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Ancient Egypt Level I Modified Humanities Criteria

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Ancient Egypt Level I Modified Humanities Criteria Powered By Docstoc
					Humanities                                                          Assessment Criteria


              Criterion A: Knowledge                Criterion A: Knowledge

Achievement Level Descriptor                        Indicator
Level
0           Student does not reach a standard       The student does not reach a standard described by any of the
            described by any of the descriptors     descriptors below.
            given below
1-2         The use of terminology is               The student’s use of unique terms for the culture being
            inconsistent and incorrect. The facts   studied is inconsistent and incorrect.
            and examples given are absent and
            irrelevant. The student fails to        The facts are irrelevant and inaccurate.
            provide descriptions and or the
            descriptions lack detail. The           Facts lack detail; explanations are missing or they are
            explanations are missing or they are    superficial.
            superficial.
3-4         The use of terminology is sometimes     The student’s use of unique terms for the culture being
            accurate and usually appropriate to     studied is sometimes accurate and usually appropriate, yet
            the task. There may be some errors in   there may some errors.
            terminology. The facts and examples
            provided are sometimes relevant to      The facts are sometimes relevant to the culture being studied.
            the assignment. The descriptions
            provided are sometimes adequate for     Facts are sometimes adequate, but are superficial. The
            the task, but are superficial. The      explanations lack specific details and depth.
            explanations lack depth.
5-6         The terminology provided is accurate    The student’s use of unique terms for the culture being
            throughout the task. The fact and       studied accurate.
            examples provided by the student are
            relevant to the task. The               The facts are relevant to the culture being studied.
            descriptions and explanations are
            accurate but they are not well          Facts and explanations are accurate, but they are not well
            developed.                              developed.
7-8         The terminology used is usually         The student’s use of unique terms for the culture being
            accurate and is appropriate to the      studied is usually accurate and appropriate.
            task. The facts and examples
            provided are relevant to the            The facts are relevant to the culture being studied.
            assignment. The Descriptions are
            usually accurate and are detailed       Facts are usually accurate and detailed. The explanations are
            throughout the task. The explanations   somewhat developed.
            are somewhat developed throughout
            the task.
9-10        The student shows excellent             The student shows excellent use of the terminology for the
            command of the terminology. The         culture they have researched.
            facts and examples used by the
            students are always relevant. The       The facts are always relevant.
            descriptions are accurate and show
            detail. The explanations are well       The facts are accurate and detailed.
            developed.
                                                    The explanations are well developed.
Humanities                                                             Assessment Criteria

            Criterion B: Concepts                  Criterion B: Concepts
Achievement Level Descriptor                       Indicators
Level
0           Student does not reach a standard      The student does not reach a standard described by any of the
            described by any of the                descriptors below.
            descriptors given below
1-2         The use of concepts is not             The product shows very little thought or research has been made
            accurate. The student shows            that explain how elements of culture are connected.
            little understanding of the
            concept. There is a basic              The product shows a very basic and incomplete understanding of
            connection of the concepts and         the systems that define cultures (political, social, economic,
            the subject matter.                    beliefs).

3-4           The application of the concepts is   The product shows that basic thought and research has been made
              sometimes appropriate but is         that explain how elements of culture are connected.
              superficial. The student shows
              some understanding of the            The product shows a basic, possibly inaccurate understanding of
              concepts. Student makes some         the systems that define cultures (political, social, economic,
              attempt to describe simple           beliefs).
              connections between the concept
              and the subject matter. The
              student rarely attempts to makes
              connection between the concept
              and other situations.
5-6           The application of concept is        The product shows some thought and research has been made
              usually appropriate but is           that explain how elements of culture are connected.
              superficial. The student
              demonstrates an understanding        The product shows a general understanding of the systems which
              of the concepts by describing        define cultures (political, social, economic, beliefs).
              connections to subject matter.
              The student makes some attempt       The student takes his or her understanding of the essential
              to apply concepts to other           systems of cultures and attempts to apply those concepts to
              situations.                          creating a product with connections to ones we’ve studied, with
                                                   some success.
7-8           The application of the concept is    The product presents a culture based on a mostly thoughtful and
              appropriate throughout the task.     research- based analysis about how such cultures work.
              The student demonstrates an
              understanding of the concepts by     The product shows a good understanding of the four essential
              explaining connections to the        systems that defined early cultures (political, social, economic,
              subject matter. The student          beliefs).
              applies concepts to other
              situations throughout the            The student takes his or her understanding of the essential
              assignment and is usually            systems of cultures and applies those concepts to creating a
              successful.                          product with connections to ones we’ve studied.
Humanities                                                            Assessment Criteria


9-10         The application of concepts is       The product presents a culture based on a thoughtful, research-
             appropriate throughout the task.     based analysis about how elements of culture are connected.
             The student demonstrated an
             understanding of the concepts by     The product shows thorough understanding of the 4 essential
             explaining in detail relevant        systems and geography that define cultures (political, social,
             connections to the subject matter.   economic, beliefs).
             The student is able to apply
             concepts to other situations         The student takes his or her understanding of the essential
             successfully.                        systems of cultures and applies those concepts effectively to
                                                  creating a product with clear connections to the real ones we’ve
                                                  researched.
Humanities                                                                   Assessment Criteria


