Point Value | 20 Points | 15 Points | 10 Points | 5 Points |
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Team created a fair division of tasks. Evidence of each member's contribution every week was visible in the folder. | Division of labor was equitable. A few team members had work missing 1 - 2 times. | Division of labor was not completely equitable. Some members were missing work on 3 - 4 occasions. | A few people did most of the work for the team. Several team members were missing work numerous times ( 5+). |
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Students successfully located several timely pieces of information on each of these topics: "raised bed" gardening, and commercial products and prices. They had an on-going communication with an expert via computer. | Students successfully located a few timely pieces of information on each of these topics: "raised bed" gardening, and commercial products and prices. They communicated with an expert via computer at least once. | Students had difficulty and were not able to find timely pieces of information on both of these topics: "raised bed" gardening and commercial products and prices. They did not communicate with an expert via computer. | Students found little or no information on the topics. They did not communicate with an expert. |
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Students were able to incorporate at least six different geometric shaped raised beds into the design with adequate walking space between. Work on overall design was well done. Individual bed design sheets were accurately done.Adjacent area demonstrates a high level of creativity . | Students were able to incorporate at least four or five different geometric shaped raised beds into the design with adequate walking space between. Work on overall design was well done. Individual bed design sheets may have had some minor flaws. Adjacent are demonstrates some creativity in design. | Students were able to incorporate at least three different geometric shaped raised beds into the design with adequate walking space between. Work on overall design was complete. Individual bed design sheets may have had some flaws. Adjacent area is not well thought out. | Students were able to incorporate at least two different geometric shaped raised beds into the design with adequate walking space between. Work on overall design was complete. Individual bed design sheets may had serious flaws. Adjacent area is poorly planned or not evident at all in designs. |
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Students showed evidence of accurate measurement of area. They compiled a complete inventory of materials on hand. They created a complete cost analysis of materials yet to be purchased. They stayed within the $1000 budget constraint. | Students showed evidence of accurate measurement of area. They compiled a reasonably complete inventory of materials on hand. They created a complete cost analysis of materials yet to be purchased with only a few errors. They stayed within the $1000 budget constraint. | Students showed evidence of errors in the measurement of area. They compiled a reasonably complete inventory of materials on hand. They created a somewhat incomplete cost analysis of materials yet to be purchased with several serious errors. They were unable to stay within the $1000 budget constraint. | Students showed evidence of errors in the measurement of area. They compiled an incomplete inventory of materials on hand. They created an incomplete cost analysis of materials yet to be purchased with many serious errors. They were unable to stay within the $1000 budget constraint. |
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Each member of the group contributed to the effectiveness of the oral/visual aspects of the persuasive presentation. Members were very well prepared with detailed, focused, convincing supporting information. The presenters maintained audience attention throughout. | Most members of the group contributed to the effectiveness of the oral/visual aspects of the persuasive presentation. Members were adequately prepared with detailed, focused, convincing supporting information. For the most part presenters maintained audience attention throughout. | Only a few of the members of the group contributed to the effectiveness of the oral/visual aspects of the persuasive presentation. Members were not always adequately prepared with detailed, focused, or convincing supporting information. Presenters were not able to maintain audience attention all of the time. | Only a few of the members of the group contributed to the effectiveness of the oral/visual aspects of the presentation. Members were not generally adequately prepared with detailed, focused, or convincing supporting information. Presenters were not able to maintain audience attention most of the time. |
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Author(s): Karren Cherrington (karrenc@juno.com) School: Grice Middle School, Hamilton, NJ Created: November 3, 1998 Updated: URL: /ntep/f98/projects/pppl/karrenc/rubricgricegarden.html