ASSESSMENT SUGGESTIONS

Role Play Rubric

Student:
Levels of Quality

Criteria
Participation in
Preparation and
Presentation
Presentation of
Character

Achievement of
Purpose
Use of Non-Verbal
Cues (voice,
gestures, eye
contact, props,
costumes)
Imagination and
Creativity

4
Excellent
Always willing and
focused during
group work and
presentation.

3
Proficient
Usually willing and
focused during
group work and
presentation.

2
Adequate
Sometimes willing
and focused
during group work
and presentation.

1
Limited
Rarely willing and
focused during
group work and
presentation.

Convincing
communication of
characters
feelings, situation
and motives.
Purpose is clearly
established and
effectively
sustained.
Impressive variety
of non-verbal cues
are used in an
exemplary way.

Competent
communication of
characters
feelings, situations
and motives.
Purpose is clearly
established and
generally
sustained.
Good variety of
non-verbal cues
are used in a
competent way.

Adequate
communication of
characters
feelings, situation
and motives.
Purpose is
established but
may not be
sustained.
Satisfactory variety
of non-verbal cues
used in an
acceptable way.

Limited
communication of
characters
feelings, situation
and motives.
Purpose is vaguely
established and
may not be
sustained.
Limited variety of
non-verbal cues
are used in a
developing way.

Choices
demonstrate
insight and
powerfully
enhance role play.

Choices
demonstrate
thoughtfulness and
completely
enhance role play.

Choices
demonstrate
awareness and
developing
acceptably
enhance role play.

Choices
demonstrate little
awareness and do
little to enhance
role play.

Assignment/Activity:
Specific Criteria:

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ASSESSMENT SUGGESTIONS

Writing Rubric

Student:
Levels of Quality

Criteria
Content

Organization

Achievement of
Purpose
Use of Language
(diction,
sentences)

Correctness

4
Excellent
Engaging and
insightful
presentation of
thoughts and
supporting details.

3
Proficient
Clear and
thoughtful
presentation of
thoughts and
supporting details.

2
Adequate
Straightforward
and developing
presentation of
thoughts and
supporting details.

1
Limited
Simplistic and
emerging
presentation of
thoughts and
supporting details.

Introduction, detail,
arrangement,
transitions,
conclusion and
coherence are
superior.
Purpose is clearly
established and
effectively
sustained.
Precise and
sophisticated
vocabulary used.
Sentences vary in
pattern and length.

Introduction, detail
arrangement,
transitions,
conclusions and
coherence are
very good.
Purpose is clearly
established and
generally
sustained.
Carefully chosen
and complex
vocabulary is
used. Sentences
often vary in
pattern and length.

Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
satisfactory.
Purpose is
established but
may not be
sustained.
Generally precise
and
straightforward
vocabulary is
used. Sentences
sometimes vary in
pattern and length.

Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
limited.
Purpose is vaguely
established and
may not be
sustained.
Vague, imprecise
or inappropriate
vocabulary is
used. Mainly
simple sentences,
lacking in variety
are used.

Great attention
has been paid to
correctness. Text
contains
essentially no
errors which
interfere with
clarity of
communication.

Attention has been

paid to
correctness. Text
contains minor
errors, none of
which interfere
with clarity of
communication.

Less attention has

been paid to
correctness. Text
contains errors
which interfere
with clarity of
communication.

Little attention has

been paid to
correctness. Text
contains many
errors which limit
the clarity of
communication.

Assignment/Activity:
Specific Criteria:

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ASSESSMENT SUGGESTIONS

Representation Rubric

Student:
Levels of Quality

4
Excellent
Comprehensive
information and
specific, relevant
details.

3
Proficient
Substantial
information and
carefully chosen,
relevant details.

2
Adequate
General
information and
simplistic,
underdeveloped
details.

1
Limited
Unclear
information and
irrelevant or
unsupported
details.

Format

Correct format is
always followed
and organization is
exemplary.

