| Level |
Criteria |
| |
Individual assignment (75%)
|
| 4 |
All relevant components are clearly and fully
addressed in the student's own words. The response demonstrates detailed knowledge of the
most important features of the assigned topic, as well as relation of
the topic to
larger historical periods, trends, and concepts. Page references
to textbook included.
|
| 3 |
Most relevant components are adequately
addressed, with no more than one component vague or incorrect. The response
demonstrates general knowledge of the assigned topic, as well as relation of item
to larger historical periods, trends, and concepts. Page references to
textbook included for most items.
|
| 2 |
Many relevant components of
an identification--who, what, when, where, why--are adequately addressed,
with no more than two components missing or incorrect. The response demonstrates some knowledge
of the assigned topic, though several parts are poorly paraphrased from
the textbook. Relation of item to larger historical periods, trends, and
concepts vague.
|
| 1 |
Several relevant assignment components missing or incorrect. The response
is copied from the text without citation and demonstrates little
understanding of the assignment. Relation of item to larger
historical periods, trends, and concepts missing or incorrect.
|
| |
Teamwork (25%)
|
| 4 |
Team plans assignment
carefully, defining assignment components and distributing
responsibilities to all members. Team turns in assignment together, with
completed Team Assignment Plan showing evidence of substantial
collaboration outside of class. Individual components indicate
team name and relation to the team project as well as clear
understanding of team plan (e.g., no overlaps or unnecessary redundancy).
Shows evidence that team has shared work (e.g. photocopies).
|
| 3 |
Team plans assignment,
distributing responsibilities to all members. Team turns in assignment
together, with completed Team Assignment Plan showing evidence of some
collaboration outside of class. Individual components indicate
team name and relation to the team project as well as understanding of
team plan, with little overlap or unnecessary redundancy. Shows evidence
that team has shared work (e.g. photocopies).
|
| 2 |
Team plans assignment,
though some assignments are vague or unnecessarily redundant. Some parts
of team assignment are turned in separately and/or late. Little evidence
of collaboration outside of class. Individual components indicate
team name and relation to the team project as well as understanding of
team plan, with little overlap or unnecessary redundancy. No evidence
that team has shared work.
|
| 1 |
Team plan missing or inadequate.
Overlapping or redundant individual assignments. No evidence of
collaboration outside of class. Individual assingments turned in
separately, do not include team name, and/or display no understanding of
team assignment. No evidence team has shared work.
|
John
I. Brooks III