Evaluation

Evaluation

Students will be evaluated based on criteria in the following three areas. The Research component will focus on students' ability to extract and synthesize information from a variety of Web sources. The Product component will focus on the overall quality and design of the group created brochure. The Presentation component will focus on the combined student and group oral presentation efforts. Any questions about expectations should be directed to your teacher.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Research	The student is able to extract information from Web sources yet does not apply information to role-related questions or demonstrates incomplete work.	The student is able to extract relevant information from Web sources yet does not appropriately apply it to answering role-related questions.	The student is able to pull important pieces of information from a variety of Web sources to answer role-related questions.	The student is able to effectively pull important pieces of information from a variety of Web sources to answer role-related questions.
Understanding	The student does not display understanding of relationship between sepcific role and the larger issue.	The student hows limited understnading of the realtionship between sepcific role and larger issue.	The student shows partial integration of various pieces of information needed to understand the larger issue.	The student is able to completely integrate findings into a meaningful whole.
Quality of Product Content	The group brochure contains minimal amounts of role relevent information and is presented in a disjointed manner.	The group brochure contains role relevent information that suggests thorough research, yet is not presented creatively or in a logical sequence.	The group brochure is well planned and logically formatted and each role has been thoroughly researched.	The group brochure is well planned and logically formatted and each role has been thoroughly researched and creatively presented.
Quality of Product Format	Graphics are used minimally, if at all, and often times colors, print types, and backgrounds are inappropriare.	There is minimal use of graphics and colors, print type, and backgrounds are inappropriate in cases.	Students make good use of graphics and colors, print type, and backgrounds are appropriate. Students meet requirements yet demonstrate less creativity.	Graphics support each role and colors, print type, and backgrounds are appropriate. Requirements are not only met, but also exceeded.
Presentation Preparation	There is no evidence of prior rehearsal.	There is evidence of minimal rehearsal time.	The flow of the presentation reflects group rehearsal.	The presentation reflects thorough rehearsal.
Oral Component of Presentation	Speaking time is not divided equally among the group members. Students are not adequately prepared to present information relevent to their specific role.	All group members contribute to the presentation but, spekaing time is not equal. Students speak clearly about their roles yet there is a lack of continuity in the presentation.	All members contribute equally and the presentation Students speak clearly. Students speak confidently about their role and provide adequate amounts of important information.	All members have equal oral contributions, and they speak clearly and confidently. Speaking roles relate to one another and flow into one another. Students go above and beyond presentation requirements in terms of role relevant information.
Presentation Conduct	Students are unable to conduct themselves in a mature and professional manner.	Presentation is conducted in a mature manner.	Students conduct their presentation in a mature and professional manner.	The presentation is given in a mature and professional manner.