Escolar Documentos
Profissional Documentos
Cultura Documentos
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Student Name:
Proficient
Acceptable
Needs Improvement
4 - excellent
3- good
1- fair
Organization
Student presents
Audience has difficulty following
information in logical
presentation because student
sequence which audience
jumps around.
can follow.
Content
Accurate information,
Some information is inaccurate,
sufficient information,
sufficient information, some
some resources not cited. resources are not cited.
Subject Knowledge
Style/Mechanics (PowerPoint)
Overall Rating
The electronic
presentation is clear and
logical and contains
pertinent information and
images. Good clear oral
presentation.
Excellent
Good
Fair
Unacceptable
0- poor
Delivery not smooth and
audience attention lost
because there is no sequence
of information.
Information is inaccurate, most
sources are not cited.
Student does not have grasp of
information; student cannot
answer questions about
subject.
Poor
Pts.
SKILLS
Outcome mastery
Depth of reflection
Substantiation of
claims
Level 5
Level 4
Level 3
Excellent
Proficient
Acceptable
Demonstrates a thoughtful
awareness of the knowledge
and skills acquired for this
domain over the course of
the graduate program
Proficient
Good
Overall Rating
Comments:
Student Name:
Excellent
Level 2
Level 1
Needs Improvement
Unacceptable
Demonstrates a limited
awareness of one or two of
the knowledge and skills
acquired for this domain over
the course of the graduate
program
Demonstrates little or no
awareness of the knowledge
and skills acquired for this
domain over the course of the
graduate program
Student demonstrates
frequent errors and use of
unclear or incomplete
sentences so that
comprehension is difficult
Student demonstrates
multiple errors so that
comprehension is almost
Fair
Poor
Dimension
Thesis - 10%
Conclusion - 10%
Structure - 20%
Ideas - 20%
Evidence - 20%
Student Name:
Proficient
Acceptable
Needs Improvement
4 - excellent
3- good
1- fair
Comments:
Conclusion is somewhat
related to the thesis and
argument.
Accurately represents
Accurately represents at
multiple ideas with at least least one idea from each
one from each work
work
Multiple specific citations
from each source, at least
some of which support the
main thesis
Unacceptable
0- poor
No discernable thesis
statement
No conclusion
Pts.
Student Name:
3
All topics are addressed
and most questions
answered with at least
minimal detail - and at
least one example.
Amount of Informaton
Quality of information
Sources
Mechanics
Organization
Overall Rating
Comments:
No grammatical, spelling or
punctuation errors.
Almost no grammatical,
spelling or punctuation
errors
Pts.
Textual citations*
Proficient
Acceptable
Needs Improvement
4 - excellent
3- good
1- fair
Thesis - 20%
Accurate representation of
author's ideas - 30%
Student Name:
Accurately represents
more than one idea
*these do not have to be quotes, but they do need to at least cite specific content of the rel
Comments:
Unacceptable
Pts.
0- poor
No discernable thesis
statement
No specific citations of
text
No accurate
representations of
author's ideas
Category
Introduction
Support Sources
Conclusion
Comments:
Student Name:
Excellent
Good
Acceptable
(exceeds standards)
(occasionally exceeds)
(meets standards)
No errors in APA style. Scholarly style. Rare errors in APA style that do
Writing is flowing and easy to follow. not detract from the paper.
Scholarly style. Writing has
minimal awkward of unclear
passages.
All references and citations are
correctly written and present.
Adpted from:
http://faculty.rio.edu/rfish/My%20Faculty%20Website/Rubrics/APA%20Research%20Paper%20Rubric.pdf
Unacceptable
Pts.
(below standards)
Does not adequately convey
topic. Does not describe
subtopics to be reviewed.
Lacks adequate thesis
statement.
5 pts
5 pts
10 pts
5 pts
5 pts
10 pts
10 pts
Category
Hypotheses
Methods
Includes participants
& procedures sections
Results
Proficient
Acceptable
Discussion
Comments:
Good
Student Name:
Unacceptable
Pts.
2 pts
5 pts
inferential statistics are missing
or incorrect; table/graphs are
missing or incorrect.
3 pts
3 pts
No APA style in text.
3 pts
Very unclear, many errors.
Category
Explanation of issues
Evidence
(Selecting and using
information to investigate a
point of view or conclusion)
Exemplary (4)
Student Name:
Proficient (3)
Developing (2)
Issue/problem to be
considered critically is stated
clearly and described
comprehensively, delivering all
relevant information
necessary for full
understanding.
Issue/problem to be considered
critically is stated, described, and
clarified so that understanding is
not seriously impeded by
omissions.
Issue/problem to be considered
critically is stated but
description leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Students position
(perspective, thesis/
hypothesis)
Innovative Thinking
Novelty or uniqueness (of
idea, claim, question, form, etc.)
Comments:
Adapted from:
http://www.webster.edu/documents/global-citizenship/criticalthinking.pdf
Beginning ( 1 or 0)
Issue/problem to be
considered critically is stated
without clarification or
description.
