ASSESSMENT PORTFOLIO

Hilary Henderson
EDTP 645 - Dr. John Sullivan
8th Grade English Language Arts Assessment - The Giver

TABLE OF CONTENTS - 8th GRADE ASSESSMENT - THE GIVER

Assessment Overview and Scope

Maryland and Florida State Standards

4-5

Multiple Choice Questions (15 Knowledge and Comprehension Questions)

6-7

Multiple Choice Questions (15 Analysis, Application, Synthesis & Evaluation Questions)

8-9

True/False Questions

10

Essay Questions (3)

11

Essay Rubrics

12

Short Answer Questions (5)

13

Short Answer Rubrics

14

Matching Questions

15

Cooperative Learning Project

16

Cooperative Learning Project Rubrics

17-18

Assessment Overview and Scope

Welcome to your 8th grade unit exam for The Giver by Lois Lowry. This exam covers the entire content
of the book. In order to achieve success on this exam, you must:

Read and understand the key themes represented in The Giver

Participate in and understand classroom discussions
Be prepared to examine and write about your own thoughts in relation to the book
Actively participate in a 2-week group project

The unit covers many standards in both the Maryland Common Core Curriculum, as well as standards in
the state of Florida. It is also based on Howard County, MD's 8th grade English Language Arts Curriculum
(http://www.hcpss.org/f/academics/languagearts/curriculum-languagearts-8.pdf). In this curriculum,
students will read Science Fiction books and stories, and explore themes that include Love and
Friendship, Freedom, and Exploring the Unknown.

Maryland and Florida Standards Covered in This Unit and Exam

Maryland Common Core Standards
Florida Standards - College & Career Ready - Language Arts Florida Standards
Common Core State Standards Initiative - English Language Arts Standards - Grade 8
(LAFS) Grade 8
http://www.corestandards.org/ELA-Literacy/RL/8/
www.FLStandards.org
CCSS.ELA.Literacy.RL.8.2
LAFS.8.RL.1.1
Determine a theme or central idea of a text and analyze its development over the
Cite the textual evidence that most strongly supports an analysis of what the text
course of the text, including its relationship to the characters, setting, and plot;
says explicitly as well as inferences drawn from the text.
provide an objective summary of the text
CCSS.ELA.Literacy.RL.8.3
LAFS.8.RL.1.2
Analyze how particular lines of dialogue or incidents in a story or drama propel the
Determine a theme or central idea of a text and analyze its development over the
action, reveal aspects of a character, or provoke a decision
course of the text, including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
CCSS.ELA.Literacy.RL.8.4
LAFS.8.RL.1.3
Determine the meaning of words and phrases as they are used in a text, including
Analyze how particular lines of dialogue or incidents in a story or drama propel
figurative and connotative meanings; analyze the impact of specific word choices on
the action, reveal aspects of a character, or provoke a decision
meaning and tone, including analogies or allusions to other texts
CCSS.ELA-Literacy.RL.8.6
LAFS.8.FL.2.4
Determine the meaning of words and phrases as they are used in a text, including
Analyze how differences in the points of view of the characters and the audience or
figurative and connotative meanings; analyze the impact of specific word choices
reader (e.g., created through the use of dramatic irony) create such effects as
suspense or humor.
on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RL.8.9
LAFS.8.RL.4.10
Analyze how a modern work of fiction draws on themes, patterns of events, or
By the end of the year, read and comprehend literature, including stories, dramas,
character types from myths, traditional stories, or religious works such as the Bible,
and poems, ant the high end of grades 6-8 text complexity band independently
including describing how the material is rendered new.
and proficiently.
CCSS.ELA-Literacy.RL.8.10
LAFS.8.RI.1.2
By the end of the year, read and comprehend literature, including stories, dramas,
Determine a central idea of a text and analyze its development over the course of
and poems, at the high end of grades 6-8 text complexity band independently and
the text, including its relationship to supporting ideas; provide an objective
proficiently.
summary of the text.
CCSS.ELA-Literacy.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content.
CCSS.ELA-Literacy.W.8.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.8.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.8.6
Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas efficiently as well as to interact and
collaborate with others.
CCSS.ELA-Literacy.W.8.7
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
CCSS.ELA-Literacy.W.8.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.L.8.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-Literacy.L.8.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