Correct format is
usually followed
and organization is
competent.

Correct format is
seldom followed
and organization is
emerging.

Techniques

Exemplary range
of techniques used
to create a
powerful image
clearly suitable for
target audience.

Competent range
of techniques used
to create an
interesting image
suitable for target
audience.

Graphics

Creative graphics
contribute to an
engaging
representation.

Clear graphics
contribute to a
thoughtful
representation.

Correct format is
sometimes
followed and
organization is
developing.
Developing range
of techniques used
to create an
adequate image
moderately
suitable for target
audience.
Simple graphics
contribute to a
developing
representation.

Correctness

Great attention
has been paid to
correctness. Text
contains
essentially no
errors which
interfere with
clarity of
communication.

Attention has been

paid to
correctness. Text
contains minor
errors, none of
which interfere
with clarity of
communication.

Less attention has

been paid to
correctness. Text
contains errors
which may
interfere with
clarity of
communication.

Little attention has

been paid to
correctness. Text
contains many
errors which limit
the clarity of
communication.

Criteria
Details and
Information

Emerging range of
techniques used to
create an image
which minimally
appeals to or is not
suitable for target
audience.
Limited graphics
contribute to a
novice
representation.

Assignment/Activity:
Specific Criteria:

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ASSESSMENT SUGGESTIONS

Newspaper Rubric

Student:
Levels of Quality

4
Excellent
Perceptive ideas
with specific and
relevant support.

3
Proficient
Thoughtful ideas
with carefully
chosen and
appropriate
support.

2
Adequate
Conventional
ideas with general
and simplistic
support.

1
Limited
Superficial ideas
with irrelevant
support.

Layout of
Newspapers

Skillful
organization
contributes to a
powerfully realistic
project.

Well structured
organization
contributes to a
realistic project.

Simplistic
organization
contributes to a
moderately
realistic project.

Faltering or
unclear
organization
contributes to an
unrealistic project.

Relation of
Newspaper to the
Major Event

Project
demonstrates
exemplary relation
to major event.

Project
demonstrates
competent relation
to major event.

Project
demonstrates
developing relation
to major event.

Project
demonstrates
emerging relation
to major event.

Creativity and
Imagination

Choices
demonstrate
insight and
powerfully
enhance project.

Choices
demonstrate
thoughtfulness and
competently
enhance project.

Choices
demonstrate
developing
awareness and
acceptability
enhance project.

Choices
demonstrate little
awareness and do
little to enhance
project.

Correctness

Headlines,
captions, text
contains
essentially no
errors which
interfere with
clarity of
communication.

Headlines,
captions, text
contains minor
errors, none of
which interfere
with clarity of
communication.

Headlines,
captions, text
contains errors
which may
interfere with
clarity of
communication.

Headlines,
captions, text
contains many
errors which limit
the clarity of
communication.

Criteria
Content of
Newspapers

Assignment/Activity:
Specific Criteria:

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ASSESSMENT SUGGESTIONS

Self-Evaluation Rating Scale

Name

Task

1. I helped the group review its task.

always

often

sometimes

rarely

2. I contributed relevant ideas.

always

often

sometimes

rarely

3. I stayed on topic.

always

often

sometimes

rarely

4. I listened carefully to other group members ideas.

always

often

sometimes

rarely

5. I was open-minded about different interpretations.

always

often

sometimes

rarely

6. I encouraged participation from all group

members.

