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Evaluation
for Teachers
Students
will be evaluated in several ways throughout this unit. During the
project, students will be evaluated individually on their thoughtful
completion of group assignments, document analysis worksheets, and
storyboards. Their contribution to the team’s exhibit (the
artifact text panel) will be evaluated according to the rubric below.
These grades together will equal a test grade. The Artifact
Text Panel Rubric (PDF) is available for printing to
paper copies.
Artifact
Text Panel: Rubric
|
Content
(40%) |
Describes
the artifact. Makes an attempt to tell what it means. Demonstrates
little knowledge of time period. Several factual errors.
|
Describes
the artifact. Makes some guesses about what it means and why
it is important. Demonstrates some knowledge of time period.
One or two factual errors.
|
Describes
the artifact with some detail. Suggests an interpretation of
its importance and relevance to the time period. Demonstrates
good knowledge of time period. Information is historically accurate.
|
Describes
the artifact in detail. Offers thoughtful interpretation of
its importance and relevance to the time period. Invites viewer
to think further about the subject. Demonstrates excellent knowledge
of time period. Information is historically accurate.
|
|
|
Complete
(40%) |
Missing
text panel and/or one or more other required elements. |
Includes
text panel, but is missing one of the other required elements:
title, image, or URL.
|
Includes
all required elements: title, image, URL and text panel.
|
Includes
all required elements: title, image, URL and text panel.
Includes extras.
|
|
|
Visual
Appeal
(20%) |
Difficult
to read. Design elements distract viewer from content. |
Somewhat
clear and easy to read. Evidence of attempt to use good design
principles.
|
Clear
and easy to read. Good design: layout, font, color and graphics
illustrate the artifact.
|
Creative,
clear and easy to read. Excellent design: layout, font, color
and graphics are used to enhance viewers’ interest and
enjoyment of exhibit. |
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The
team museum exhibit will be evaluated according to the rubric below.
This will count as a test grade for each student on the team. The
Team
Exhibit Rubric (PDF) is available for printing to paper
copies.
Team
Exhibit Rubric
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Content
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Exhibit
describes the changes in the assigned category. Some artifacts
support the team’s conclusions. Details and examples demonstrate
little knowledge of time period.
|
Exhibit
describes the changes in the assigned category and attempts
to address the consequences of these changes on ordinary Americans.
Artifacts support the team’s conclusions. Details and
examples demonstrate some knowledge of time period.
|
Exhibit
describes the changes in the assigned category and the consequences
of these changes on ordinary Americans. Artifacts support the
team’s conclusions. Exhibit panel and conclusion demonstrate
critical thinking. Details and examples demonstrate good knowledge
of time period.
|
Exhibit
tells the story of the changes in the assigned category and
describes the consequences of these changes on ordinary Americans.
Artifacts support the team’s conclusions. Exhibit panel
and conclusion demonstrate critical thinking. Details and examples
demonstrate excellent knowledge of time period.
|
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|
Complete
|
Missing
one or more required elements, OR, may be missing extensive
required information within an element. |
Includes
all required elements, but may be missing some required information
from within elements.
|
Includes
all required elements: exhibit panel, 3 artifact panels, a conclusion
panel, and a credits slide.
|
Goes
beyond what is required to include more than 3 artifact panels
and/or more extensive interpretation and discussion.
|
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Visual
Appeal
|
Design
elements are distracting to viewer. |
Evidence
of attempt to use good design principles. Individual elements
do not seem connected.
|
Clear
and easy to read. Design elements are consistent throughout
presentation. All elements of exhibit appear to be part of a
coherent whole.
|
Clear,
creative design. Design elements such as layout, font, color
and graphics are consistent throughout presentation and enhance
viewers’ interest and enjoyment of exhibit. |
|
Students
will write an individual essay answering the essential question
for the unit: Is progress good? They will support their opinion
with information they have learned from creating their exhibit and
from viewing the exhibits of their classmates. For each criterion
below, student essays will earn a rating of 1, 2, or 3. The Individual
Essay Rubric (PDF) is available for printing to paper
copies.
Individual
Essay Rubric
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Essay
has a clearly stated opinion toward the question near the
beginning. |
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| Essay
contains at least 3 different, but logical reasons for the stated
opinion. |
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| Essay
includes details and examples from at least 3 different parts
of the class exhibit. |
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| Each
reason is written in a topic sentence of a separate paragraph. |
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| The
writer uses effective words throughout the essay to make transitions
between ideas. |
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| The
conclusion restates all the reasons in one sentence. |
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| The
writer uses all correct grammar and spelling. |
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