LAFS.8.FI.1.3
Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or categories)
LAFS.8.RI.2.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.
LAFS.8.RI.2.6
Determine an author's point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
LAFS.8.RI.3.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print
or digital text, video, multimedia) to present a particular topic or idea.
LAFS.8.W.1.1
Write arguments to support claims with clear reasons and relevant evidence.
LAFS.8.W.1.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
LAFS.8.W.2.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
LAFS.8.W.3.8
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation
LAFS.8.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
LAFS.8.SL.2.5
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.

CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.

LAFS.8.L.1.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

LAFS.8.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.8.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
LAFS.8.L.3.6
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.

15 Multiple Choice Questions - Knowledge & Comprehension

For the following questions, circle the correct answer
1. When we first meet Jonas, he is nervous because
a. He must learn to ride a bicycle
b. He will learn his permanent job placement soon
c. He hasn't studied for a test at school
d. His friend wants him to break the law
2. Jonas's friend Asher gets in trouble often because
a. He willfully breaks the laws of the community
b. He is a terrible liar
c. He has trouble using language precisely
d. He is always angry
3. Why do small children wear clothes that zip up the back?
a. So parents can get them out of clothes easily
b. So they learn to rely and trust others
c. Because they can't be trusted to wear clothes properly
d. So that the adults can tell if they are dressed correctly
4. Why does Jonas's mother want Lily to stop using her comfort animal?
a. Because the other children will make fun of her for having one
b. Because comfort animals have too many germs and she gets sick easily
c. Because after the Ceremony, all 8 year olds must give back their comfort animals
d. Because her comfort animal is too shabby and embarrassing
5. What is the first indication that Jonas "sees beyond"?
a. When he sees a bird by the river
b. When he sees color in his sister's eyes
c. When he sees that an apple is red
d. When he hears voices during school
6. What happens during the Ceremony that makes Jonas nervous?
a. Lily trips and falls on her way up to the stage
b. He doesn't want his friend selected to be a birth mother
c. The adults in the community are unkind to the children during the ceremony
d. He is skipped over for a permanent assignment during the ceremony
7. Which of the following are rules for Jonas's new job? (Choose all that apply).
a. He may lie
b. He may ask any question he likes, of anyone he chooses
c. He must wear a red tunic at all times
d. He must bow to all the elders when he sees them
8. What is the title of Jonas's new position?
a. The Giver
b. The Transmitter
c. The Speaker
6

d. The Receiver
9. What is the first memory the Giver gives Jonas?
a. A sled ride down a snowy hill
b. A day at the beach
c. The taste of cake
d. A view of a rainbow
10. Why does Jonas's father bring Gabriel home at night?
a. He is developing slowly and needs extra nurturing
b. He is a twin, and twins cannot be brought up together
c. The other people in the Nurturing Center dislike him because he cries too often
d. He is ill and needs medication
11. What does it mean when someone is "Released"?
a. They are killed with a lethal injection
b. They are sent to another community to live
c. They are shunned by the rest of the community
d. They are given extra privileges in the community
12. How does Jonas get Gabriel to sleep?
a. He comforts him at night and sings him songs
b. He gives him extra food
c. He tells Gabriel that they are really brothers
d. He gives Gabriel some of the memories that the Giver has given him
13. What makes Jonas decide to leave the community earlier than planned?
a. They planned to "Release" Gabriel the next day
b. Gabriel was to get a new family
c. They chose Gabriel to be the next Receiver
d. Gabriel was ill and needed medicine
14. What happens if a Receiver leaves or dies before transferring memories to a new Receiver?
a. All of the memories are lost forever
b. The community will have no one to advise them on important matters and legal issues
c. The memories go back into the community, causing confusion and chaos
d. All of the citizens in the community lose their ability to see color
15. At the end of the story, where is Jonas going?
a. To the house he saw in the Christmas vision
b. To a neighboring community
c. To hide in the forest until the elders are no longer angry
d. To live in the mountains alone while the community absorbs all of the memories

