"What a tale we have been in, Mr. Frodo, haven’t we?" he said.
"I wish I could hear it told! Do you think they’ll say: ‘Now comes the story of Nine-Fingered Frodo and the Ring of Doom?’"
Sam to Frodo, "The Lord of the Rings", Book 3
The following assessment rubrics may be used as presented or modified to suit particular learning purposes. Teachers are encouraged to review and revise these rubrics with students before beginning a task in this project. They are also useful as guides for students when working through a task and as self-evaluation tools upon task completion.
Chooses appropriate characteristics from the novel and film for comparison.
Identifies similarities and differences between the novel and film
Accurately selects major similarities and differences for each item. Selects similarities and differences for each item.
Makes some errors in identifying major similarities and differences. Makes many errors in identifying major similarities and differences. Uses the identified similarities and differences to reach conclusions or insights
Draws insightful and thoughtful conclusions from the similarities and differences. Clearly states and strongly supports a preference for the film or novel. Draws some thoughtful conclusions from the comparison. States and supports a preference for the film or novel. States conclusions but isn't clear about the importance of the comparison. States a preference for the film or novel but provides little support for this opinion. Notes similarities and differences, but draws no conclusions from the comparison. States a preference for the film or novel, but provides no support for opinion.
Multi Media Presentation Rubric
Many of the tasks in this project encourage students to use multi media technology to represent their understanding. This often takes the form of a PowerPoint presentation, web page or small web site.
Content
Mechanics
No misspellings or grammatical errors. Very few misspellings and/or mechanical errors. The errors do not detract from the meaning or quality of the presentation.
Noticeable misspellings and/or mechanical errors. The errors detract from the meaning or quality of the presentation. Numerous misspellings and/or mechanical errors. The errors constantly interfere with the meaning of the presentation. Organization
Content is very well organized using headings, bulleted lists or tables to group related material. Content is well organized and related material is grouped together. Overall organization of topics is logical and clear. Some content is organized, but related material is not grouped. Little evidence of overall organization. Sometimes difficult to understand. Adequate content but no organizational structure. Confusing.
Oral Presentation
Interesting, well-rehearsed with polished delivery that constantly holds audience attention. Clearly confident and well prepared. Relatively interesting, rehearsed with a smooth delivery that holds audience attention. Sometimes difficult to follow. Delivery fragmented or unrehearsed. Holds audience attention most of the time. Very difficult to follow. Delivery clearly unrehearsed and disorganized. Audience attention lost.
Originality
Product shows a large amount of original thought. Ideas are creative and inventive. Product shows original thought. Work shows new ideas and insights. Product generally uses other people's ideas (giving them credit). There is little evidence of original thinking. Product uses other people's ideas, without giving them credit. No evidence of original thinking. Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for most graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected or documented. Attractiveness Product makes excellent use of font, color, graphics, effects, etc. All are thoughtfully integrated to enhance to presentation. Product makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. Occasionally these detract from the presentation content. Makes use of font, color, graphics, effects etc. but these often distract from the presentation content. Unlikely Heroes: The Real Deal
Appropriate selections were chosen from the film and the novel to illustrate the concept of the unlikely hero.
Connections are made between the student's own life situation and the characters, ideas and themes in the novel and/or film
The student's work reveals strong connections between story character and his/her personal experience. Clear evidence of complex understanding of character. The student's work reveals clear connections between story character and his/her personal experience. Evidence of sound understanding of character. The student's work reveals some connections between story character and his/her personal experience. Evidence of a basic understanding of character. The student's work reveals few or no clear connections between story character and his/her personal experience. Little evidence of an understanding of character.
Understanding of Topic
The team clearly demonstrated a comprehensive understanding of the topic. Their information was presented forcefully and convincingly. The team understood the topic and presented their information clearly. The team understood most of the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic. Their presentation lacked clarity and confidence. Use of Information
Organization
All arguments were clearly tied to an idea (premise) and organized in a tight, logical manner. Most arguments were clearly tied to an idea (premise) and well organized. Arguments were tied to an idea (premise) but the organization was sometimes not clear or logical Arguments were not clearly tied to an idea (premise). Organization was often not clear or logical. Presentation Style
Team consistently used a presentation style (gestures, eye contact, tone of voice and level of enthusiasm) that kept audience attention and persuaded judges. Team usually used a presentation style that gained audience attention and persuaded judges. Team sometimes used a presentation style that gained the attention of the audience and judges. One or more members of the team used a presentation style that did not gain the attention of the audience or of the judges. Rebuttal
All counter-arguments were accurate, relevant and strong. Most counter-arguments were accurate, relevant, and strong. Some counter-arguments were accurate and relevant, but several were weak. Counter-arguments were not accurate or relevant. Additional Assessment Resources
Hero's Quest Rubric from San Juan Public Schools
The Staff Room for Ontario's K-12 Teachers : The Staff Room is the host of the Ontario Teachers' Webring. Maintained by Elaine Coxon, this site has numerous links to sample rubrics.