What is your favorite proof of the Pythagorean Theorem? ~The evaluation

Introduction | Task | Process | Evaluation | Conclusion | Resources

Evaluation

Part I: (Rubric for Essay will follow (50 points))

	Beginning	Developing	Accomplished	Exemplary
Use of Class Time 5 points total	Student has used one day of class time effectively. 1 pt	Student has used 2 days of class time effectively. 2 pts	Student has used all class time given to work on project 4 pts	Student has used all class time given effectively, and has been an asset to their group/ partner. 5 pts
Presentation: Understanding of the Proof 10 points total	Student has no understanding of the Pythagorean Theorem or the proof. 1 pt	Student has a limited understanding of the Pythagorean Theorem, but does not understand the proof and can not explain it to the class. 3 pts	Student has a clear understanding of the Pythagorean Theorem, but can not explain their proof of the Pythagorean Theorem 7 pts	Student has a clear understanding of the Pythagorean Theorem, and based on their explanation they understand their proof. 10 pt
Presentation: Clear Explanation of the Proof 10 points total	Student has no understanding of the proof and therefore can not explain their proof to the class. 1 pt	Student has a limited understanding of the proof. They attempt to explain the information to the class, but get confused during their presentation. 3 pts	Student has a good understanding of the proof. Most of the explanation is clear. 7 pts	Student understands the proof well and explains their proof correctly and with confidence to the class. 10 pts
Presentation: Good use of Manipulatives 10 points total	Student does not use any manipulatives in their presentation. 1 pt	Student uses manipulatives, but they are either incomplete or are poorly written /designed and hard to read / use. 3 pts	Student has clear manipulatives that would be helpful to their presentation, but they do not utilize them effectively. 7 pts	Student has clear well thought out manipulatives. They use them to enhance their presentation, as well as promote understanding of their proof by their fellow classmates. 10 pts
2 Questions Posed and Answered 5 points total	Student does not pose any original questions. Their answers are not well thought out, and are incorrect. 1 pt	Student poses one question. Their answers are not well thought out, and are incorrect. 2 pts	Student poses at least one question. One of their answers is well thought out, and correct. 4 pts	Student poses at least one question. Their answers are well thought out, and correct. 5 pts
Response to 2 Questions Posed and Answered 10 points total	Student does not write a response to their problem solving process. 1 pts	Student writes an explanation of one of the problems. The response simply restates the work shown in the problem. 3 pts	Student writes an explanation of both of the problems. The responses restate the work shown in the problems. 7 pts	Student writes an explanation of both of the problems. They intelligently discuss difficulties they had and strategies used to solve these obstacles. 10 pts

Part II: Essay (50 points)

	Beginning	Developing	Accomplished	Exemplary
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s)	~convey a confused or inaccurate understanding of the research ~alludes to the research but makes unclear or unwarranted connections 1 pt	~convey a basic understanding of the research ~makes superficial connections between information and ideas in the research 3 pts	~convey a thorough understanding of the text ~make clear and explicit connections between information and ideas in the research 7 pts	~reveal an in-depth analysis of the research ~make insightful connections between information and ideas in the research 10 pts
Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s)	~are incomplete or largely undeveloped, hinting at ideas, but references to the research are vague, irrelevant, repetitive, or unjustified 1 pt	~develop some ideas more fully than others, using relevant and specific details from the research 3 pts	~develop ideas clearly and consistently, using relevant and specific details from the research 7 pts	~develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the research 10 pts
Organization: the extent to which the response exhibits direction, shape and coherence	~lack an appropriate focus but suggest some organization, or suggest a focus but lack organization 1 pt	~establish, but fail to maintain an appropriate focus ~exhibit rudimentary structure but may include some inconsistencies or irrelevancies 3 pts	~maintain a clear and appropriate focus ~exhibit a logical sequence of ideas but may lack internal consistency 7 pts	~maintain a clear and appropriate focus ~exhibit a logical and coherent structure through skillful use of appropriate devises and transitions 10 pts
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety	~use language that is imprecise or unsuitable for the audience or purpose ~reveal little awareness of how to use sentences to achieve an effect 1 pt	~rely on language from the research or basic vocabulary, with little awareness of audience or purpose ~exhibit some attempt to vary sentence structure or length for effect, but with uneven success 3 pts	~use appropriate language with some awareness of audience and purpose ~occasionally make effective use of sentence structure or length 7 pts	~are stylistically sophisticated, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose ~vary structure and length of sentences to enhance meaning 10 pts
Conventions: the extent to which the response exhibits conventional spelling punctuation, paragraphing, capitalization, grammar, and usage	~demonstrate a lack of control of the conventions, exhibiting frequent errors that make comprehension difficult 1 pt	~demonstrate emerging control of the conventions exhibiting occasional errors that hinder comprehension 3 pts	~demonstrate partial control of the conventions, exhibits occasional errors that do not hinder comprehension 7 pts	~demonstrate control of the conventions with essentially no errors, even with sophisticated language 10 pts

Last updated on March 6, 2002. Based on a template from The WebQuest Page