15 Multiple Choice Questions - higher level questions from Bloom's Taxonomy (analysis, application,
synthesis or evaluation)
For the following questions, circle the correct answer
1. Why is it ironic that the community uses the term "Released" when they really mean "Terminated"
or "Killed"?
a. Because in all other situations, the community emphasizes precision of language
b. Because everyone in the community is a vegetarian and against killing of any kind
c. Because the God the community worships requires an annual sacrifice
d. Because the citizens feel it is unfair to Release newborns and elders
2. Why does Jonas need courage to become the next Receiver?
a. Because he won't be able to marry or have a family if he is the Receiver
b. Because everyone else in the community will hate him
c. Because he will have to endure pain, and remember suffering
d. Because he must be dishonest with the people he loves
3. Why does the Receiver give Jonas pleasant memories to start his initiation?
a. Because he knows he must also give him memories of pain, and wants to start the process slowly
b. Because everyone in the community wanted to feel pleasant things
c. So that he could share them with his family
d. Because Jonas needs to help Gabriel get to sleep, and he must use the memories to do so
4. Why are there so few pale-eyed children in the community?
a. Because geneticists have made all people look the same, with the same features
b. Because pale eyes are a trait of a potential Receiver
c. Because pale-eyed children are usually Released
d. Because the elders think pale eyes are ugly and don't like to see them in the community
5. Why did Rosemary insist on giving herself the lethal injection that would "Release" her?
a. Because she is worried that they will do it incorrectly
b. She is very afraid of shots
c. She wants to prove that she is brave and strong
d. She doesn't want anyone else to bear the responsibility for her death
6. Why can't citizens in the community make their own choices?
a. Because people always make bad choices
b. Because everyone will choose the same jobs and the same spouses
c. Because the citizens don't care about what they do
d. Because the community needs to impose order and control in order to keep everything running
smoothly
7. What traits are valued in the community? (Choose all that apply)
a. Creativity
b. Truthfulness/Honesty
c. Financial Success
d. Obedience
e. Cunning
8

8. Why does the Giver stay in the community?

a. He is afraid to leave because he is old and frail
b. Someone must stay behind and help the people once the memories come back
c. He will miss his wife and children too much
d. He doesn't want to break the laws of the community
9. Why was the Giver heartbroken when Jonas's predecessor wanted to be Released?
a. She was his daughter and he loved her very much
b. He was very tired, and was anxious to have someone take over the job
c. He wanted to join his wife in the home for childless adults
d. He was looking forward to sharing all of the memories with someone
10. What is the author trying to tell us about individuality?
a. That it is dangerous, and will lead to the downfall of society
b. That it is precious, and what makes our lives interesting
c. That it is not as important as the welfare of the community as a whole
d. That it will only make us sad and alone, instead of part of a successful community
11. Do the citizens in the community know how to love and feel?
a. YES - they care for each other and their families very deeply
b. NO - without the memories of the world before they existed, their feelings have no real depth
12. Why does Jonas try to share memories with his family and friends?
a. He wants to talk to his friends about what fun they can have riding sleds
b. He is worried that a war is coming, and wants to prepare everyone
c. He thinks that without the memories, people won't know what to do if they are faced with a famine
d. He wants his friends and family to see what he sees, and to experience a greater depth of emotion as
well
13. What does witnessing his father "Release" an infant do to Jonas?
a. It makes him realize that he has been lied to his entire life, and that he must leave the community
b. It makes him realize that being a Nurturer is a terrible job
c. It makes him want to rescue everyone scheduled to be Released
d. It makes him decide to request Release, like his predecessor
14. What is the significance of sharing dreams within the family unit?
a. To find a way to make one another laugh through telling funny stories
b. For parents to monitor their children's emotional development
c. To make sure everyone is having the same dreams
d. So the elders can give everyone pills to stop the dreams
15. What is Jonas feeling as the novel ends?
a. Hope
b. Despair
C. Acceptance that he and Gabriel will die
d. Happiness that he no longer has to carry the memories

