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PREPARATION
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Student shows evidence
of a real lack of preparation for his/her part in the
group effort/performance.
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Student shows evidence
of less than adequate preparation for his/her part in
the group effort/performance.
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Student shows evidence
of adequate and successful preparation for his/her part
in the group effort/performance.
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Student shows evidence
of exceptional and highly successful preparation for
his/her part in the group effort/performance.
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PARTICIPATION IN
GROUP WORK
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Teacher observations
revealed inadequate and ineffectual participation in
group work efforts. Student was routinely either disengaged,
distracting, unengaged, occupied by other tasks, and/or
disruptive to the group process.
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Teacher observations
revealed less than optimal participation in group work
efforts. Student was sometimes distracting, unengaged,
occupied by other tasks, and/or disruptive to the group
process.
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Teacher observations
revealed adequate and successful participation in group
work efforts. Student was helpful, effective, and was
very rarely distracted, off-task, and never disruptive
to the group process.
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Teacher observations
revealed exceptional and superior participation in group
work efforts. Student was helpful, effective, and was
never distracted, off-task, or disruptive to the group
process.
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____
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PERFORMANCE
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Student performance
was inadequate. Student had problems/difficulty with
multiple variables, which might include voice projection,
tone, inflection, body language, timing, remembering
one's part, etc. These problems affected the overall
group performance in an obvious and quite negative manner.
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Student performance
was less than optimal. Student had problems/difficulty
with one or two of several possible variables, which
might include voice projection, tone, inflection, body
language, timing, remembering one's part, etc. These
problems affected the overall group performance in a
noticeable manner, detracting from the performance in
some way.
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Student performance
adequate, effective, successful. Student had no/little
problem with required variables, which include voice
projection, tone, inflection, body language, timing,
remembering one's part, etc. Any minor difficulty was
either unnoticeable or did not detract from the group
performance.
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Student performance
was exceptional/superior. Student had no difficulty
with required variables, which include voice projection,
tone, inflection, body language, timing, remembering
one's part, etc. In fact, student's performance contributed
to and enhanced the group's performance, noticeably
enriching, supporting, advancing, and improving the
overall success of the group's presentation.
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