Communications WebQuest
Student Self-Evaluation
(This page may be used as a grading tool by students and teachers
to evaluate the project. It may be used as a self-evaluation,
student-to-student evaluation and teacher-to-student evaluation or any
combination.)
Rubrics for South Carolina Language Arts Standards: Fourth Grade
Rubrics: How to evaluate the project. You will receive a group grade so keep in mind that all team members are expected to work collaboratively. Remember, your final project is to decide together which is your favorite communication invention and why. Use the rating score 1 through 3 for each set of objectives in the matrix below complete your evaluation. Use the rating scale of 1 being the lowest and 3 being the highest point value.
Standard One: Reading Goal (R). Student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he/she reads. Student will integrate various cues and strategies to comprehend what he/she reads.
|
Objectives |
Beginning-1 |
Progressing-2 |
Proficient-3 |
Score |
| 4-R1. 2 & 3. Demonstrate ability to read, and make connections with prior knowledge. | Used worksheet for note taking.. | Understood directions for making a meaningful timeline. | Completed final project relating information known before beginning the project. | |
| 4-R1. 4,6, &9. Demonstrate ability to summarize, analyze text. | Used worksheet for note taking. | Used worksheet for information important to timeline. | Completed final project using only information related to chosen inventions. | |
| 4-R1. 10 & 12. Demonstrate ability to draw conclusions, make inferences, and determine cause and effect. | Used worksheet for note taking. | Determined what was most important about invention related to discovery, changes, and effects on society . | Determined what was most important about invention related to changes and effects in the past, present, and future on society. | |
| 4-R1.15,16, &17. Demonstrate ability to use graphic representations to organize logically, respond to text, and compare and contrast findings from graphic/written material. | Used worksheet for note taking important information. | Timeline was constructed in a logical order, contained required information, and was easy to read. | Final project was presented in logical order and included graphic text. |
Standard Two: Writing Goal (w): The student will write for different audiences and purposes. The Writing Process. W3: The student will respond to texts written by others.
|
Objectives |
Beginning-1 |
Progressing-2 | Proficient-3 |
Score |
| 4-W3.3. Begin to use text to make connections and to support ideas in own writing. | Paraphrased information read for note taking on worksheet. | Timeline was constructed using worksheet notes. | Student used written notes for presentation of final project. |
Standard Three: Communication Goal (C): The student will recognize, demonstrate, and analyze the qualities of effective communication. Communication: Speaking. C1: The student will use speaking skills to participate in large and small groups in both formal and informal situations.
| Objectives | Beginning-1 | Progressing-2 | Proficient-3 | Score |
| 4-C1.8. Demonstrate ability to use oral language to inform, compare, contrast different viewpoints. | Participated in team discussion either to inform, compare or contrast own viewpoint. | Participated in team discussion to inform, compare or contrast own viewpoint with read text. | Participated in team discussion to inform, compare and contrast own and read viewpoint with those of other team members. | |
| 4-C1.9. Demonstrate ability to use visual aids, props, and technology in oral presentations. | Used a visual example to add to team discussion. | Participated in team discussion supporting own viewpoint with visual aid, prop, or technology. | Prepared visual aid used during presentation of final team project. | |
| 4-C1.13. Demonstrate ability to use effective organizational strategies to prepare oral presentations. | Used own worksheet for collecting information for team projects. | Participated in collating team information for construction of logically presented timeline. | Participated in collating team information for presentation of final team project. | |
| 4-C1.14 Continue making appropriate statements to communicate agreement or disagreement with other's ideas. | Stated own viewpoint without expressing negative attitude. | Restated own viewpoint without expressing negative attitude toward other's ideas. | Restated own viewpoint with new references without expressing negative attitude toward other's ideas. | |
| 4-C1.15. Begin expressing and explaining ideas orally with fluency and confidence. | Expressed at least one idea for team discussion. | Explained ideas during team discussions. | Stated and explained several ideas during team discussions. |
Standard Four: Communication Goal (C): Viewing. C3. The student will comprehend and analyze information he/she receives from nonprint sounces.
| Objectives | Beginning-1 | Progressing-1 | Proficient-3 | Score |
| 4-C3.1. Demonstrate ability to make predictions about the context of what is viewed. | Listened to team discussion about one invention and made a verbal prediction of its usefulness for team projects. | Listened to team discussions and participated in decisions about value of using information in timeline. | Listened to team discussions and participated by adding critical information for decision making for presentation of final project. |
Standard Five: Research Goal (RS) The student will access and use information from a variety of appropriately selected sources to extend his/her knowledge. Gathering Information and Refining a Topic. RS2: The student will gather information from a variety of sources.
| Objectives | Beginning-1 | Progressing-1 | Proficient-3 | Score |
| 4-RS2.1 Demonstrate ability to use a variety of resources to access information. | Used suggested websites for note taking on worksheet and during team discussion. | Used suggested websites and teacher suggested resources during team discussion. | Used suggested websites, teacher suggested resources and added own research materials for team discussion and project presentations. | |
| 4-RS2.2. Demonstrate ability to gather and organize information from a variety of sources. | Used suggest websites for note taking on worksheet and during team discussion. | Used suggested websites and teacher suggested resources for note taking on worksheet and team discussion. | Used suggested websites, teacher suggested resources and own research materials for note taking and team project presentations. | |
| 4-RS2.3. Demonstrate ability to document sources by listing titles and authors. | Listed titles on worksheet. | Listed titles and authors on worksheet. | Gave credit to all references by listing each on final project presentation. | |
| 4-RS2.5. Begin summarizing information gathered. | Used worksheet to list information read on websites. | Used worksheet to paraphrase information from websites and teacher suggested resources. | Used summarized information in team projects. |
Standard Six: Research Goal (RS): Preparing and Presenting Information. RS3: The student will use a variety of strategies to prepare and present selected information.
| Objectives | Beginning-1 | Progressing-2 | Proficient-3 | Score |
| 4-RS3:1. Demonstrate ability to organize and classify information by categorizing: begin sequencing information. | Construct part of timeline sequencing information you have gathered. | Participate in construction of timeline sequencing information gathered through discussion with team members. | Participate in final project by helping to construct a visual showing the sequence of development and changes of the team's selected invention. | |
| 4-RS3:3 Demonstrate ability to present own findings in a variety of formats. | Participate in construction of timeline. | Participate in construction of timeline and visual for final presentation. | Participate in final project by presenting explanation of one team constructed visual aid or by speaking to class about one part of final presentation |
When you have
completed your rubic scores you have discovered yet another type of
communication: the written evaluation. Now it's time to put away
your digging tools, sit back, and enjoy using your favorite communication
invention.
Great Dig! Nice Work!
Return to Quest: LISTEN
Return to Student Worksheet: Communication Worksheet
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