Criteria	1	2	3	4	Your Score
Engagement	Waits for direction. Knows little of what is going on or objectives. Cannot describe where group is in process.	Seeks direction, but does not initiate action. Objectives seen as poorly defined external requirements. May know where group is.	Sometimes initiates action and always works well with direction. Generally knows the specific objectives and where group is.	Enthusiastically initiates action. Personalizes the task and takes ownership of the objectives. Always knows where group is.	1 2 3 4
Content	Information is cursory or incorrect. Little understanding of content is evident from presentation.	Some solid information presented; however, some information is incorrect or cursory.	Information is clear and correct throughout most of presentation.	Information is well presented, clear, and correct throughout.	1 2 3 4
Effects	Effects are limited or not present.	One or more than one type of effect is used; however, some or all effects detract from presentation.	More than one type of effect is used. Effects enhance presentation.	Effects are varied, yet cohesive, and they significantly enrich the presentation.	1 2 3 4
Design	Many pages are either cluttered or empty. There is no text/image balance. No attention paid to variation in design.	Some pages are either cluttered or empty. Inconsistent attention paid to sizing of graphics, placement of graphics and text, and text wrapping.	Most pages contain well-placed objects, with thoughtful text/image balance. Inconsistent text wrapping.	Objects on all pages are well placed and sized. Pages are not cluttered or empty. Imaginative and logical text wrapping.	1 2 3 4
Presentations	No apparent logical order of presentation, unclear focus	Content is loosely connected, transitions lack clarity	Sequence of information is well-organized for the most part; more clarity with transitions is needed	Development of thesis is clear through use of specific and appropriate examples, transitions are clear and create a succinct and even flow	1 2 3 4
Projects	Unorganized and meets less than half the requirements; project includes little variety in presentation techniques	Project meets half of the requirements; well-organized; material presented with little originality or creative thought	Project is well- organized and meets most requirements; some apparent originality displayed through creative use of materials	Project is well-organized and meets all requirements; exceptional originality of presented material	1 2 3 4
Written Skills	Has difficulty with paragraph structure and simple sentences; limited vocabulary; difficulty with grammatical skills	Able to write simple sentences; understands basic grammatical concepts, vocabulary is developing; has difficulty with paragraph structure	Able to write complex sentences, understands intermediate grammatical concepts, enhanced vocabulary, ability to compose paragraphs, difficulty with standard essay form	Advanced vocabulary and grammatical skills enhance the composition of clear, focused, creative compositions	1 2 3 4
Mechanics	Frequent errors in spelling, grammar, and punctuation	Errors in grammar and punctuation, but spelling has been proofread	Occasional grammatical errors and questionable word choice	Nearly error-free which reflects clear understanding and thorough proofreading	1 2 3 4
Planning	Student does not do any planning before starting the problem.	Student makes some cursory attempts at planning before beginning the problem. Student does not refer back to plan or make any revisions after the initial planning stage.	Student outlines a plan for problem solving, but is not able to revise plans that are not working.	Student makes a clear plan for solving problem before he/she begins. Demonstrates ability to revise plans that are not working.	1 2 3 4