Commentary: Sophisticated analysis of the evidence to Evidence analyzed to Some analysis of evidence. Little analysis of evidence. X 3 = Analysis & support and extend argument. Analyzes support/extend argument. Lacks thoroughness and Mostly summarizes artifacts. /12 Synthesis the how/why/what. Elaborates to show critical insight. Little elaboration shown. Elaborates to include specific details thinking and relevance. Some elaboration shown but Little synthesis. that enhance and express the Artifacts reflect a basic level rarely goes beyond what the opinion is vague or writer’s Writer’s critical thinking and central argument. of synthesis around a central artifacts say general and does not exhibit Artifacts are cohesively and argument. Attempts to synthesis artifacts critical thought. Counter sophisticatedly synthesized to support opinion is evident but may be too general at arguments are not acknowledged. Writer’s central argument and makes connections and developed throughout times. between artifacts. essay and discusses counter opinion is somewhat Writer’s opinion and critical thought is arguments. evident but does not exhibit as Writer’s clearly evident and developed and much critical thought/analysis. evaluates and refutes counter arguments. Counter arguments are identified but underdeveloped. Expression: Strong mechanics, grammar, diction, Good mechanics, grammar, Substantial errors in X 8 = Mechanics, sentence structure and variety. diction, sentence structure Meaning is somewhat grammar/punctuation interfere /32 Grammar, May have a few minor mistakes but and variety. diminished by consistent with meaning. Syntax, & does not inhibit meaning. May have a few patterns of errors in punctuation, No attempt at a writer’s voice Diction A distinct and consistent mistakes but does not inhibit capitalization, spelling, and/or or the voice is simply that of a writer’s voice is emerging through the use of varied meaning. agreement. student struggling with the sentence structure and sophisticated A distinct and consistent A distinct and consistent concept of the assignment. vocabulary as grade level appropriate. is attempted, may be lacking. writer’s voice writer’s voice although inconsistent and still emerging through the use of some varied sentence structure and attempts at sophisticated vocabulary as grade level appropriate. /100 TOTAL LCPS Honors Assessment: Big Question Rubric Multimedia Presentation – Criteria 4 - Advanced/Exceeds Standard 3 - Proficient/Meets Standard 2 - Developing/Approaching 1 - Needs Work/Below Standard Subtotal
Commentary: Analysis & Synthesis Sophisticated analysis of the evidence to support and extend argument. Analyzes the how/why/what. Elaborates to include specific details that enhance and express the writer’s critical thinking and central argument. Artifacts are cohesively and sophisticatedly synthesized to support central argument and makes connections between artifacts. Writer’s opinion and critical thought is clearly evident and developed and evaluates and refutes counter arguments. Evidence analyzed to support/extend argument. Elaborates to show critical thinking and relevance. Artifacts reflect a basic level of synthesis around a central argument. Writer’s opinion is evident and developed throughout essay and discusses counter arguments. Some analysis of evidence. Lacks thoroughness and insight. Some elaboration shown but rarely goes beyond what the artifacts say Attempts to synthesis artifacts but may be too general at times. Writer’s opinion is somewhat evident but does not exhibit as much critical thought/analysis. Counter arguments are identified but underdeveloped. Little analysis of evidence. Mostly summarizes artifacts. Little elaboration shown. Little synthesis. Writer’s opinion is vague or general and does not exhibit critical thought. Counter arguments are not acknowledged. X 3 = /12 Expression: Mechanics, Grammar, Syntax, & Diction Strong mechanics, grammar, diction, sentence structure and variety. May have a few minor mistakes but does not inhibit meaning. A distinct and consistent writer’s voice is emerging through the use of varied sentence structure and sophisticated vocabulary as grade level appropriate. Good mechanics, grammar, diction, sentence structure and variety. May have a few patterns of mistakes but does not inhibit meaning. A distinct and consistent writer’s voice is attempted, although inconsistent and still emerging through the use of some varied sentence structure and attempts at sophisticated vocabulary as grade level appropriate. Meaning is somewhat diminished by consistent errors in punctuation, capitalization, spelling, and/or agreement. A distinct and consistent writer’s voice may be lacking. Substantial errors in grammar/punctuation interfere with meaning. No attempt at a writer’s voice or the voice is simply that of a student struggling with the concept of the assignment. X 8 = /32 TOTAL /100 LCPS Honors Assessment: Big Question Rubric – Multimedia Presentation Criteria 4 - Advanced/Exceeds Standard 3 - Proficient/Meets Standard 2 - Developing/Approaching 1 - Needs Work/Below Standard Subtotal
Honors%20Resource%20Guide.docx