This document provides a rubric for evaluating a student's notetaking guide on the branches of government. The rubric assesses students on factual information about the branches of government, student-generated questions, reflections, and goal setting. Performance is judged on a scale from expert to novice to apprentice based on demonstrating complete and accurate understanding, higher-level thinking, clear communication, and self-guided learning.
This document provides a rubric for evaluating a student's notetaking guide on the branches of government. The rubric assesses students on factual information about the branches of government, student-generated questions, reflections, and goal setting. Performance is judged on a scale from expert to novice to apprentice based on demonstrating complete and accurate understanding, higher-level thinking, clear communication, and self-guided learning.
This document provides a rubric for evaluating a student's notetaking guide on the branches of government. The rubric assesses students on factual information about the branches of government, student-generated questions, reflections, and goal setting. Performance is judged on a scale from expert to novice to apprentice based on demonstrating complete and accurate understanding, higher-level thinking, clear communication, and self-guided learning.
Notetaking Guide Rubric: Its a Balancing Act Branches of Government
Professor Expert Novice Apprentice Factual Information: Journal facts in a notebook about the branches of government. In addition to the proficient performance, students make realistic inferences about the branches of government. Higher- level thinking is demonstrated. No major errors or omissions regarding the branches of government. Some major errors or omissions regarding the branches of government. With help, a partial understanding of the branches of government.
Student-Generated Questions Student generated questions are clearly addressed and guide their explorations of the topic. Student generated questions are addressed and guide their explorations of the topic. Student generated questions are somewhat addressed and guide their explorations of the topic. With teacher prompting, student generated questions are somewhat addressed and guide their explorations of the topic. Reflection Reflections are clearly stated with descriptive language included. Reflections are clearly stated. Reflections are vaguely stated. Reflections are unclear and hard to follow. Goal Setting Learning goals are clearly stated with descriptive language included. Learning goals are clearly stated. Learning goals are vaguely stated. Learning goals are unclear and hard to follow.