10 True/False Questions
For the following questions, indicate T if the statement is true, and F is the statement is false. If the
statement is false, write a sentence correcting the statement.

1. Jonas is disturbed at the beginning of the novel because he remembers an argument between two
citizens.

2. Jonas's mother is considered more intelligent than his father

3. In the community, wealth is valued above all other things

4. The citizens in the community are encouraged to purse artistic ventures

5. The rules in the community are flexible and easily changed

6. Being a birth mother is not considered a respectable vocation in the community

7. The elderly in the community are treated with respect and kindness

8. Getting a bicycle is considered a big step in a child's maturity and development

9. Family units consist of 4 genetically related individuals.

10. Twins are valued and accepted willingly in the community.

11. Rosemary was not only Jonas's predecessor (as a Receiver in training), but was also the Giver's
daughter.

10

3 Essay Questions that use critical thinking

Please write a 3-paragraph essay for each of the following questions. Each essay must thoroughly
explore the subject of the question, include supporting information from the book, as well as your own
thoughts and opinions. Be sure to begin each essay with a strong opening sentence, and use the last
sentence to summarize your work. Try your best to use proper grammar and spelling (I suggest quickly
proofreading your essay before turning it in to week out grammar and spelling errors.)

Essay Question 1: (20 Points)

In the community, everyone has an assigned role, and a practical job function. Even the process of
growing up is strictly regulated. In your essay, please discuss the value of art, music, and literature in the
community. Think about how your own life is enriched by art, and how lacking creative experiences
might affect the citizens in Jonas's community.

Essay Question 2: (20 Points)

What do you think Lois Lowry, the author of The Giver is trying to say about the world, and society
through the fictional world she has created? Think about some of the societies and types of
governments we've discussed in class to support your answer. What do you think about her vision? Can
you envision a future where the circumstances in The Giver might become a reality?

Essay Question 3: (20 Points)

Think about and discuss 3 personal freedoms that you enjoy, but the people in Jonas's world do not.
How does your life, and the world around you compare with the people in the world of The Giver? How
did reading The Giver make you feel about your own life and circumstances?

11

ESSAY GRADING RUBRIC:

The following rubric applies to all 3 of the above essays
Answers the
Question
Completely

Draws on
knowledge and
experience to
enrich answers

Clarity of writing

Grammar and
Spelling

Excellent
The student has
read the question
completely and
answered all
components of the
question
thoughtfully and
thoroughly
The student
includes ample
information that
draws on his or
her own
background
knowledge or
experience to
answer the
question
The student is able
to express his or
her ideas clearly
and effectively in a
3 paragraph essay
written in
narrative format.
The student's
writing follows
grammatical
conventions and
all spelling in the
essay is correct.

Very Good
The student has
read the question
completely and
answered most
components of the
question with
some thought and
care.
The student
includes some
information that
draws on his or
her own
background
knowledge or
experience to
answer the
question
The student
mostly expresses
his or her ideas
clearly. The essay
is sufficient in
length.
The student's
writing follows
most grammatical
conventions. Few,
if any spelling
errors occur.

Average
The student
answered part of
the question, but
did not provide
much depth and
breadth in his or
her answer.

Poor
The question is
not answered
sufficiently to
demonstrate any
understanding of
the question or
topic.

