Scoring Rubric: CLOZE PASSAGES

Skill Level 1 Poor VOCABULARY Student can identify the meaning of 0-2 vocabulary words. CONTEXT CLUES Student cannot identify 0-1 element of context that provides clues as to the missing word in a sentence: topic or subject; part of speech; adjacent words; word forms; nearby synonym; descriptive phrase; implied meaning; tone. Student uses context clues to identify the meaning of 0-2 words in a 10-word Cloze passage. 2 Fair Student can identify the meaning of 3-6 vocabulary words. Student can identify 2-3 elements of context that provide clues as to the missing word in a sentence. Student uses context clues to identify the meaning of 3-5 words in a 10-word Cloze passage. 3 Good Student can identify the meaning of 7-8 vocabulary words. Student can identify 4-5 elements of context that provide clues as to the missing word in a sentence. Student uses context clues to identify the meaning of 6-8 words in a 10-word Cloze passage. Student identifies the title, setting, and narrator/characters of the passage. Student answers 2-3 detail questions about the passage. Student identifies the title, setting, narrator/characters, and action of the passage. Student answers 2-3 explain/describe questions about the passage. Student summarizes the content of the passage. Student makes inferences or draws conclusions based on the passage. READING COMPREHENSION Student identifies the title and/or setting of the passage. Student answers 0-2 detail questions about the passage.

Excellent Student can identify the meaning of 9-10 vocabulary words.

Student can identify 2-3 elements of context that provide clues as to the missing word in a sentence. Student uses context clues to identify the meaning of 9-10 words in a 10-word Cloze passage.

Scoring Rubric: Geometry

CATEGORY TESTS HOMEWORK 90+ all homework is completed or 4 80 to 89 missing 1-2 homeworks or 3 70 to 79 missing 3-4 homeworks or work is completed 65-79% correctly answers written but questions omitted work is not shown or partially shown name and HW number on paper Seldom goes to board 2 below 69 missing more than 5 homeworks or work is completed less than 65% correctly answers written without questions work is not shown paper has no heading Never goes to board 1

work is completed 80-90% work is completed 90-100% correctly correctly; questions and answers are questions and answers are written both written; work is shown work is shown proper heading is included proper heading is included BOARD WORK Volunteers to complete problems at board Provides constructive feedback for other students board work, both as to answer accuracy and solution process Explains step-by-step problem-solving skills verbally for board work examples NEATNESS AND ORGANIZATION the work is presented in a neat, clear, organized fashion that is easy to read able to locate notes, vocabulary, principles in notebook Goes to board on demand Correctly evaluates accuracy of board work answers 80% of the time or more; Corrects errors in process when identified by others Carries out given step-bystep problem-solving instructions the work is presented in a neat and organized fashion that is usually easy to read notebook contains all notes and handouts in date order

Correctly evaluates Unable to identify correct or accuracy of board work incorrect answers. answers 65-79% of the time. Difficulty following or Able to follow process when applying process for demonstrated; difficulty problem-solving applying process independently

the work is presentable but the work appears sloppy and may be hard to read at times unorganized. Some notes and handouts missing or undated It is hard to know what information goes together. Missing notes and handouts

Scoring Rubric: Earth Science

CATEGORY TESTS HOMEWORK 90+ all homework 90-100% correctly; questions and answers are both written; work is shown proper heading is included 4 80 to 89 missing 1-2 homeworks or work is completed 80-90% correctly questions and answers are written work is shown proper heading is included name and HW number on paper CLASS WORK, Uses content vocabulary PREPARATION, AND appropriately in asking and PARTICIPATION answering questions paper has no heading 3 70 to 79 missing 3-4 homeworks or work is completed 65-79% correctly answers written but questions omitted work is not shown or partially shown 2 below 69 missing 5 or more homeworks or work is completed less than 65% correctly answers written without questions work is not shown 1

Understands content Understands some content Does not comprehend vocabulary but rarely uses it vocabulary but rarely uses it content vocabulary independently independently Answers to fact-based, yes/no, and either/or questions on demand Does not ask or answer questions

Volunteers answers to open-ended Volunteers answers to fact(explain/describe) questions based or yes/no, either/or questions Refers to and explains stated Earth Science principles in providing Can locate stated Earth answers Science principles in textbook or notebook on Makes connections demand; partially explains between related principles or applies principles Asks probing or clarification questions Asks questions Leads hands-on experiments

Can locate Earth Science principles in textbook or notebook on demand

Cannot identify stated Earth Science principles on demand

Occasionally asks questions Frequently unprepared for class work

Follows along with handson experiments

Participates in hands-on experiments

Often forgets notebook,

Brings notebook, textbook, and pen daily

textbook, and/or pen Brings notebook, textbook, and pen almost daily

NEATNESS AND ORGANIZATION

work is presented in a neat, work is presented in a neat clear, organized fashion that and organized fashion that is easy to read is usually easy to read able to locate notes, vocabulary, principles in notebook

work is presentable but may work appears sloppy and be hard to read at times unorganized. It is hard to know what information goes together. Missing notes and handouts

Some notes and handouts notebook contains all notes missing or undated and handouts in date order

