SPANISH 1411 Reflective Paper

PEER CRITIQUES RUBRIC PTS. POSSIBLE: 30 GRADE: POINTS EARNED X 3 = _________

POINTS POSSIBLE

 

EXPLANATION

9-10

Student gives copious, quality feedback throughout TWO papers; there is a minimum of two quality comments per paragraph averaging around six per page; student uses the “track changes” feature to leave feedback; student’s comments are insightful, relevant and useful in helping author improve her paper.

7-8

Student gives good feedback throughout papers; there is a minimum of two quality comments for most paragraphs averaging around four per page; student uses the “track changes” feature to leave feedback; most comments are insightful, relevant and useful in helping peer improve her paper.

5-6

Student gives very little feedback throughout papers; there is a minimum of one quality comment per paragraph averaging around three per page; student’s comments are lacking in depth and are irrelevant or lacking in logic. Feedback hardly helps author improve her paper.  

3-4

Student’s feedback is seriously lacking in depth and does not aid the author in improving her paper.

0-2

Student did not complete the assignment.

REFLECTIVE PROJECT-POWERPOINT RUBRIC

POINTS POSSIBLE: 20               GRADE: POINTS EARNED = _________

 AUDIO RECORDINGS

0        1        2

         3    4

5 6 7

       8 9 10

 

 The audio is absent or incomprehensible.

 Audio is present and somewhat comprehensible.

 Audio is present and most sentences/ ideas flow.

 Audio is present, and information is presented in a logical and comprehensible fashion.

CONTENT

0       

           1

3

          4

 

 Content is off topic.

 

Most content is off topic.

Some content off topic.

Content is appropriate and helps prove stance.

ORGANIZATION

0       

           1

2

          3

 

 

 Content is presented in a disorganized fashion.

 Some content is presented in an organized fashion.

 Most content is presented in an organized fashion.

Content is presented in a logical and organized fashion.

 

VISUAL ELEMENTS

0       

           1

2

          3

 

 Presentation is missing visual elements.

 

 Very few visual elements in the presentation.

 Good use of visual elements to support stance.

 Excellent use of visual elements to support stance.

REFLECTIVE PAPER RUBRIC

POINTS POSSIBLE: 50               GRADE: POINTS EARNED X 2.5 = __________

RUBRIC-REFLECTIVE PAPER

 

POINTS POSSIBLE

 

5

4

3

2

1

SUPPORT

 

Uses evidence appropriately and effectively, providing sufficient evidence/ explanation to convince audience.

Offers some reasons to support points, perhaps using varied kinds of evidence. Begins to interpret the evidence and explain connections

between evidence and main ideas. Examples bear some relevance.

Often uses generalizations to support its points. May use examples, but they may be obvious or irrelevant. Often depends on unsupported opinion or personal experience, or assumes that evidence speaks for itself.  Often has lapses in logic.

Depends on clichés or generalizations for support or offers little evidence of any kind. May be personal narrative rather than essay, or summary rather than analysis.

Includes irrelevant details or lacks any supporting evidence.

 

 

5

4

3

2

1

ORGANIZATION AND COHERENCE

Demonstrates clear, focused, unified, and coherent organization.

Is effectively organized.

Is somewhat organized.

May demonstrate problems in organization.

Incompletely developed or disorganized impeding reading.

 

5

4

3

2

1

MECHANICS

Evidences superior control of sentence variety, and transition; of mechanics, spelling, grammar, punctuation; of proper form and appearance

 

Demonstrates some sentence variety, and transition; may have a few minor flaws in mechanics, spelling, grammar, etc.

Demonstrates competent writing; but has flaws in form, grammar,

mechanics, etc.

 

May show patterns of flaws, or consistent major flaws in language, sentence structure, mechanics, etc.

 

Written with enough mechanical errors as to impede comprehension.

 

5

4

3

2

1

FOCUS/PURPOSE/

CONTROLLLING IDEA

Fully addresses topic and explores issues thoughtfully.

Clearly addresses topic and explores

issues.

Adequately addresses topic and explores the issues.

Neglects or distorts part of topic/issues.

Fails in attempt to discuss the topic.