always

often

sometimes

rarely

7. I shared materials with my group.

always

often

sometimes

rarely

8. I helped the group stay on task.

always

often

sometimes

rarely

9. I contributed to questions asked of the group.

always

often

sometimes

rarely

10. I did my share of the work to complete the task.

always

often

sometimes

rarely

11. I used my strengths to enhance the task.

always

often

sometimes

rarely

12. I am proud of my contribution to the task.

always

often

sometimes

rarely

13. My best contribution to the task was ...

because

14. For the next task, two ways in which I will improve
my performance within a group are ...

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ASSESSMENT SUGGESTIONS

Group Work Rating Scale

My name

TASK

1. We clearly understood the task.

always

often

sometimes

rarely

2. We shared ideas openly.

always

often

sometimes

rarely

3. We listened respectfully to each others ideas.

always

often

sometimes

rarely

4. We encouraged each other.

always

often

sometimes

rarely

5. We were motivated to do our best.

always

often

sometimes

rarely

6. We divided the workload fairly.

always

often

sometimes

rarely

7. We were on task during class preparation time.

always

often

sometimes

rarely

8. We worked out differences of opinion in an

appropriate manner.

always

often

sometimes

rarely

9. We learned something meaningful during this task.

always

often

sometimes

rarely

always

often

sometimes

rarely

10. We are proud of the outcome of this task.

Evaluate each member of your group honestly based on the following criteria:

EFFORT (motivated to do well at task)

COOPERATION (shared workload, accepted suggestions)
ON TASK (stayed focused without reminders)
SUPPORTIVE (helped and encouraged other group members)

Evaluation Scale (give each group member a mark out of ten)

(910)
(78)
(46)
(13)

always focused; highly motivated; cooperated with everyone

quite well focused; motivated to do well; cooperated most of the time
sometimes off task; not overly motivated; trouble cooperating some of the time
often off-task; very little effort; highly uncooperative with others

Name

Mark

Comment/Reason

(me)

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Rubric for the Friendly Letter

Score

Layout/ Design

Letter is unattractive or
inappropriate. Text is
difficult to read. It does not
have proper grammar or
punctuation for a friendly
letter.

Letter appears busy or

boring. Text may be
difficult to read. May have
some grammar and or
punctuation that indicates it
is a friendly letter.

The letter is eye-catching

and attractive. Text is easy
to read. Grammar, style,
and punctuation is
indicative of a friendly
letter.

Information, style,
audience, tone

Information is poorly
written, inaccurate, or
incomplete.

Some information is
provided, but is limited or
inaccurate.

Information is accurate and

Information is well written complete, is creatively
and interesting to read.
written, and is cleverly
presented.

Accurate Parts of the

Friendly Letter

Most friendly letter

Improper form is used.

elements out of place or

missing.

Grammar, Punctuation, Grammar, punctuation, and Information mislabled or

and choice of words for choice of words poor for a missing. Inaccurate
friendly letter.
punctuation or grammar.
the friendly letter

The letter is creatively

designed with easily read
text. Grammar, style, and
purpose all excellent for a
friendly letter.

Some friendly letter

Letter is complete with all

elements may be missing.

required elements.

Style, purpose, audience,

grammar, and punctuation
all fair and indicative of a
friendly letter.

Excellent job on
presentation, style,
grammar, and punctuation.

