Each of the following rubrics corresponds with one of the steps in the "Ben Franklin's Life and Times" Sample Lesson Plan. Think of these rubrics as a jumping off point for creating your own assessments for the unit you're currently developing. For assessing the final compositions produced in Step 7 of the sample lesson plan, see the writing rubric developed by the Northwest Regional Education Laboratory, available in PDF format at: http://www.nwrel.org/eval/pdfs/6plus1traits.pdf
| Target Objectives | Level 1 Indicator | Level 2 Indicator | Level 3 Indicator | Level 4 Indicator |
| Students understand the first half of the Ben Franklin book. |
Demonstrates a weak understanding of 1st half of the Franklin book.
|
Demonstrates some understanding of the 1st half of the Franklin book.
|
Demonstrates a reasonably good understanding of the 1st half of the
Franklin book. |
Demonstrates excellent, in-depth mastery of the 1st half of the Franklin
book. |
| Students learn new vocabulary and are able to use the words in novel situations. | Demonstrates a weak understanding of new vocabulary words,
and doesn't use them properly in new contexts. (1 point) |
Demonstrates some understanding of new vocabulary words,
and has some ability to use them properly in new contexts. (2 points) |
Demonstrates a reasonably good understanding of new vocabulary
words, and has a reasonably good ability to use them properly in new contexts.
(3 points) |
Demonstrates mastery of new vocabulary words, and has excellent
ability to use them properly in new contexts. (4 points) |
| Students relate elements described in the Ben Franklin biography to information they already know about the historical context. | Demonstrates a weak understanding of the historical context
of Franklin's life, and how it relates to elements in his biography. (1 point) |
Demonstrates some understanding of the historical context
of Franklin's life, and how it relates to elements in his biography. (2 points) |
Demonstrates a reasonably good understanding of the historical
context of Franklin's life, and how it relates to elements in his biography.
(3 points) |
Demonstrates excellent understanding of the historical context
of Franklin's life, and how it relates to elements in his biography. (4 points) |
| Students can describe Ben Franklin's main character traits. | Demonstrates a weak understanding of Ben Franklin's character. (2 points) | Demonstrates some understanding of Ben Franklin's character. (2 points) | Demonstrates a reasonably good understanding of Ben Franklin's character. (3 points) | Demonstrates excellent understanding of Ben Franklin's character. (4 points) |
| Target Objectives | Level 1 Indicator | Level 2 Indicator | Level 3 Indicator | Level 4 Indicator |
| Students understand the second half of the Ben Franklin book. |
Demonstrates a weak understanding of the 2nd half of the Franklin book. |
Demonstrates some understanding of the 2nd half of the Franklin book;
|
Demonstrates a reasonably good understanding of the 2nd half of the
Franklin book. |
Demonstrates in-depth mastery of the 2nd half of the Franklin book.
|
| Students add to their knowledge about Ben Franklin with information they learn from the Web. | Has difficulty relating information found on the Web to
Franklin's life and to class discussions. (1 point) |
Has some ability to relate information found on the Web
to Franklin's life and to class discussions. (2 points) |
Has some proficiency in relating information found on the
Web to Franklin's life and to class discussions (3 points) |
Has excellent ability to relate information found on the
Web to Franklin's life and to class discussions. (4 points) |
| Students understand ways to critically evaluate the quality of information they read on the Web. | Demonstrates a weak understanding of what it means to be
a "critical researcher", and lacks strategies for evaluating
information on the Web. (1 point) |
Has some understanding of what it means to be a "critical
researcher", and has 1 or 2 strategies for evaluating information
on the Web. (2 points) |
Has a reasonable understanding of what it means to be a
"critical researcher", and has 3 strategies for evaluating information
on the Web. (3 points) |
Has an excellent understanding of what it means to be a "critical researcher", and has 4 or more strategies for evaluating information on the Web.(4 points) |
| Target Objectives | Level 1 Indicator | Level 2 Indicator | Level 3 Indicator | Level 4 Indicator |
| Students deepen their knowledge by applying research skills to gather information for group projects (either a biography or an original invention). |
Demonstates a lack of skills and/or strategies for conducting project-based
research; gains little knowledge about the topic. |
Demonstrates beginning skills and/or strategies for conducting project-based
research; gains some knowledge about the topic. |
Demonstrates several skills and/or strategies for conducting poject-based
research; gains a good amount of knowledge about the topic. |
Demonstrates proficiency in conducting project-based research; gains
extensive knowledge about the topic. |
| Students contribute to group projects, and learn team collaboration skills. | Contribution to learning group is minimal; has difficulty
collaborating with team members. (1 point) |
Contribution to learning group is small; has some ability
to collaborate with team members. (2 points) |
Contribution to learning group is considerable; is successful
at collaborating with team members. (3 points) |
Contribution to learning group has a major impact on the overall
project; is highly successful at collaborating with team members .(4 points) |
| Target Objectives | Level 1 Indicator | Level 2 Indicator | Level 3 Indicator | Level 4 Indicator |
| Students learn to brainstorm and organize ideas for group projects (either biography or invention). |
Demonstrates extreme difficulty with brainstorming and organizing ideas
for a group biography or invention project. |
Demonstrates some difficuly with brainstorming and organizing ideas for
a group biography or invention project. |
Demonstrates proficiency in brainstorming and organizing ideas for a
group biography or invention project. |
Demonstrates great facility with brainstorming and organizing ideas for
a group biography or invention project. |
| Students learn to create graphic organizers using Inspiration software. | Demonstrates extreme difficulty with using Inspiration
software to organize ideas. (1 point) |
Demonstrates some difficulty with using Inspiration
software to organize ideas. (2 points) |
Demonstrates proficiency in using Inspiration software
to organize ideas. (3 points) |
Demonstrates mastery at using Inspiration software
to organize ideas. (4 points) |
| Target Objectives | Level 1 Indicator | Level 2 Indicator | Level 3 Indicator | Level 4 Indicator |
| Students write productive first draft compositions; goals include incorporating ideas from their prewriting activity, organizing their information, and incorporating new vocabulary. |
In first-draft composition, demonstrates extreme difficulty with incorporating
ideas from the previous brainstorming session, organizing information,
and using new vocabulary. |
In first-draft composition, demonstrates some difficulty with incorporating
ideas from previous brainstorming session, organizing information, and
using new vocabulary. |
In first-draft composition, demonstrates proficiency in incorporating
ideas from the previous brainstorming session, organizing information,
and using new vocabulary. |
In first-draft composition, demonstrates great facility with incorporating
ideas from the previous brainstorming session, organizing information,
and using new vocabulary. |
| Target Objectives | Level 1 Indicator | Level 2 Indicator | Level 3 Indicator | Level 4 Indicator |
| Students revise their compositions to improve organization and other elements, and incorporate suggestions from peers. |
Demonstrates extreme difficulty with the revision process (modifications
are minor and do not improve the piece); struggles with incorporating
others' suggestions for improvement. |
Demonstrates some difficulty with the revision process (makes some modifications
that mildly improve the piece); is beginning to be able to incorporate
others' suggestions for improvement. |
Demonstrates proficiency with the revision process (makes modifications
that solidly improve the piece); is skillful in incorporating others'
suggestions for improvement. |
Demonstrates great facility with the revision process (makes modifications
that greatly improve the piece); is proficient in incorporating others'
suggestions for improvement. |
| Students offer constructive feedback and suggestions for their peers' compositions. | Offers hardly any constructive feedback on peers' writing. (1 point) |
Offers some constructive feedback on peers' writing. (2 points) |
Offers substantial constructive feedback on peers' writing.(3 points) | Offers extensive constructive feedback on peers' writing.(4 points) |
Copyright © 2000, Education Development Center, Inc. (EDC)