Scoring Rubric: WRITING MECHANICS

Skill Level LEGIBILITY SPELLING/PUNCTUATION/ CAPITALIZATION/PARAGRAHING
Words are consistently misspelled. Punctuation is missing or improper. No/few capital letters are used, or all capital letters are used. Paragraph breaks are missing or random Words are frequently misspelled. Periods separate sentences. The first word of each sentence and the pronoun I are capitalized. Paragraphs begin on a new line. Words are mostly spelled properly. Periods separate sentences, and commas separate clauses. The first word of each sentence, the pronoun I, and some proper nouns are capitalized Paragraphs begin on a new line and are indented. All words are spelled properly. Periods, commas, quotation marks, question marks are used correctly. The first word of each sentence, the pronoun I, and all proper nouns are capitalized Paragraphs begin on a new line, are indented, and contain complete ideas.

SENTENCE STRUCTURE

Poor

Handwriting is unreadable. Paper contains scribbles, doodles, crossouts and margin inserts.

Sentence fragments are used. Subjects and verbs do not agree. I is the only subject used.

Fair

Letters are recognizable but sloppy, irregular, uneven, and hard to read. Paper contains both print and cursive writing. Erasures and other corrections are neat Penmanship is clear and easy to read. Margins are observed. There are no apparent erasures or corrections.

Sentences are run-on. Subjects and verbs agree. I is one of several subjects used.

Good

Complete simple sentences are used. Subjects include both nouns and pronouns. Verbs describe both activities and states-of-being. Adjectives are used. Simple and complex sentences are used. Both active and passive voices are used. Both adjectives and adverbs are used. Prepositional phrases are used.

Excellent

Penmanship is neat, even, regularly spaced, and flowing. Margins are regular.

Scoring Rubric: WRITING CONTENT

Skill Level 1 Poor RESPONSIVENESS Student responded to 1-2 topic questions. RELEVANCE Responses are not relevant to the assigned topic. SUBSTANCE Random items of information are listed or haphazardly strung together. No information is included beyond what is directly asked for. No descriptive examples are used. Information is put together in a series of connected ideas. Information from two or more questions is combined in a single sentence. One descriptive example is used. Concepts flow from one sentence to another. Student demonstrates thought about most or all of the questions asked. More than one descriptive example is used. Student engages the reader in the events described. Student demonstrates thought beyond most or all of the questions asked. Student evokes images and understanding for the reader.

Fair

Student responded to 3-4 topic questions.

Some responses are relevant to the assigned topic. Some responses are irrelevant to the assigned topic

Good

Student responded to 5-6 topic questions.

Most information is relevant to the assigned topic. Little or no irrelevant information is included.

Excellent Student responded to all topic questions.

All information is relevant to the assigned topic. No irrelevant information is included.

Scoring Rubric: INFECTIOUS DISEASES

Skill Level Infectious v Non-Infectious Disease Define infectious and noninfectious disease Provide two synonyms for infectious. List one example of infectious and non-infectious diseases 3 Good List 2-5 multiple examples of infectious and non-infectious diseases List 2-5 multiple examples of infectious and non-infectious diseases. Identify three mechanisms by which diseases may be transmitted Identify three infectious agents. Mechanisms of Disease Transmission Identify one mechanism by which diseases may be transmitted. Infectious Agents

Poor

Identify one infectious agent.

Fair

Identify two mechanisms by which Identify two infectious agents. diseases may be transmitted

Excellent

Describe how environmental factors influence the rate and severity of disease transmission and explain why.

Describe the differences in size, form, and function of various infectious agents.

Scoring Rubric: INFECTION CONTROL PRECAUTIONS

Skill Level 1 Poor Hand Washing Theory List 1-2 reasons why hand washing helps prevent infection Hand Washing Practice Identify the materials needed for proper hand washing Infection Transmission Identify one type of infections agent Identify one method of transmission for an infectious agent 2 Fair List 3-4 reasons why hand washing helps prevent infection Describe the elements and sequence of actions of proper hand washing Identify two types of infections agents Identify two methods of transmission for an infectious agent 3 Good List 5-6 reasons why hand washing helps prevent infection Demonstrate proper hand washing technique Differentiate between the types of infectious agents Identify 3-4 methods of transmission of infectious agents 4 Excellent Explain the potential health consequences of failing to use proper sanitation Critique and correct the hand washing technique of another Describe the health consequences and treatment interventions following infection

Scoring Rubric: GRAPHING

Skill Level 1 Poor GRAPH RECOGNITION GRAPH READING GRAPH WRITING Draw axes or frameworks for bar, line, circle, and pictographs Label axes or create legends for bar, line, circle, and pictographs

Identify samples of bar, line, circle, Identify the type of data displayed and pictographs on bar, line, circle, and pictographs Describe the features of bar, line, circle, and pictographs Recognize numerical increments and data variables depicted in various bar, line, circle, and pictographs Calculate or retrieve values shown in bar, line, circle, and pictographs Compare and contrast data shown in bar, line, circle, and pictographs

Fair

Good

Differentiate components of bar, line, circle, and pictographs

Display collected data on a specified type of graph Convert one type of graph into another

Excellent Explain the best type of graph to use for displaying specific information