The student tries

to incorporate his
or her own
knowledge and
experience to
answer the
question, but isn't
always successful
in making his or
her points
The student's
writing is unclear
in places, and the
essay does not
meet the 3
paragraph
requirement.
The student
struggles with
grammar and
spelling
throughout the
essay.

The student does

not include
information about
his or her
knowledge and
experience to
answer the
question
The student's
writing is unclear
and the essay is
insufficient in
length.
The student makes
no attempt to use
proper grammar
and spelling in the
essay.

12

5 Short Answer Questions

For each of the questions below, write a few sentences (no fewer than 3, no more than 5) that
succinctly but thoroughly answers the question.
1. Were there any good things about the community in the Giver? What were they? Why do you think
they are positive?

2. Why won't the Giver leave the community with Jonas?

4. How did you feel when you read the scene where Jonas's father "released" the weaker twin? Why?

5. According to the Giver, why is it important to remember the past?

13

SHORT ANSWER QUESTIONS GRADING RUBRIC:

The following Rubric applies to all 5 of the above short answer questions
Completion of
Answer

Proof of
Knowledge &
Thoughtfulness

Spelling &
Grammar

5 Points
The question is
answered
thoroughly and
completely

4 Points
The question is
answered
completely

The student
demonstrates that
he or she
understands the
question, and can
provide a
thoughtful answer
The student
follows all
appropriate
grammatical
conventions and
all words are
spelled correctly

The student
understands the
question, and puts
thought into his or
her answer
Most words are
spelled correctly,
and the student
follows most
grammatical
conventions

3 Points
The student did
not answer the
question as
thoroughly or
completely as
possible
The student may
not completely
understand the
question, and isn't
able to provide a
thoughtful answer

0-2 Points
No attempt was
made to provide
an in-depth
answer

Several errors in
spelling and
grammar are
present

No attempt is
made to use
correct grammar
and spelling

No attempt is
made to
demonstrate
content
knowledge

14

Vocabulary - Matching (15 Items)

Match the vocabulary word on the left to the definition on the right. Write the letter answer in the
space provided before each number.

___ 1. Euphemism

a. confusion resulting from failure to understand

___2. Utopia

b. capability to perform or produce

___3. Palpable

c. mentally upset over possible misfortune or danger

___4. Distraught

d. boldly resisting authority or an opposing force

___5. Wheedle

e. substitution of a vague expression for a blunt one

___6. Defiant

f. deeply or seriously thoughtful

___7. Resolve

g. expressing or feeling compassion

___8. Sympathetic

h. verbal punishment

___9. Capacity

i. influence by gentle urging or flattering

___10. Overwhelming

j. easily irritated or annoyed

___11. Apprehensive

k. capable of being perceived, especially touched or felt

___12. Chastisement

l. ideal place or state

___13. Petulant

m. deeply agitated especially from emotion

___14. Bewilderment

n. understand the meaning of

___15. Reflective

o. very intense

15

Cooperative Learning Assignment

CREATE YOUR OWN UTOPIA.
In groups of 4 (groups are pre-assigned), you will create a master plan for your own utopia. Your utopia
is due 2 weeks from today.

Your finished product can be a written report (in Microsoft Word or Publisher), a multimedia
presentation (in a program such as PowerPoint) , or a web site (created through Weebly or a
similar program.)
It must include an introductory overview, a section for every element detailed below, and a
summary section
The final product must also include graphic and/or multimedia elements

1. Each group member will take on one of the following roles:

Leader - keeps everyone one task and on schedule

Editor/Proofreader - responsible for making sure all elements of the report are cohesive and
well-written
Layout and Graphics - responsible for the overall layout of the report and any images included
Research - responsible for any research that must be done to complete the project

2. As a group, discuss and agree on the overall vision for your utopia, how it will look, and go over all of
the main elements important to running your society. During the planning, consider different societies both real and fictional. As long as you properly cite the source, you may use these elements in your own
utopian society. Feel free to be creative and have fun.
3. Each group member will take responsibility for 2 of the topics below, and write a full report on how
these elements will function within your utopia. This might include research into how other societies
and cultures function, other fictional utopias...