Shows an emerging
awareness of present
assumptions (sometimes labels
assertions as assumptions).
Begins to identify some
contexts when presenting a
position.
Pts.
Reformulates a collection of
available ideas.
Category
Identifies and summarizes the
problem/question at issue (and/or
the source's position).
Innovative Thinking
Novelty or uniqueness (of idea,
claim, question, form, etc.)
Student Name:
Exemplary (4)
Proficient (3)
Developing (2)
Analyzes the issue with a clear sense of scope and context, including an
assessment of the audience of the analysis.
Considers other pertinent contexts.
Comments:
Adapted from:
http://www.uh.edu/writecen/Faculty/WSUCriticalThinkingScoringGuide.doc
Beginning ( 1 or 0)
Pts.
Student Name:
*Code: NA = Not Applicable (i.e. not in the assignment); NP = 0 = Not Present in Observation
Category
Exemplary (4)
Proficient (3)
Developing (2)
1. Problem/Issue
Identification of issues
Assumptions
Identified implicitly or
incompletely described.
2. Analysis of Problem/Issue/Investigation
Method(s)
Alternate points of view
Thoroughly considered multiple Thoroughly considered attention Some attention to at least one
alternate points of view.
to one alternate view.
alternate view.
4. Conclusion/Problem Solution
Limitations
Integration
Conclusions/
Solution(s)
5. Creativity
Thoroughly considered.
Given some attention.
Ideas well integrated into a Ideas integrated into a
coherent argument, solution, somewhat coherent piece.
presentation, etc.
Conclusions/
solutions based on
evidence/sound methods.
Most conclusions/
Some unwarranted
solutions based on evidence. conclusions drawn, or some
solution errors.
Creativity
Highly evident.
Pts. or
vation
Beginning ( 1 or 0)
Problem/issue ambiguous/ not
present.
Not identified, not explained.
Completely inappropriate
choice & method(s) use.
Obvious alternate views
ignored.
No resources/source materials
are relevant, appropriate,
credible.
Limitations ignored.
Ideas lack connection or
coherence.
Conclusions/solution(s)
unwarranted; maintains
preconceived views
regardless of evidence or
need for different solution.
Code (NA/NP)
No evidence of
engagement/new ideas on
topic; work simply a rehash
of other peoples ideas.
No communication/
adaptation.
7.doc
Student Name:
Beginning
Developing
Accomplished
Stated Objective or
Performance
Description of identifiable
performance characteristics
reflecting a beginning level of
performance.
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance charecteristics
reflecting mastery of
performance
Stated Objective or
Performance
Description of identifiable
performance characteristics
reflecting a beginning level of
performance.
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance charecteristics
reflecting mastery of
performance
Stated Objective or
Performance
Description of identifiable
performance characteristics
reflecting a beginning level of
performance.
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance charecteristics
reflecting mastery of
performance
Stated Objective or
Performance
Description of identifiable
performance characteristics
reflecting a beginning level of
performance.
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance charecteristics
reflecting mastery of
performance
Stated Objective or
Performance
Description of identifiable
performance characteristics
reflecting a beginning level of
performance.
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance charecteristics
reflecting mastery of
performance.
Developing
Accomplished
Overall Rating
Comments:
Beginning
Exemplary
4
Description of identifiable
performance
characterisics reflecting
the highest level of
performance
Description of identifiable
performance
characterisics reflecting
the highest level of
performance.
Description of identifiable
performance
characterisics reflecting
the highest level of
performance.
Score
Description of identifiable
performance
characterisics reflecting
the highest level of
performance.
Description of identifiable
performance
characterisics reflecting
the highest level of
performance
Exemplary
Student Name:
Scientific Procedures
and Resoning
Techniques
Scientific
Communication/
Using Data
No evidence of a strategy or
procedure, or used a strategy
that did not bring about
successful completion of task/
investigation.
No evidence of scientific
reasoning used.
There were so many errors in
the process of investigation that
the task could not be completed.
No explanation, or the
explanation could not be
understood, or was unrelated
to the task/ investigation.
Did not use, or
inappropriately used scientific
representations and notation
(e.g. symbols, diagrams,
graphs, tables, etc.).
No conclusion stated, or no
data recorded.
An incomplete explanation
or explanation not clearly
presented (e.g., out of
sequence, missing step).
Attempted to use
appropriate scientific
representations and
notations, but were
incomplete (e.g., no labels on
chart).
Conclusions not supported
or were only partly supported
by data.
NOVICE
APPRENTICE
Practitioner
EXPERT
Pts.
Comments:
Scientific Concepts
and Related data
No use, or mostly
inappropriate use, of
scientific terminology.
No mention or
inappropriate references to
relevant scientific concepts,
principles, or theories (big
ideas).
Some evidence of
understanding observable
characteristics and
properties of objects,
organisms, and/or materials
used.
Appropriately used
scientific terminology.
Provided evidence of
understanding of relevant
scientific concepts,
principles or theories (big
ideas).
Evidence of understanding
observable characteristics
and properties of objects,
organisms, and/or materials
used