Historical Fiction   Assessment & Evaluation

Assignment	Excellent (3)	Satisfactory (2)	Needs Improvement (1)
Assignment #1 - Is It Historical Fiction or Not?	Information completed for all 10 titles.	Information completed for 7-8 titles.	Information completed for 6 or less titles.
Assignments #2 & #4- Participation on Global Chat for Reading Response and Book & Movie Comparison assignments	Contributed to the discussion for 7 sections with clear answers and good explanations or supporting details.	Contributed to the discussion of 5-6 sections; answers easy to understand but unable to give explanations or supporting details.	Contributed to the discussion of 4 or less sections; answers not complete with explanation or not clear.
Assignment #3 - Inconsistencies	All 6 inconsistencies have been found and corrected	4-5 inconsistencies have been found and corrected.	3 or less inconsistencies have been found and corrected.

 

Research & Educational Technology Rubric

for the Evaluation of Historical Fiction Anecdotes

Grades 4 - 5

Standards & Benchmarks	Excellent (3)	Satisfactory (2)	Needs Improvement (1)
Language Arts - Reading & Literature Range - Read a range of literary and informative texts for a variety of purposes.   Read to research a topic.	Information is gathered from more than two resources.	Information is gathered from two resources.	Information is gathered from one resource only.
Language Arts - Reading & Literature Comprehension Processes - Use strategies within the reading processes to construct meaning. Integrate inportant information gathered from a long passage or text to interpret meaning	Information is written clearly and shows good understanding of subject; shows no signs of plagiarism.	Information is written clearly and can be easily understood; shows attempt to paraphrase information gathered.	Information is not written clearly or not easily understood; shows signs of plagiarism.
Language Arts - Writing Range - Write using various forms to communicate for a variety of purposes and audiences. Write to communicate information, express opinions, and influence others.	Information is presented clearly in report form; reader can easily understand the writing.	Information is presented clearly and can be easily understood except for one or two ideas.	Information is unclear;very difficult to understand.
Language Arts - Writing Composing Processes - Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively. Use feedback from others to revise and edit writing.	Uses classroom peers' and keypals' responses/ feedback to revise and edit report before publishing.	Gets feedback/ response(s) from one or two peers; uses feedback to revise the report.	No feedback from peers and keypal; unable to revise or edit report without teacher's help.
Language Arts - Writing Conventions and Skills - Apply knowledge and understanding of the conventions of language and research when writing. Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. Cite resources used in gathering information.	Grammar, paragraph-ing, spelling and punctuation are used skillfully and consistently; few or no errors present. All resources used are listed in proper bibliographical form.	Some errors in grammar, paragraphing. spelling and punctuation, but do not take away from the meaning of the text. Sources of information are shown but not in proper bibliographical form.	Numerous errors in grammar, spelling and punctuation; poor use of paragraphing makes text difficult to read.   Bibliography is missing; credit not given to source(s).
Language Arts - Writing Rhetoric - Use rhetorical devices to craft writing appropriate to audience and purpose. Conveys meaning, provides important information, makes a point, fulfills a purpose. Has a form or structure where the parts add up to a coherent whole.	Writing is clear and focussed; main idea(s) can be understood; three or more details are used to support the main idea. Ideas are logically connected; writing has smooth transitions and logical order.	Writing is clear, but not fully focussed; hints at a main idea(s), but supporting details are limited and general. Structure is easy to follow; most of the ideas are logically connected.	Writing is neither clear nor focussed; the main idea can't be understood.   Ideas are not logically connected; jumbled; no sense of unity or direction; sentences and paragraphs are not related to the topic.
Educational Technology Technology as a Tool for Productivity -Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology enhanced models, preparing publications, and producing other creative works. Use general purpose productivity tools (word processor, spreadsheet, and database) and peripherals to support personal productivity, and to facilitate learning throughout the curriculum and to remediate skill deficits.	Report is typed accurately on the computer using a word processor and spell check; title, name and date are printed with title at the top in at least 14 point font.	Report is typed on a computer using a wordprocesseor with spell check; few spelling errors.	Report is handwritten with pencil or pen.
Educational Technology Technology as a Tool for Communications - Students use technology to communicate, to collaborate, publish and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Use telecommunications efficiently and effectively to access remote information and communicate with others in support of directed and independent learning and for pursuit of personal interests.	Can independently search for and locate web sites with relevant and useful information; able to send and retrieve e-mail independently. Builds and posts web pages to the Internet	Uses web-browsers and search engines to look for and access information relevant to research topic; able to login to e-mail server, but needs some help maneuvering through the program to send or retrieve mail. Able to create a web page but needs help posting to the Internet.	Requires assistance to use the Internet for gathering resources; needs lots of help to login and access e-mail.

Literature Genres | Historical Fiction Main Page