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GR 10 Reports Rubric Team

This rubric evaluates student writing reports and procedures in the following areas: meaning, style, form, conventions, and teamwork. For each area, performance levels are defined on a scale from 0-1 (does not meet expectations) to 4 (exceeded expectations). The rubric provides descriptors for what demonstrates each performance level in each area assessed. An overall total score is provided along with space for comments.

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59 views1 page

GR 10 Reports Rubric Team

This rubric evaluates student writing reports and procedures in the following areas: meaning, style, form, conventions, and teamwork. For each area, performance levels are defined on a scale from 0-1 (does not meet expectations) to 4 (exceeded expectations). The rubric provides descriptors for what demonstrates each performance level in each area assessed. An overall total score is provided along with space for comments.

Uploaded by

api-318196744
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Grade 10 Writing Reports and Procedures Rubric

Student name:
Assessment name:

Subject area:
Date:

Area of Assessment

Does Not Meet


Expectations (0-1)

MEANING
ideas and information
use of detail
use of sources

lacks purpose and


focus
little basic understanding of topic
inadequate material
details,examples,and
quotations not clearly
linked to topic

STYLE
clarity,variety, and
impact of language

Met Some
Expectations
(3)

Exceeded
Expectations
(4)

clear topic; purpose


may waver
basicunderstanding;
little analysis
development may be
sketchy, illogical
uneven support for
main ideas

topic and purpose are


clear and carried
through
soundunderstanding;
some depth in places
ideas are clearly and
logically developed
relevant support; uses
researched information
where appropriate

tightly focused around


a clear topic, purpose,
and audience
interprets and
analyzes with
understanding and
control
some complexity
selectively uses
support (e.g., research,
detail)

informal and
conversational
basic sentences
colloquial language
oftenimmature,vague,
and repetitive

inconsistent voice and


tone
some sentence variety
correct word choice;
may be repetitive
redundant in places

appropriate voice and


tone
varied sentences; uses
appropriate
subordination
varied word choice;
some specialized and
technical terms
clear

effective voice and


tone
varied sentences;
smooth and easy to
read
specific language;
specialized and
technical terms
clear and concise

FORM
text features and
graphics
organization and
sequence

omits text features or


uses them
inappropriately
limited organization
few transitions
visuals and graphics
are
omitted or flawed
weak ending
bibliography omitted
or seriously flawed

basic text features


logical but ineffective
organization
unclear connections
among ideas or sections
has most required
visuals and graphics;
parts flawed
short or formulaic
conclusion
bibliography has errors
or omissions

text features provide


clear, basic information
logically organized
transitions make
explicit connections
required visuals and
graphics are accurate
and relevant (may have
minor flaws)
logical conclusion
bibliography is
complete; minor flaws

text features efficiently


convey key ideas
effective organization
transitions create
continuity
effective visuals and
graphics clarify the
written text
explicit and satisfying
conclusion
complete and
accurate bibliography

CONVENTIONS
spelling
puncutation
sentence structure
grammar

includes frequent
noticeable errors in
basic sentence
structure, spelling, and
usage that distract the
reader and may
interfere with meaning

includes noticeable
errors that may cause
the reader to pause or
reread; often surface
errors could be fixed by
careful proofreading

few errors; these do not


affect meaning; appears
to have been carefully
edited and proofread

few errors; these do


not distract the reader
(may only be noticeable
when the reader looks
for them)

TEAMWORK
collaboration
communication
effort

-the student did not


communicate or
collaborate with their
team

-the student made an


infrequent effort to
collaborate with their
team

-the student mainly


worked with their team
to a productive level

-the student was an


excellent team player

Comments:

Total:

Below Expectations
(2)

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