Rubrics

=  **Problem Based Learning Rubric**   = PowerPoint Accuracy || All content throughout the presentation is accurate. There are no factual errors. || Most of the content is accurate but there is one piece of information that might be inaccurate. || The content is generally accurate, but several piece of information is clearly flawed or inaccurate. || Content is typically confusing or contains many factual errors. || PowerPoint Grammar || Presentation has no misspellings or grammatical errors. || Presentation has 1-2 misspellings, but no grammatical errors. || Presentation has 3-4 grammatical errors and/ or misspellings. || Presentation has more than 5 grammatical and/or spelling errors. || Excel || Information is well organized and logical.
 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Collaboration-Contributions** || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * **Collaboration-Problem-solving** || Actively looks for and suggests solutions to problems. || Refines solutions suggested by others. || Does not suggest or refine solutions, but is willing to try out solutions suggested by others. || Does not try to solve problems or help others solve problems. Lets others do the work. ||
 * **Collaboration-Working with Others** || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * **Collaboration- Plan for Organizing Information** || Student has developed a clear plan for organizing the information for the final product. || Students have developed a clear plan for organizing the information in the final research product. || Students have developed a mediocre plan for organizing the information as it is gathered. || Students have no clear plan for organizing the information ||
 * **Technology Standards – PowerPoint** || Information is organized in a clear, logical way. || Most information is organized in a clear, logical way. || Some information is logically sequenced. An occasional card or item of information seems out of place. || There is no clear plan for the organization of information ||
 * **Technology**
 * **Technology**
 * **Technology -** Excel || A graph is created correctly with no errors || A graph is created with 1 or 2 errors || A graph is created with 3 or more errors || A graph was not created ||
 * **Technology**

Layout makes all information easily accessible to user.

Accurate || Information is organized and logical.

User-friendly, Easy to navigate

Accurate || Information is somewhat organized

Not very user-friendly || Information is not organized. Difficult to navigate. Not user-friendly

Incomplete

Inaccurate ||
 * **Content Standards** Subtraction and addition with regrouping || Comes up with the correct solution and shows ALL work. || Comes up with the correct solution and shows most of the work. || Comes up with the correct solution and shows no work. || Tries to solve the problem. ||
 * **Creative Thinking** || Extends a novel or unique idea, question, format, to create new knowledge or knowledge that crosses boundaries. || Creates a novel or unique idea, question or format, || Experiments with creating a novel or unique idea, question, or format. || Reformulates a collection of available ideas ||
 * **Self - Direction** || Monitors learning progress, self-correcting as needed || Monitors learning progress, with occasional teacher guidance || Monitors learning progress with frequent teacher intervention || Rarely monitors learning progress and consistently requires teacher guidance ||
 * **Self - Direction Goal Setting** || Independently utilizes strategies to set challenging and achievable goals || Applies strategies to set achievable goals, seeking minimal assistance || Has difficulty using strategies in the goal setting process without ongoing teacher assistance || Lacks strategies to set personal goals and rarely participates in goal setting. Teacher usually sets goals for students ||