Evaluation Rubric:
1. CASE STUDY
LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 | |
Context and Background Information | The episode is clearly situated with the appropriate details e.g. grade level, subject being taught etc. | The episode is situated with most of the appropriate details | The episode has few of the appropriate details | No context or background information |
Content | Incidents are interesting and realistically portrayed | Incidents are interesting but not realistically portrayed | Incidents are realistically portrayed but not interesting. | Incidents are neither interesting, nor realistically portrayed. |
Writing Skills | Writing is totally free of errors Report of the episode is very concise | There are occasional errors. Report could be tightened a little | There are more than occasional errors Report could be tightened quite a lot | Errors are frequent Report of the episode is extremely long-winded. |
Format | Format is appropriate and enhances the understanding of the critical episode in a creative and dramatic manner throughout the case | Format is appropriate and enhances the understanding of the critical episode in dramatic manner for most the case | Format is appropriate and enhances the understanding of the critical episode some of the time | Format is appropriate but seldom enhances the understanding of the critical episode |
2. PRESENTATION
LEVEL 4 | LEVEL 3 | LEVEL 2 | LEVEL 1 | ||
Delivery and Enthusiasm | Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class. | Clear flow of ideas Demonstrates interest in topic and engagement with the class. | Most ideas flow but focus is lost at times Limited evidence of interest in and engagement with the topic | Hard to follow the flow of ideas. Lack of enthusiasm and interest. | |
Visuals | Visuals augmented and extended comprehension of the issues in unique ways | Use of visuals related to the material | Limited use of visuals loosely related to the material | No use of visuals. | |
Staging | Uses stage effects, such as props, costumes, sound effects, in a unique and dramatic manner that enhances the understanding of the issues in the case study | Uses stage effects, such as props, costumes, sound effects, in an effective manner to extend understanding of the issues in the case study | Limited use of stage effects, and/or used in a manner that did not enhance the understanding of the issues in the case study. | No use of stage effects | |
Involvement of the class: -Questions -Generating discussion -Activities | Excellent and salient discussion points that elucidated material to develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner | Questions and discussion addressed important information that developed understanding Appropriate activities used to clarify understanding | Questions and discussion addressed surface features of the topic Limited use of activities to clarify understanding | Little or no attempt to engage the class in learning | |
Response to Class Queries | Excellent response to student comments and discussion with appropriate content supported by theory/research | Good response to class questions and discussion with some connection made to theory/research | Satisfactory response to class questions and discussion with limited reference to theory and research | Limited response to questions and discussion with no reference to theory/research | |
source
ไม่มีความคิดเห็น:
แสดงความคิดเห็น