Rubric for Assessing Comparing and Contrasting
Presentations
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4 |
3 |
2 |
1 |
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Criteria |
High Quality |
Quality |
Acceptable |
Poorly Skilled |
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Purpose |
Establishes and maintains clear
understanding of the assignment; expresses ideas with clarity |
Demonstrates clear understanding
of assignment; ideas are clear |
Inconsistent understanding of
assignment; ideas not clear |
Little or no understanding of
assignment |
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Organization |
Each idea and sentence flows
smoothly; topic sentences for paragraphs; supporting statements; use of
transitions; structure; begins and ends clearly |
Clear and appropriate topic
sentences; logical progression of supporting statements; |
Topic sentences unclear; uses
supporting statements; shows some evidence of structure and sequencing |
No evidence of topic sentences;
no supporting statements; lacks sequencing and structure |
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Content |
Ideas show a variety of details;
consistently uses accurate information; effective use of quotations;
appropriate and sufficient information |
Information and details are
coherent, appropriate, accurate and support the topic; says what is needed;
uses supporting quotations |
Some inaccuracies; not enough
information; information too general; contains some relevant material; but
lacks coherence and development of ideas; does not use quotations |
Information is mostly or all
inaccurate or inappropriate; little or no relevance; says too much or too
little |
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Style |
Precise and vivid vocabulary;
demonstrates variety of sentence types, lengths and beginnings; consistent
and appropriate point of view |
Appropriate vocabulary;
sufficient variety of words; variety of sentence types; consistently uses
appropriate point of view |
Some appropriate vocabulary;
lacks sentence and word variety; demonstrates appropriate point of view |
Inappropriate vocabulary;
repetitive words; inappropriate or inconsistent point of view |
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Comparison and Contrast |
Selects important features or attributes of the items that can
provide insight into the nature of those items being compared. Draws
insightful and thoughtful conclusions from the similarities and differences,
usually highlighting either one or the other.
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Selects characteristics that can
provide for a meaningful comparison.
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Selects characteristics that provide for a partial comparison of
the items. Isn’t clear about the significance of the comparison.
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Selects characteristics
that are not important and don’t lead to insightful conclusions. Uses
the identified similarities and differences to reach important conclusions or
insights. Does not get far beyond noting similarities and differences. |
Group #
1. Names:_________________________________ Mark /20
2. Names:_________________________________ Mark /20
3. Names:_________________________________ Mark /20
4. Names:_________________________________ Mark /20
5. Names:_________________________________ Mark /20
6. Names:_________________________________ Mark /20
7. Names:_________________________________ Mark /20
8. Names:_________________________________ Mark /20
9. Names:_________________________________ Mark /20
10.
Names:_______________________________ Mark /20
11.
Names:_______________________________ Mark /20
12.
Names:_______________________________ Mark /20
13.
Names:_______________________________ Mark /20
14.
Names:_______________________________ Mark /20
15.
Names:_______________________________ Mark /20
16.
Names:_______________________________ Mark /20