Rubrics


 * Rubrics**


 * Collaborative Rubric: Edmodo/Wikis**

Collaborative Work Skills : Edmodo/Wikis

 * Mrs. Scroggs**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Quality of Work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * Time-management || Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management. ||
 * Monitors Group Effectiveness || Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. || Routinely monitors the effectiveness of the group and works to make the group more effective. || Occasionally monitors the effectiveness of the group and works to make the group more effective. || Rarely monitors the effectiveness of the group and does not work to make it more effective. ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * Attitude || Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). ||
 * ePortfolio Rubric (Writing Pieces)**

6+1 Trait Writing Model : ePortfolio

 * Mrs. Scroggs**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Sentence Length (Sentence Fluency) || Every paragraph has sentences that vary in length. || Almost all paragraphs have sentences that vary in length. || Some sentences vary in length. || Sentences rarely vary in length. ||
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning. ||
 * Transitions (Organization) || A variety of thoughtful transitions are used. They clearly show how ideas are connected. || Transitions clearly show how ideas are connected, but there is little variety. || Some transitions work well; but connections between other ideas are fuzzy. || The transitions between ideas are unclear or nonexistant. ||
 * Focus on Topic (Content) || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * Adding Personality (Voice) || The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them \"his own.\" || The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. || The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. || The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. ||
 * Introduction (Organization) || The introduction is inviting, states the main topic and previews the structure of the paper. || The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. || The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. || There is no clear introduction of the main topic or structure of the paper. ||
 * Conclusion (Organization) || The conclusion is strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\" || The conclusion is recognizable and ties up almost all the loose ends. || The conclusion is recognizable, but does not tie up several loose ends. || There is no clear conclusion, the paper just ends. ||
 * Capitalization & Punctuation (Conventions) || Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. || Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. || Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. || Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow. ||
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