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Evaluation for Election 2000 and Beyond will be comprised of two parts: a grade on the project and a grade on the comprehensive test.

Project Grade

Your project will be graded by a rubric that takes into consideration organization, mechanics, the electronic journal, and your group's responses to the seven questions.

After the group grade has been determined, each group will then decide how to fairly distribute points to each group member, by taking into account work ethic, attendance, and cooperation. For example, a presentation that earned a 96% would result in a group grade of four students being able to distribute 384 points among its members. Each group member would receive 96% for the group segment grade and a second (individual) grade, which would be his or her share of the 384 points as determined by the group.

The project grade will count as a major project (or double test) grade.

Test Grade

The test will be a comprehensive objective test comprised of questions generated by each group and approved by the teacher. Each group will be submitting five questions which pertain to the step they presented. The test will count as a regular unit test grade.

Election 2000 and Beyond Rubric

	4	3	2	1
OVERALL PROJECT ORGANIZATION	All elements included & all members contributing	Most elements included & most members contributing	Some elements included & some members contributing	Few elements included & few members contributing
CORRECT GRAMMAR & SPELLING	No errors	Few errors	Some errors	Many errors
ELECTRONIC JOURNAL	All dates with entries	Most dates with entries	Some dates with entries	Few dates with entries
WHO	All major players identified	Most major players identified	Some of the major players are identified	Few of the major players are identified
WHAT	All parts of the step defined	Most parts of the step defined	Some parts of the step defined	Few parts of the step defined
WHEN	Correct time and length identified	Correct time or length identified but not both	Some errors in the time and length identified	Many errors in the time and length identified
WHERE	Correct location(s) identified	Most location(s) identified	Some location(s) identified	Few location(s) identified
WHY	Additional information is given & clearly explains purpose of step	Information is given & explains purpose of step	Some information is given to explain purpose of the step	Little information is given to explain step & purpose of step is vague
HOW	All 3 influences clearly explained	2/3 influences clearly explained	1/3 influences clearly explained or 2/3 vaguely explained	Few influences explained but information is vague
ANALYSIS & SYNTHESIS	Abundance of information is given & clearly explained	Information is given & explained	Little information is given & explained	Little information is given & vaguely explained
PRESENTATION	Used notes page, spoke facing the class, well rehearsed, “told v. read”	Used notes page, faced the class ¾ of presentation, “read v. told”	Text written on actual slide, faced class ½ of presentation, “read v. told”	Read directly from the slide, “forgot the audience,” “read v. told”
BIBLIOGRAPHY	Correct format used in entries for art/graphics, sounds & content	Correct format for 3 of 4 areas	Correct format for 2 of 4 areas	Correct format for 1 of 4 areas
POWER POINT ELEMENTS	Used variety of creative backgrounds, transitions, animations, enhancing sounds	Used several colors/ backgrounds, transitions, animations, sounds	Used templates, attempted transitions, animations, sounds (but distracting)	Used templates, no transitions, no animations, no sounds
OPENING & CLOSURE	Title peaks interest end brings closure	Has effective title or effective end but not both	Basic title & end	Either basic title or end but not both
VISUALS, GRAPHICS, TABLES & CHARTS	Clearly appropriate, enhances meaning	Mostly appropriate	Repetitive or few	Inappropriate or distracting

To download a copy of this rubric, click here: downloadable rubric.