Homework Levels of Performance

 

Beyond Mastery

9 - 10

  • Assignment is completed on-time
  • All directions are followed
  • Reponses, products, or notes demonstrate critical thought about the information contained in the assignment, logical organization, directly connects to class activities and/or discussions, uses insight  
  • Student takes responsibility for, and reflects on own learning and performance
  • Typed, double-spaced, 12-font, Times New Roman or Arial font, and stapled
  • Correct heading format (name, date, period, and assignment title)

 

Mastery

8.5

  • Assignment is completed on-time
  • May not follow directions completely
  • Responses, products, or notes demonstrate understanding, but may not show meaningful thought processes, be well or logically organized, or connect to class activities and/or discussions
  • May not be typed according to the proper requirements
  • May not have correct heading format

 

7.5

Proficient

  • Assignment is completed on-time
  • Directions may not be followed, or assignment done incorrectly
  • Reponses, products, or notes are done, but do not  consistently demonstrate critical thought; weak organization
  •  Connections to class activities and/or discussions could be further developed
  • May not be typed and/or stapled
  • May not have correct heading format

 

7

Basic

  • Assignment is completed on-time
  • Directions not followed
  • Responses, products, or notes are incomplete and lack connection to class activities and/or discussion
  • Is not typed and/or stapled
  • No heading

 

 

5

Below Basic

  • Assignment not completed on-time (loss of 2 points)
  • Directions not followed
  • Responses, products, or notes are incomplete and lack clear connection to class activities and/or discussion
  • Is not typed and/or stapled
  • No heading

 

0

 

·        Failed to turn in assignment (after 2 class periods missing homework will receive a zero)

 

Note: You are responsible for completing all late work!

 

 

Comportment Rubric

 

Participation in class is more than physical presence. It means making a meaningful contribution to discussions and course activities. Satisfactory class participation and cooperation is defined as being present with all required class materials, answering questions, offering constructive opinions, and generally cooperating with the teacher and other students in the class.

The evaluation of your class participation is based on what can be demonstrated and observed in the classroom.

 

 

Those students who have difficulty in any of these areas should see me and we will work together to help you master these skills and contribute to the class.

 

 

Self-Evaluation Criteria

Frequently 3

Sometimes 2

Rarely 1

Never 0

1. I am prompt and have regular

attendance in class.

 

 

 

 

 

 

 

 

2. I am prepared for class with

assignments, notes, and other

required class materials.

 

 

 

 

 

 

 

 

 

 

 

 

3. I read assigned, underline important passages/make notes in the margins, and bring them to class.

 

 

 

 

4. I am an active and regular

participant in all types of class

discussions and activities.

 

 

 

 

 

 

 

 

 

 

 

 

5. I listen respectfully when

others talk, both in class and

in group.

 

 

 

 

 

 

 

 

 

 

 

 

6. I initiate questions in class.

 

 

 

 

7. I build on and relate to points made by other students

or by the teacher.

 

 

 

 

 

 

 

 

 

 

 

 

8. My comments add important

facts and perspectives or present outside information that reflects additional research that I have

done which goes beyond the required assignment.

 

 

 

 

9. I am never inattentive or rude in the class.

 

 

 

 

 

 

 

 

10. I am not overly sensitive, and can take constructive criticism and learn from it.

 

 

 

 

 

 

 

 

Essay Rubric

 

Criteria

Above Mastery (6)

Mastery (5)

Proficient (4-3)

Below Proficiency (2-1)

Thesis

Thesis is clear and thoughtful; the writers argument is readily apparent to the reader

The writing has an argument, but may sometimes digress from it

The argument is not consistently clear throughout the paper

The argument is generally unclear

Content

Balanced presentation of relevant and legitimate information that clearly supports the thesis and shows thoughtful, in-depth analysis of the topic. Reader gains important insights.

Information provides reasonable support for thesis and displays evidence of a basic analysis of the topic. Reader gains some insights.

Information supports the thesis at times. Analysis is basic or general. Reader gains few insights.

Thesis is not clearly identified. Analysis is vague or not evident. Reader is confused or may be misinformed.

Organization

The ideas are arranged logically to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. The reader can follow the line of reasoning.

The ideas are arranged logically to support the central purpose or argument. They are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning.

In general, the writing is arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about what the writer intends.

The writer is not logically organized. Frequently, ideas fail to make sense together. The reader cannot identify a line of reasoning and loses interest.

Tone

The tone is consistently professional and appropriate for an academic research paper.

The tone is generally professional. For the most part, it is appropriate for an academic research paper.

The tone is not consistently professional or appropriate for an academic research paper.

The tone is unprofessional. It is not appropriate for an academic research paper.

Sentence Structure

Transitional sentences are polished and effectively connect back to the thesis.

Transitional sentences are polished and generally connect back to the thesis.

Transitional sentences are awkwardly constructed with little or no connection to thesis.

Transitional sentences are not present in research paper.

Grammar, Spelling, and Writing Mechanics

The writing is free or almost free of errors.

There are occasional errors, but they don’t represent a major distraction or obscure meaning.

Writing has many errors, and the reader is distracted by them.

There are so many errors that meaning is obscured. The reader is confused and stops reading.

Use of MLA when applicable

MLA format is used accurately and consistently in the paper and on the Work Cited page.

MLA format is used with minor errors.

There are frequent errors in the MLA format.

Format of the document is not recognizable as MLA.

Length

 

 

Paper is the number of pages specified in the assignment.

Paper has more or fewer than specified in the assignment.

 

 

Note:

Analysis, the “how” and “why” of your argument, is what separates a persuasive essay or position paper from a report.  Without critical analysis of your topic, your paper will fall short of the literary criticism needed for exceptional thesis driven writing.