            Criterion C: Skill                          Criterion C: Skill
Achievement Level Descriptor                            Indicator
Level
0           Student does not reach a standard           The student does not reach a standard described by any of the
            described by any of the descriptors         descriptors given below.
            given below.
1-2         The student can locate some useful          The student can locate some useful information for the culture
            information. When appropriate for           s/he is researching.
            the task, the student shows little
            evidence of analytical skills.              The student shows little evidence of analyzing information to
            When appropriate for the task,              make useful choices that match to key elements of cultures.
            student arguments, decisions and
            judgments are rarely relevant and           When appropriate for the product, student arguments,
            are often absent. And when                  decisions and judgments are rarely relevant and are often
            appropriate for the task, the student       absent.
            barely attempts to apply
            investigative skills.                       The student barely attempts to apply investigative skills.
3-4         The student can locate some useful          The student can locate some useful information for the culture
            information. When appropriate for           s/he is researching.
            the task, the student shows some
            evidence of analytical skills.              The student shows some evidence of analyzing information to
            When appropriate for the task,              make useful choices that match to key elements of cultures.
            student arguments, decisions and
            judgments are sometimes relevant,           When appropriate for the product, student arguments,
            but unsupported. And when                   decisions and judgments are sometimes relevant, but
            appropriate for the task, the student       unsupported.
            occasionally attempts to apply
            investigative skills.                       The student occasionally attempts to apply investigative
                                                        skills.
5-6            The student can locate relevant          The student can locate relevant information for the culture
               information. When appropriate for        s/he is researching.
               the task, the student shows
               satisfactory evidence of analytical      The student shows satisfactory evidence of analyzing
               skills. When appropriate for the         information to make useful choices that match to key
               task, student arguments, decisions       elements of culture.
               and judgments are sometimes
               supported, but superficial. And          When appropriate for the essay, student arguments, decisions
               when appropriate for the task, the       and judgments are sometimes supported, but lack specificity
               student makes some attempt to            and depth.
               apply investigative skills.
                                                        The student makes some attempt to apply investigative skills.
7-8            The student can select and locate        The student can locate very relevant information for the
               very relevant information. When          culture s/he is researching.
               appropriate for the task, the student
               shows sound evidence of                  The student shows sound evidence of analyzing information
               analytical skills. When                  to make useful choices that match to key elements of culture.
               appropriate for the task, student
               arguments, decisions and                 When appropriate for the essay, student arguments, decisions
               judgments are supported and              and judgments are supported and balanced.
               balanced. And when appropriate
               for the task, the student shows          The student shows effective attempt to apply investigative
               effective use of investigative skills.   skills.
Humanities                                                          Assessment Criteria


9-10         The student can select and locate    The student can select and locate consistently relevant
             consistently relevant information.   information for the culture s/he is researching.
             When appropriate for the task, the
             student shows excellent evidence     The student shows excellent evidence of analyzing
             of analytical skills. When           information to make useful choices that match to key
             appropriate for the task, student    elements of culture.
             arguments, decisions and
             judgments are well supported and     When appropriate for the essay, student arguments, decisions
             balanced. And when appropriate       and judgments are well supported and balanced.
             for the task, the student
             demonstrates generally effective     The student generally shows effective attempt to apply
             investigative skills.                investigative skills.
Humanities                                                             Assessment Criteria


              Criterion D:                            Criterion D:
              Organization and Presentation           Organization and Presentation

Achievement   Level Descriptor                        Indicator
Level
0             Student does not reach a standard       Student does not reach a standard described by any of the
              described by any of the descriptors     descriptors given below.
              given below.
1-2           The information provided is not         The information provided is not relevant to the culture the
              relevant. The structure is unclear      student researched.
              or inappropriate for the
              assignment. The presentation and        The product is unclear or inappropriate to represent the key
              expression in unclear or vague.         elements included for the culture.
              No attempt of documentation is
              made.                                   The product’s description is unclear or vague.

                                                      No attempt of documentation is made.
3-4           Some of the information provided        Some of the information provided is relevant to the culture
              is relevant. The work shows some        the student researched.
              structure, but it is not always
              successful. The presentation is not     The product shows some organization, yet it is not always
              always clear. The student makes         successful in representing the key elements included for the
              some attempt at documentation, but      culture.
              it is only partially completed.
                                                      The essay’s description is not always clear.

                                                      The student makes some attempt at documentation, but it is
                                                      only partially completed.
5-6           The information provided is             Some of the information provided is usually relevant to the
              usually relevant. The structure of      society the student researched.
              the work is usually clear. The
              presentation and expression is          The product is organized, yet it is somewhat successful in
              somewhat clear, concise, and            representing the key elements included for the culture.
              effective. The student had
              documented their work, but there        The essay’s description is somewhat clear, concise, and
              are some errors                         effective.

                                                      The student had documented their work, but there are some
                                                      errors.
7-8           The information provided is             The information provided is relevant to the culture the
              relevant. The structure of the work     student researched.
              is excellent and well organized.
              The presentation and expression is      The product is excellent and well organized.
              usually clear, concise and effective.
              The documentation is complete and       The product’s description is usually clear, concise, and
              correctly structured.                   effective.

                                                      Documentation is complete and correctly structured.

				
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