Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Application - concepts & principles

Student does not present “findings” which show knowledge of the topic.  Student does not discern which knowledge would be appropriate to present in the context of a convention.

Student presents some “findings” which show some knowledge of the topic.  Student does not discern which knowledge would be appropriate to present in the context of a convention.

Student picks out “findings” which show factual knowledge, but lacks interpretation of this knowledge.  Student discerns which knowledge would be appropriate to present in the context of a convention.

Student picks out “findings” which show both factual knowledge and interpretation of this knowledge.  Student discerns which knowledge would be appropriate to present in the context of a convention.

Application - Appropriateness

Few or no “findings” are appropriate to what one could expect a real archaeologist to find.

Some “findings” are appropriate to what one could expect a real archaeologist to find.

Most “findings” are appropriate to what one could expect a real archaeologist to find.

All “findings” are appropriate to what one could expect a real archaeologist to find.

Accuracy

There are more than 3 inaccuracies in the information presented about mummies and the work archaeologists do.

There are 2-3 inaccuracies in the information presented about mummies and the work archaeologists do.

There is 1 inaccuracy in the information presented about mummies and the work archaeologists do.

Information presented about mummies and the work archaeologists do is accurate.

Compilation - Selection criteria

Student needs to use selection criteria to decide which pieces of information are relevant for inclusion in the speech.  Either 3 or more pieces of information should have been excluded and more appropriate information should have been included.

Student is developing in use of selection criteria to decide which pieces of information are relevant for inclusion in the speech.  Either 3 or 4 pieces of information should have been excluded or a little more appropriate information should have been included.

Student uses acceptable selection criteria to decide which pieces of information are relevant for inclusion in the speech.  1-2 pieces of information should have been excluded.

Student uses strong selection criteria to decide which pieces of information are relevant for inclusion in the speech.  There is neither too much, nor too little.

Compilation - Organization of research

The speech is neither well organized, nor does it compile adequate research findings to make strong arguments.

The speech is well organized, but it does not compile adequate research findings to make strong arguments.

The speech is somewhat disorganized, but it compiles adequate research findings to make strong arguments.

The speech is well organized and compiles adequate research findings to make strong arguments.

Oral Presentation - Grammar and pronunciation

Oral Presentation is not in the form of a speech and student has many errors in grammar or pronunciation.

Oral Presentation is in the form of a speech and student has 4 or 5 errors in grammar or pronunciation.  or

Oral Presentation is not in the form of a speech.  Student has 2 or 3 errors in grammar or pronunciation.

Oral Presentation is in the form of a speech. Student has 2 or 3 errors in grammar or pronunciation.

or

Oral Presentation is not in the form of a speech.  Student uses correct grammar or pronunciation.

Oral Presentation is in the form of a speech.  Student uses correct grammar and pronunciation.