Writing and Presenting a Dialogue Rubric

Criteria
purpose

Level 1

Level 2

Level 3

the dialogue rarely

the dialogue

the dialogue interprets

the dialogue

reveals the thoughts,

occasionally reveals

the thoughts, feelings,

elaborates the

feelings, and context

the thoughts, feelings,

and context of the

thoughts, feelings,

of the characters

and context of the

characters

and context of the

characters
content

characters effectively

the central idea of the

the central idea of the

the central idea of the

the central idea of the

dialogue may be

dialogue is clear but

dialogue is clear,

dialogue is focused,

unclear, simplistic, or

conventional

thoughtful, and

insightful, and richly

developed

detailed

incoherent
language

language and

language and

language and

language and

vocabulary are

vocabulary are

vocabulary are

vocabulary

inappropriate or

occasionally

appropriate to the

appropriate to the

misused

inappropriate or

characters

characters are used

misused
punctuation

Level 4

effectively

punctuation is rarely

punctuation is

punctuation is used

punctuation is used

used correctly

occasionally used

correctly

effectively

correctly
preparing the role

makes very few

makes some

makes constructive

shows leadership

play

constructive

constructive

contributions while

while planning and

contributions while

contributions while

planning and

rehearsing

planning and

planning and

rehearsing

rehearsing

rehearsing

speaks inaudibly,

speaks audibly and

speaks audibly,

speaks very audibly,

unclearly, and

clearly in the voice of

clearly, and

clearly, and

inconsistently in the

the dramatic role

somewhat

expressively in the

voice of the dramatic

expressively in the

voice of the dramatic

role

voice of the dramatic

role

speaking in role

role
action

uses little movement

uses some movement

uses movement and

uses movement and

and body language

and body language

body language

body language

expressively and

expressively and

expressively and

expressively,

appropriately

appropriately

appropriately

appropriately, and
creatively

Speech Rubric
SKILLS

Topic

Research
Analysis

Organization

Language

Stylistic
Devices

Delivery

Overall
Effectiveness

LEVEL 4
Appropriately focused topic with
a clearly communicated
understanding of the purpose for
the speech
Clear and convincing command
of facts and information with
insightful explanations that help
to illustrate the speakers ideas
and arguments
Clearly and logically organized
speech with an engaging
introduction, a logically
sequenced body with appropriate
transitions, and a clear and
convincing conclusion
Uses sophisticated and varied
language that is suited to the
topic and audience; word choice
is concise, original, and
effectively conveys the
appropriate tone given the
purpose of the speech
Skillful use of various stylistic
devices (e.g., repetition,
parallelism, anecdotes, analogies,
figurative language, different
types of appeals) greatly enhance
the effectiveness of the speech
A combination of appropriate and
effective eye contact, clarity and
projection of voice, tone and
pace, and gestures significantly
enhance the speakers words
Speaker remains enthusiastic,
audience attention is maintained,
and the purpose of the speech is
achieved

LEVEL 3
Focused topic with partially
demonstrated understanding of
the purpose for the speech

LEVEL 2
Somewhat focused topic or a
vague sense of the purpose for
the speech, which require the
audience to make assumptions
Clear use of facts and information Partially clear use of facts and
with partially developed
information with limited or
explanations in support of the
incomplete explanations to
speakers ideas or arguments
support the speakers ideas or
arguments
Clear attempt at organization
Some inconsistencies in
with a beginning, middle, and end organization and/or a lack of
and an attempt to use transitions
sustained focus throughout the
speech with inconsistently use
transitions
Uses appropriate language and
word choice, but with less
sophistication, expressiveness
and/or originality

Effective use of at least one

stylistic device (e.g., repetition,
parallelism, anecdotes, analogies,
figurative language, different
types of appeals) enhances the
effectiveness of the speech

Use words that may be unsuited

to the topic, audience or purpose
of the speech; word choice lacks
originality and fails to convey an
appropriate tone for the speech

An attempt to use at least one

stylistic device (e.g., repetition,
parallelism, anecdotes, analogies,
figurative language, different
types of appeals) but it does not
enhance the effectiveness of the
speech
A combination of appropriate eye Inconsistent use of eye contact,
contact, clarity and projection of
clarity and projection of voice,
voice, tone and pace, and gestures tone and pace, and/or gestures
are used but without the
interrupt the flow of the speech
smoothness of level four
Speaker shows some enthusiasm, Speaker shows limited
the audience remains mostly
enthusiasm, audience interest is
interested, and the purpose of the not sustained, and the purpose of
speech is achieved
the speech is only partially
achieved

LEVEL 1
A lack of focus or confused
purpose, which result in
confusion on the part of the
audience
Confusing or incomplete facts
with little and/or confusing
explanations as to how the facts
support the speakers ideas or
arguments
A lack of organization makes it
difficult to follow the speakers
ideas; speech may be too
conversational and may ramble
without a clear beginning,
middle, or end
Inappropriate use of language
distracts the audience because it
is too informal or too imprecise
given the topic and purpose of the
speech

No attempt to use stylistic

devices to enhance the meaning
of the speech

Lack of eye contact, clarity and

projection of voice, tone and
pace, and/or appropriate gestures
make the speech difficult to
follow
Speaker lacks enthusiasm, the
audience shows a lack of interest,
and the purpose of the speech is
not achieved

Diary Book Rubric

2

Ideas

Well-chosen ideas
blend information
smoothly into diary
entry. Details are
clear, accurate,
and interesting.

