Rubric

**Scoring Rubric for Letter Writing/Poster Design Assessment**
> with music. > spectators,especially the distance they must stand from the display.
 * Students are asked to:**
 * write a letter from the point of view of an engineer planning a fireworks display, explaining to your boss certain details about the display so that it can be coordinated
 * design a safety poster graphing the parabolic arc of the fireworks debris to warn spectators not to stand too close. Included will be all relevant information for
 * present letter and poster to the class. Read letter and discuss poster and relevant data.
 * Projects will be graded on:
 * Accuracy: all relevant information is included and solutions are correct/accurate
 * Conventions: all spelling, sentence structure and grammar is correct, proper tenses are used, correct letter writing format used
 * Neatness: all work is neat and clear, poster is readable and concise
 * Creativity: poster demonstrates creativity
 * Presentation: presentation is audible, clear, and cohesive

4 - Demonstrates excellent work, creative poster design, exemplary writing skills, and logical, interesting, clear presentation 3 - Demonstrates competent work, nice poster design, proper writing skills, and logical presentation 2 - Displays some errors, incomplete work, confusing poster design, sub-par writing skills and presentation issues 1 - Displays serious errors, incomplete work, and poor poster design, writing skills, and presentation 0 - Is inaccurate, illegible, incoherent, insufficient, irrelevant and/or inaudible. Total Points Student can Receive = 20 The 5 categories are weighted equally.
 * Scoring:**

Grading Rubric for Letter Writing/Poster Design Assessment Proper letter writing format used. || Final letter and poster are readable and neat. There are one or two erased words. || Poster is nice, but is not unique. It has similar components to other presentations. || Group presents information in a logical sequence which audience can follow. Group uses clear voices, pronounces most words correctly. || Proper letter writing format only partially utilized. || Final letter and poster are readable. Limited attention paid to letter and poster appearance. || Poster appears presentable but may be difficult to follow. Poster has some parts that do not serve any purpose. || Audience has difficulty following information because group jumps around. Group voices are low with some pronunciation problems. || Improper letter writing format. || Final letter and poster are not neat, clean, or readable. Little attention paid to letter and poster appearance. || Poster appears forced, hard to follow. Poster has too many parts that are strange and do not serve any purpose. Tried to be creative, but does not work. || Audience cannot understand presentation because there is no sequence of information. Group mumbles and incorrectly pronounces terms. ||
 * = = || =ACCURACY= || ** CONVENTIONS ** || ** NEATNESS ** || ** CREATIVITY ** || ** PRESENTATION ** ||
 * || // Use of proper mathematical techniques to solve word problem. // || // Use of proper grammar, mechanics, spelling, usage, sentence formation and letter writing format // || // Attention paid to letter and poster appearance // || // Unique, creative output // || // Information presented logically and sequentially // ||
 * ** 4 ** || Demonstrates thorough understanding of main concepts, well-organized with correct answers, thorough analysis of problem with accurate solution. || Evident control of grammar, mechanics, spelling, usage, sentence formation. Proper letter writing format used. || Final letter and poster are readable, neat and clean. There are no erasures or cross-out words. || Poster is unique, does not look like the others. Shows creativity that works, it is not just weird but exciting and fresh. || Group presents information in logical, interesting sequence which audience can follow. Group uses clear voices and enunciation. ||
 * ** 3 ** || Demonstrates an understanding of main concepts, organized and most answers are correct, analysis of problem is evident, considerable accuracy. || Sufficient control of grammar, mechanics, spelling, usage and sentence formation.
 * ** 2 ** || Demonstrates partial understanding of main concepts, organization needs to improve, some correct answers, analyzes problem with some success, accuracy needs to improve. || Limited control of grammar, mechanics, spelling, usage and sentence formation.
 * ** 1 ** || Demonstrates little understanding of main concepts, very weak evidence of organization, a few correct answers, very little evidence of analysis, some educated guesses, accuracy is weak. || Minimal control of grammar, mechanics, spelling, usage and sentence formation.
 * ** 0 ** |||||||||| * Is completely inaccurate; i.e. no correct answers shown
 * Is illegible; i.e., includes so many indecipherable words that no sense can be made of the response.
 * Is incoherent; i.e., words are legible but syntax is so garbled that response makes no sense.
 * Is insufficient; i.e. does not include enough content to assess domains adequately.
 * Is readable but did not respond to prompt.
 * Is inaudible; i.e. student mumbles entire presentation and no one can comprehend the content. ||