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Create A Country Grading Rubric

This document provides a grading rubric for students to create a fictional country. It evaluates students on their portrayal of a political role in the country, the knowledge and understanding gained about global politics, creativity in developing the country's characteristics, and the quality of their responses and conclusions. Students can earn up to 4 points in each category, and are also evaluated on classroom behavior, timeliness of assignments, respect, responsibility, and participation. The rubric provides descriptors to guide scoring from 1 to 4 points in each area based on the depth, consistency, and quality of the student's work.

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lcusick
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368 views1 page

Create A Country Grading Rubric

This document provides a grading rubric for students to create a fictional country. It evaluates students on their portrayal of a political role in the country, the knowledge and understanding gained about global politics, creativity in developing the country's characteristics, and the quality of their responses and conclusions. Students can earn up to 4 points in each category, and are also evaluated on classroom behavior, timeliness of assignments, respect, responsibility, and participation. The rubric provides descriptors to guide scoring from 1 to 4 points in each area based on the depth, consistency, and quality of the student's work.

Uploaded by

lcusick
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Create a Country Grading Rubric

Student Name: _______________________________________ Points= ___________ / 24 Project Grade: _______%

CATEGORY Required Elements


Role

4
Student included more information/elements than was required. Point-of-view, arguments, and solutions proposed were always consistently in character with the selected political structure and physical characteristics of the country. This student played their part brilliantly! Can insightfully explain all ways in which their character "saw" things differently than other characters and can clearly explain why. Their insight gained could lead to a future in global politics! Clearly exhibited creativity in all aspects of the assignment, which highlighted indisputable evidence of a superior level of engagement in the task. Responses and conclusions were always superior and reflected unique, insightful understanding of the project as a whole. Classroom Behavior= Outstanding Assignments= Always on time Respect for Peers/Teacher= Always Responsibility= Superior Participation= Constant / Appropriate

3
Student included all information that was required. Point-of-view, arguments, and solutions proposed were often in character with the selected political structure and physical characteristics of the country. This student played their part satisfactorily. Can clearly explain several ways in which their character "saw" things differently than other characters with a satisfactory understanding of why. They gained an appropriate understanding of global politics. Clearly exhibited creativity in some aspects of the assignment, which highlighted evidence of a satisfactory level of engagement in the task. Responses and conclusions were satisfactory and reflected adequate and occasionally indicated an overall understanding of the project as a whole. Classroom Behavior= Satisfactory Assignments= Mostly on time Respect for Peers/Teacher= Acceptable Responsibility= Satisfactory Participation= When Requested

2
Student included some information that was required. Point-of-view, arguments, and solutions proposed were sometimes in character with the selected political structure and physical characteristics of the country. This student needed to spend a lot more time developing their character. Can explain minimal ways in which their character "saw" things differently than other characters, with a reduced understanding of why. They have a minimal grasp of the political objectives of the assignment. Exhibited flashes of creativity in a few aspects of the assignment, which highlighted evidence of a marginal level of engagement in the task. Responses and conclusions were occasionally satisfactory and left questions about the level of the student\'s understanding of the project as a whole. Classroom Behavior= Needs work Assignments= Rarely on time Respect for Peers/Teacher= Occasionally Responsibility= Sporadic Participation= Hardly Ever

1
Student did not include a satisfactory amount of required information. Point-of-view, arguments, and solutions proposed were rarely in character with the selected political structure physical characteristics of the country. This student didnt develop their character to any believable extent. Cannot explain any way in which their character "saw" things differently than other characters and has no conception of why they should or should not have different views. The student didnt gain any new understanding of global politics. Exhibited little, if any, creativity in any aspect of the assignment, which indicated an extremely low level of engagement in the task. Responses and conclusions were unsatisfactory and reflected no understanding of the project as a whole.

Knowledge Gained

Creativity

Student Responses & Conclusions Discretionary Points

Classroom Behavior= Unsatisfactory Assignments= Never on time Respect for Peers/Teacher= Disrespectful Responsibility= Irresponsible Participation= Never / Inappropriate

Notes:

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