Demonstrates basic
knowledge and
understanding of
adolescence. This is
achieved by
providing a basic
description of the
key aspects of
adolescence.

Demonstrates
very little
understanding of
adolescence and
lacks appropriate
quotes and
evidence of the
key aspects of
adolescence.

There is no
evidence of
understandin
g of
adolescence.

10 9

87

65

43

21

Expertly adopts
the informative
genre. There are
7 or more subheadings with,
attention grabbing
information to
draw the reader in
and discussion of
relevant aspects
of adolescence.
Clear evidence of
well thought out
progression of the
relevant sub
headings.

Capable adoption of
the informative
genre. There are 67 sub- headings
with attention
grabbing information
to draw the reader
in and discussion of
relevant aspects of
adolescence.
Evidence of well
thought out
progression of the
relevant sub
headings.

Generally, the piece


adopts the
informative genre.
There are 5 subheadings with
attention grabbing
information to draw
the reader in and
discussion of
relevant aspects of
adolescence.
Adequate
progression of
relevant sub
headings.

Some attempt has


been made to adopt
the informative
genre. There are 4
sub-headings with
appropriate
information to
provide knowledge
to the reader an
attempt to discuss
relevant aspects of
adolescence has
been made. Logical
progression of sub
headings is lacking.

Minimal attempt
has been made to
adopt the
informative genre.
There are 3 subheadings with
appropriate
information to
provide
knowledge to the
reader, comments
under the sub
headings are
provided. No
logical
progression of
sub headings.

10 9

87

65

43

21

Uses subject
specific
vocabulary
related to
adolescence. A
refined
vocabulary
contributes to the
specificity and
authority of the
content.

Uses a wide variety


of vocabulary
related to
adolescence. The
vocabulary
contributes to the
specificity and
authority of the
written text.

Uses a variety of
vocabulary related
to adolescence that
contribute to the
specificity and
authority of the
written text.

Vocabulary used
is basic and does
not contribute to
the specificity and
authority of the
written text.

There is no
attempt to
use
vocabulary
that
contributes to
the specificity
and authority
of the written
text.

10 9

87

65

43

21

An effective
variety of visuals
are used which
significantly help
to support the
written text.

A variety of visuals
are used which help
to support the
written text.

A variety of visuals
are used which help
to support the
written text.

Limited use of
visuals that
somewhat support
the written text.

Visuals used are


disconnected
from the written
text.

10 9

87

65

43

21

No spelling
mistakes.
Includes spelling
of unusual or
technical words.

Minimal spelling
mistakes. Includes
spelling of unusual
or technical words.

Spells most
common and
familiar words
correctly, but may
have some errors
on more difficult or
unfamiliar words.

Several spelling
mistakes made on
common and
familiar words. Does
not attempt difficult
words.

Numerous
spelling mistakes
on common and
familiar words.
Does not attempt
difficult words.

Text is full of
spelling
mistakes on
common and
familiar
words. Does
not attempt
difficult
words.

Vocabulary used
somewhat
contributes to the
specificity and
authority of the
written text.

There is no
clear
structure.

No visuals
used.

TOTAL
/60

Teachers Comment
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