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Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score |
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The student fostered a cooperative
atmosphere while working in a group. |
Little attention was given to
either the group or the project at hand. |
Interaction with the group and
the project was minimal, yet the student did display a concern
for the task. |
The student actively participated
with the group, both sharing information and skill and assisting
others. |
A leading role was taken with
the group. The student showed a genuine concern for the cohesion
and success of the group. |
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The student displayed
an accurate knowledge about their selected culture and mythological
god though the visual display. |
Little, if any, effort was put
into the visual display. Information that was present was generally
incorrect or misleading. |
Accurate information was present
on the display. Certain areas need improvement though. |
As a whole, the display was
correct and factual. One or two mistakes were made, but nothing
that took away from the display. |
All
information present in the display was correct and right on target.
Effort in research and invesigation is clearly present. |
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Creativity, thought, and
originality are present in the visual display. |
Not much thought or creativity
were put into the design of the visual display. A pencil-sketched
chart falls into this category. |
Improvement over a basic graph
is made. The student showed a bit of thought when designing the
display. |
Thought and creativity are definitely
present. Time was spent on the design of the visual display. |
As a whole, the display is very
well thought out and highly creative. The student went outside
the norm and created a display that is both effective and entertaining. |
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The student applied the rules
of mythology to the myth they wrote. |
Little concern was shown with
regard the the setup and rules of mythology. The assignment was
written more like a regular story, and less like a myth. |
The general rules of mythology
were loosely applied to the myth. Variations of the rules are
present. |
The student correctly applied
the rules of mythology to their myth. Smaller, intricate details
were not there, but generally the myth went exactly as it should. |
Did I just read The Illiad?
I must have, because there was nary a variation in classic mythological
structure in the student's myth. |
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Proper story structure was followed
throughout the student's myth (developing characters, advancing
the plot, setting,etc.) |
Storyline of the myth drifted
from point to point with no real purpose or destination. |
The general structure of a story
was followed throughout the myth. Actions and transitions and
developments didn't build off of each other though. |
As a whole, the storyline flowed
well. Actions built off of one another and eventually led to
a successful conclusion. Attention should be paid to small details
(transitions, etc..). |
Storyline and plot were easy
to follow, and used each other as a springboard for the upcoming
actions. Skill and proficency are present. |
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Creativity, thought,
and originality are present in the student's myth. |
Not much thought or creativity
were put into the myth. Characters and actions remain bland and
uninteresting. |
Improvement over a basic story
is present. The student showed a bit of thought in setting up
and creating the myth. |
Thought and creativity are definitely
present. Time was spent on the design and execution of the myth. |
As a whole, the myth is
very well thought out and highly creative. The student went outside
the norm and created a myth that is both effective and entertaining. |
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The student worked in a timely,
efficient manner utilizing the time available for the WebQuest. |
Time was continuously wasted
thoughout the WebQuest. Little concern was present for finishing
the assigned tasks. |
The student used parts of class
to work, but was occasionally off task. Efficiency and timeliness
were not present in their work ethic. |
Most all of the class time available
for the WebQuest was utilized when presented. |
Both in-class and out-of-class
time was utilized by the student. Effort in both areas is present
in their display and myth. |
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