Ideas blend
information into
the diary entry.
Details are mostly
clear, accurate,
and interesting.

Information is hard
to find or roughly
blended into diary
entry. Some
details may be
vague, inaccurate,
or generally
known.

Entries dont
contain any new
information or are
not consistent
with the genre.
Details are vague
or inaccurate.

Organization

Each entry has a

logical sense to its
organization: a
good beginning
and a fitting
conclusion. Lists
made sense and
stories used
transitions to show
order.

The entries mostly

made sense. In
some places order
seemed random or
unclear, but for the
most part a reader
could follow the
ideas.

One or two
beginnings and/or
conclusions are
abrupt or
uninteresting. In
some places a
reader wonders
why the ideas are
in a certain order.

The beginnings
are uninteresting
or confusing. The
conclusions are
too abrupt. The
order of ideas
doesnt make
sense or are hard
to follow.

Voice

The narrators
voice is personal,
fun, and engaging.
It fits the diary
genre.

The voice of the

narrator works. In
some places it is
stronger than in
others.

The voice is hard

to hear. It is very
uneven or doesnt
fit with the story or
characters.

The voice is nonexistent or totally

inappropriate.

Word Choice

Word choice is
especially
effective, precise,
and very fitting for
the genre and the
narrator.

Most of the word

choices are
effective. In a few
places they are
vague or not a
good fit.

Most of the words

are common,
vague, or not a
good fit for the
genre or the
narrator.

Some of the word

choices are
distracting or
unclear so that
they detract from
the diary.

Sentence
Fluency

Sentences are
smooth, rhythmic,
and especially
suited to the
situation and voice.

The sentences
work for the most
part. They are
effective without
always being
suited to a diary.

Sentences
sometimes are
repetitive, choppy,
or unsuited to a
diary.

Sentences are so
choppy or lengthy
that they are hard
to read and dont
sound like a diary
at all.

Conventions

The conventions of
the paper are
correct and used to
add meaning to
the story.

The conventions
are mostly correct.

The conventions
sometimes
interfere with the
reading of the
story.

The conventions
often interfere
with the reading
of the story or
make it confusing.

Collaboration

The group
members worked
smoothly and
effectively
together, sharing
responsibilities
well.

The group mostly

worked well
together. The work
was almost evenly
shared among
them.

The group had

some difficulties
working together.
They finished, but
some did not do
their share of work
or they had little
shared tasks.

The group did not

work at all. Some
did not contribute
or the group
finished by
individually doing
tasks.

Story Telling Rubric

CATEGORY

Knows the
Story

Audience
Contact

The storyteller knows The storyteller knows The storyteller knows

The storyteller could

the story well and has the story pretty well

some of the story, but

not tell the story

obviously practiced

and has practiced

did not appear to have without using notes.

telling the story

telling the story once

practiced. May need

several times. There is or twice. May need

notes 3-4 times, and

no need for notes and notes once or twice,

the speaker appears

the speaker speaks

but the speaker is

ill-at-ease.

with confidence.

relatively confident.

Storyteller looks at

Storyteller looks at

and tells the story to

and tells the story to a tells the story to 1-2

look at or try to involve

all members of the

few people in the

people in the

the audience.

audience.

audience.

audience.