children
working adults
elderly
workforce

school
leisure time
family
rules/laws/punishment

4. Assemble all of these elements together in one report. The report must look and sound as though it
came from one source. A complete report will have a pleasing visual layout, include graphics, and cover
all of the topics listed above. The report will also include introductory information that explains the
vision for the community, as well as a closing section that brings all of the elements together into a
cohesive whole.
5. Cite all of the resources you used to create your report.
6. Peer and Self-Review: Upon completion of this project, hand in to your teacher, in a sealed envelope a
one-page document which analyzes your overall performance in the group, and each individual
member's performance. You must keep your comments professional but honest. No personal attacks
will be tolerated in your review.

16

INDIVIDUAL/GROUP GRADING RUBRICS:

INDIVIDUAL GRADING RUBRIC: (50 Points Overall)
Fulfillment of
role within the
group

Contribution
to overall idea

9-10 Points
The student
actively
participated in
every aspect of
the group
project

8 Points
The student
participated in
most aspects
of the group
project

7 Points
The student
adequately
completed his
or her personal
role in the
group project

The student
actively
contributed to
and helped
execute ideas
generated by
the group

The student
made an effort
to contribute
to and help
execute ideas
generated by
the group

The student
was a
productive
member of the
group
experience

The student
contributed a
bit, and did
some work to
help execute
ideas
generated by
the group
The student
needed some
assistance
completing the
individual work
required
The student did
his or her job in
the group, but
let others in
the group take
the lead

The student
completed the
peer and self
review
honestly,
professionally,
and in a timely
manner

The student
handed in the
peer review,
with some
issues
regarding
professionalism
and honesty

Individual work The student

did an
excellent job
completing the
individual work
required
Ability to
The student
collaborate
was a
with group
productive,
essential
member of the
group
experience
Peer and Self
The student
review
completed the
peer and self
review
honestly,
professionally,
and in a timely
manner

The student
completed all
the individual
work required

0-6 Points
The student
did not
attempt to
actively
participate in
the group
project
The student
did not make
an effort to
contribute or
help execute
ideas

/10

/10

The student
did not make
an effort to
complete his
or her portion
of the work
The student
did not
collaborate
well with
others in the
group

/15

The student
did not
complete a
usable and
readable peer
and self review

/5

/10

17

GROUP GRADING RUBRIC: (50 Points Overall)

Overall Group
Dynamic

Quality of
Project
Presentation

Role
Assignments

Collaborative
Effort

9-10 Points
The group
worked
exceptionally
well together
as a unit

8 Points
The group
worked well
together as a
unit

The group
produced an
excellent
project
The final
presentation is
visually
pleasing and
includes
multimedia
elements
The group was
able to assign
roles
appropriately
and based on
individual
strengths
The group
worked hard to
pull together
as a team and
create an
exceptional
finished
project

The group
produced a
strong project
The final
presentation is
visually
pleasing, and
includes some
multimedia
elements
The group was
able to assign
roles
appropriately
and based on
individual
strengths
The group
made an effort
to pull
together as a
team and
create a great
finished
project

7 Points
The group had
issues, but was
able to pull
together and
submit a
finished
project
The group
produced an
acceptable
project
The final
presentation is
adequate, and
includes one or
two
multimedia
elements
The group
assigned roles,
but did not
always take
individual
strengths into
account
The group
managed to
pull together
as a team and
create an
adequate
finished
project

0-6 Points
The group was
unable to work
together and
submit an
acceptable
project
The group did
not produce an
acceptable
project
No attempt
was made
towards visual
presentation,
or to include
multimedia
elements
No attempt
was made to
assign roles to
appropriate
group
members
The group was
unable to work
together as a
team, or
submit a
finished
project

/10

/10

/10

/10

/10

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