Standard: M1M2 Measurement of Time/Individual Work Checklist:
Time Keeper
Some Criteria / Performance Indicators Not Yet Evidence 0 1 Draw time on a clock Does your clock have an hour hand? (short) Does your clock have a minute hand? (long) Does your clock match teacher time? Write a paragraph One topic sentence (Main Idea) Three information sentences on city workers (detail) One conclusion sentence Correct Punctuation Correct Capitalization Think-Pair-Share Did you stay on task? Did you take turns with your partner? Did you listen to your partner? Did you and your partner work well together? Is your name on your paper? Grading Scale: Total Points:
©Template from Burke, K. (2005), How to assess authentic learning, 3rd ed. Thousand Oaks, CA: Corwin. Time Keeper Individual Work Assignment:
Goal/Standard:
Scoring 1 2 3 4 Criteria Score
Draw Time No clock Hands are Clock has on a Clock: hands the same long and x 5 Does your size short hands (20 (20) chock have ) an hour hand and minute hand? Does the Neither Only hour Only Time time match hand hand minute hand matches x 5 teacher time? matches matches matches both hands (20 (20) correct time )
Write a No sentence Wrote topic Has Included Paragraph: not a beginning x 5 One topic sentence sentence, (20 (20) sentence not a topic ) sentence Three Missing all Missing 2 Missing 1 All included informational x 5 sentences (20 (20) )
One Missing States Sentence Included Conclusion conclusion does not x 5 sentence but not in a conclude sentence paragraph (20 (20) form )
©Template from Burke, K. (2005), How to assess authentic learning, 3rd ed. Thousand Oaks, CA: Corwin. Think-Pair- Never Sometimes Most of the All the time X5 (20) Share: time Stay on task
Take turns Never Sometimes Most of the All of the X5 (20) time time Listen to Never Sometimes Most of the All of the X5 (20) partner time time Work well Never Sometimes Most of the All of the X5 (20) together time time Name on Missing Included but Partially Included X5 (20) paper messy included and neat
Comments: Score Final Score: A = (100) B = C = Final Grade: D =
©Template from Burke, K. (2005), How to assess authentic learning, 3rd ed. Thousand Oaks, CA: Corwin. Title of Rubric Here
Assignment:
Goal/Standard:
Scale: 1 2 3 4 Criteria:
Total Points: Grading Equivalents: A B C
©Template from Burke, K. (2005), How to assess authentic learning, 3rd ed. Thousand Oaks, CA: Corwin. Title of Rubric Here
Standard:
Criteria 1 2 3 4 Below the Approaching Meets the Exceeds Score The Student: standard the standard standard the standard
Total Points: Grade Equivalents: A B C Comments:
©Template from Burke, K. (2005), How to assess authentic learning, 3rd ed. Thousand Oaks, CA: Corwin.