• Social Studies Grading Rubric:
     
    Tests                         20%
    Projects                    20%
    Classwork               15%
    Presentations         15%
    Homework               10%
    Participation            10%
    Quizzes                     10%
     

    Ridgefield Public Schools

    SGO Rubric - History/Social Studies & Science

     

    1

    2

    3

    4


    Reading/Research

    The writing –

    • makes inadequate use of available resources
    • fails to use relevant and sufficient text support from the resources with accuracy
    • attempts to use credible sources*

    The writing –

    • makes limited use of available resources
    • inconsistently uses relevant and sufficient
    • text support from the resources with accuracy
    • inconsistently uses credible sources*

    The writing –

    • makes adequate use of available resources
    • uses relevant and sufficient text support from the resources with accuracy
    • uses credible sources*

    The writing –

    • makes effective use of available resources
    • effectively uses relevant and sufficient text support from the resources with accuracy
    • effectively uses credible sources*

    Development

    • attempts to address the writing task but lacks focus
    • attempts to integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
    • develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are irrelevant and/or insufficient
    • addresses the writing task with an inconsistent focus
    • inconsistently integrates information into the text selectively to maintain the flow of ideas, avoiding plagiarism
    • inconsistently develops the topic using well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples that are relevant and sufficient; i.e., maps, charts, tables, surveys, lab reports, demographic data
    • addresses the writing task with a focused response
    • integrates information into the text selectively to maintain the flow of ideas, avoiding plagiarism
    • develops the topic using well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples that are relevant and sufficient; i.e., maps, charts, tables, surveys, lab reports, demographic data
    • addresses all aspects of the writing task with a tightly focused and detailed response
    • skillfully integrates information into the text selectively to maintain the flow of ideas, avoiding plagiarism
    • develops the topic skillfully and thoroughly using the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples: ; i.e., maps, charts, tables, surveys, lab reports, demographic data

    Organization

    • identifies the topic
    • has little or no evidence of purposeful organization
    • attempts to use technology, including the internet, to produce and publish writing*
    • introduces the topic
    • organizes ideas, concepts, and information in a manner that may lack cohesion (ideas may be rambling and/ or repetitive)
    • inconsistently uses appropriate and varied

    transitions to link the major sections of the text, create cohesion, and clarify the

    relationships among ideas and concepts

    • provides a concluding statement or section
    • inconsistently uses technology, including the internet, to produce and publish writing*
    • introduces the topic
    • organizes ideas, concepts, and information to make important connections and distinctions
    • uses appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts
    • provides a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)
    • uses technology, including the internet, to produce and publish writing*
    • effectively introduces the topic
    • effectively organizes ideas, concepts, and information to make important connections and distinctions
    • effectively uses appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts
    • provides an effective concluding statement or a section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)
    • skilfully uses technology, including the internet, to produce and publish writing*

    Language/

    Convention

    • demonstrates a weak command of standard English conventions; errors interfere with understanding
    • employs language and tone that are inappropriate to audience and purpose
    • has frequent and severe sentence formation errors and/or a lack of sentence variety
    • follows standard format for citation with significant errors*
    • demonstrates a limited and/or inconsistent

    command of standard English conventions; errors may interfere with understanding

    • inconsistently employs language and tone appropriate to audience and purpose
    • has some sentence formation errors and/or a lack of sentence variety
    • follows standard format for citation with

    several errors*

    • demonstrates a command of standard

    English conventions; errors do not interfere

    with understanding

    • employs language and tone appropriate to audience and purpose
    • has sentences that are generally complete with sufficient variety in length and structure
    • follows standard format for citation with few errors*
    • demonstrates an exemplary command of standard English conventions
    • skillfully employs language and tone appropriate to audience and purpose
    • has sentences that are skillfully constructed with appropriate variety in length and structure
    • follows standard format for citation with few errors*