Storyteller looks at and Storyteller does not

Always speaks loudly, Usually speaks loudly, Usually speaks loudly

Voice

slowly and clearly. Is

and clearly. Speaks so mumbles. The

easily understood by

easily understood by

fast sometimes that

audience often has

trouble understanding.

all the time

almost all the time.

understanding.

The student uses

The student often

The student tries to use The student tells the

consistent voices,

uses voices, facial

voices, facial

story but does not use

facial expressions and expressions and

expressions and

voices, facial

movements to make

movements to make

movements to make

expressions or

the characters more

the characters more

the characters more

movement to make the

believable and the

believable and the

believable and the story storytelling more

story more easily

story more easily

more easily

understood.

understood.

understood.

The story is told slowly The storyteller usually The storyteller tries to

Pacing

Speaks too softly or

slowly and clearly. Is

all audience members all audience members audience has trouble

Acting/dialogue

interesting or clear.

The storyteller tells

where the storyteller

paces the story well,

pace the story, but the everything at one

wants to create

but one or two parts

story seems to drag or pace. Does not

suspense and told

seem to drag or to be be rushed in several

quickly when there is a rushed.

places.

change the pace to

match the story.

lot of action.
Connections between Connections between Connections between

Connections/ events, ideas, and

Transitions

The story seems very

events, ideas, and

events, ideas, and

disconnected and it is

feelings in the story

feelings in the story

feelings in the story are very difficult to figure

are creative, clearly

are clearly expressed sometimes hard to

out the story.

expressed and

and appropriate.

appropriate.

figure out. More detail

or better transitions are
needed.

Duration

The storytelling lasts

The storytelling lasts

The storytelling lasts

The story is less 100

7-10 minutes.

4-7 minutes.

100 seconds to 4

seconds.

minutes.

Listens to
Others

Always listens

Usually listens

Usually listens to other Does not listen

attentively to other

attentively to other

storytellers, but

attentively. Tries to

storytellers. Is polite

storytellers. Rarely

sometimes appears

distract the

and does not appear

appears bored and

bored. Might once or

storytellers, makes fun

bored or make

never makes

twice accidentally make of them, or does other

distracting gestures or distracting gestures or a gesture or sound that things instead of

sounds.

sounds.

is distracting.

listening.

Rubric for Readers Theatre

Grade 5 8
Grade 1 - 4
Vocal/Verbal
Expression

1
Difficulty

2
Progressing

3
Meeting

4
Surpassing
Demonstrates variety in
volume, tone, pitch and
voice quality appropriate
to character.
Expression enhances
character/ situation.
Audience is deeply
engaged, eager to follow
performance and responds
enthusiastically.
Performance is alive and
explores the bounds of
form.
All words are clearly
enunciated.
Presentation is easily
understood.
Volume projects well. All
audience members can
easily hear the
presentation.
Students are well prepared.
It is obvious from the
polish and ease of the
performance that much
practice and planning has
taken place.

Little verbal or vocal

use.
Expression monotone or
difficult to hear.

Occasionally demonstrates
variety in one or two of the
criteria.
Expression is mostly
understandable.

Demonstrates variety in
volume, tone, pitch and voice
quality.
Expression is interesting and
understandable.

Effect on Audience

Audience is confused.

Audience follows
performance politely.

Audience clearly enjoys

performance.

Focus

Performance
inconsistent.

Enunciation

Words are not clearly

enunciated.
Presentation is
incomprehensible
Voice is inaudible.

Performance mostly
consistent and relatively
smooth.
Some words are clearly
enunciated.
Some of the presentation is
comprehensible.
Volume is too low.

Flashes of spontaneity and

style enliven solid
performance.
Most words are clearly
enunciated.
Most of the presentation is
comprehensible.
Volume is adequate.

Students have not

practiced and/or planned
presentation thoroughly.

Students have practiced and

a general outline with some
details are in place.

Students have practiced and

the outline is clear and
ordered.
Most details are planned
ahead.

Volume

Preparedness

Mark

Total
COMMENTS: