Evaluation - Door in the Wall

The Evaluation

The Door in the Wall - Medieval England

There will be three evaluations of your project that will be individually graded.

Research, presentation and collaboration. Research will be evaluated by the teacher, Presentation will be evaluated by the student audience and Collaboration will be evaluated by the group members. The point totals will be added together and a grade determined based on the following scale:

An online quiz comprised of questions from each presentation will be completed by each student. Notes may be used to take this quiz. There will be 16 (1 point) multiple choice, 16 (1 point) true and false and 6 (2 point) short answers as well as 16 (1 point) vocabulary words. Totaling 60 points.

Research 20 points

Presentation 20 points

Collaboration 20 points

Quiz 60 points

Total 120 points

Grades based on the following standard:

A 120-108

B 107-96

C 95-84

D 83-71

F 70-0

Door in the Wall Research Rubric

Teacher name: Cynthia Terwilliger

Student Name ___________________

CATEGORY 4 3 2 1

Ideas/Research Questions Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

Group Timeline Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.

Delegation of Responsibility Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Each student in the group can clearly explain what information s/he is responsible for locating. Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. One or more students in the group cannot clearly explain what information they are responsible for locating.

Plan for Organizing Information Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Quality of Sources Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Door in the Wall Presentation Rubric

Teacher name: Cynthia Terwilliger

Student Name ___________________

CATEGORY 4 3 2 1

Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors.

Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts.

Workload The workload is divided and shared equally by all team members. The workload is divided and shared fairly by all team members, though workloads may vary from person to person. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected.

Presentation Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience most of the time. Delivery not smooth and audience attention often lost.

Door in the Wall Collaboration Rubric

Teacher name: Cynthia Terwilliger

Student Name ___________________

CATEGORY 4 3 2 1

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work.

Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work Often forgets needed materials or is rarely ready to get to work.

Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Door in the Wall Research Rubric Teacher name: Cynthia Terwilliger Student Name ___________________
CATEGORY	4	3	2	1
Ideas/Research Questions	Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.	Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.
Group Timeline	Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.	Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.
Delegation of Responsibility	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Plan for Organizing Information	Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.	Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.	Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.	Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Quality of Sources	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Door in the Wall Presentation Rubric Teacher name: Cynthia Terwilliger Student Name ___________________
CATEGORY	4	3	2	1
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Workload	The workload is divided and shared equally by all team members.	The workload is divided and shared fairly by all team members, though workloads may vary from person to person.	The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.	The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.

Door in the Wall Collaboration Rubric Teacher name: Cynthia Terwilliger Student Name ___________________
CATEGORY	4	3	2	1
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Preparedness	Brings needed materials to class and is always ready to work.	Almost always brings needed materials to class and is ready to work.	Almost always brings needed materials but sometimes needs to settle down and get to work	Often forgets needed materials or is rarely ready to get to work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.