Capstone Presentation Rubric

Scoring Dimension Emerging Developing Proficient/College Advanced

Ready
-Summarizes, but does -Summarizes and -Analyzes and evaluates -Analyzes and evaluates
INVESTIGATE THE not analyze or evaluate attempts to analyze or the ideas and the ideas and arguments
WORLD the arguments evaluate the ideas or arguments in texts in texts by examining
arguments in texts implication and
-Single source consequences
How effectively does dominates the inquiry -Cites several sources -Examines credibility of -Examines credibility of a
the student with other sources only band summarizes, but sources and accurately variety of sources and
investigate the mentioned does not synthesize synthesizes information accurately and skillfully
world’s complex and information synthesizes information
significant issues and -Question lacks focus -Question is focused on
ideas? and examined texts are -Question has some real-world issues and -Question has implication
one dimensional focus but examined examined texts are for real world solutions and
texts are one multi-dimensional examined texts represent
-Uses weak or dimensional multi-dimensional
insubstantial arguments -Uses arguments and perspectives
-Uses some arguments persuasive strategies for -Uses effective arguments
and persuasive a specific audience and and persuasive strategies
strategies to support a purpose directed to a specific
position purpose and audience
Scoring Dimension Emerging Developing Proficient/College Advanced
Ready
-Controlling idea/thesis -Controlling idea/thesis -Presents a clear and -Develops a clear and
COMMUNICATE is unclear or absent may be general/ controlling idea/thesis controlling idea/thesis that
IDEAS -The writing may be indirectly stated -The writing is organized guides the writing or
disorganized with ideas -The writing is and structured with presentation
How effectively does underdeveloped or organized, but ideas ideas developed and -The writing is clearly
the student organize loosely sequenced may not be sufficiently logically sequenced organized and structured,
and structure his/her developed or logically with ideas fully developed
ideas when -Has an accumulation of sequenced. -Is generally free of and logically sequenced,
communicating to a errors in grammar, distracting errors in presenting a coherent
variety of audiences? usage and mechanics -Has some distracting grammar, usage, and whole
that distracts or errors in grammar, mechanics -Is free of errors in
How skillfully does interferes with meaning usage, and mechanics -Demonstrates a clear grammar, usage, and
the student assure -Has limited control of -Has control of syntax style with syntactic mechanics
the reader with a syntax and vocabulary and vocabulary and a variety and a confident -Has and effective, fluent
command of and little or no voice tentative voice voice style marked by syntactic
language, engage variety and an engaging,
the reader with -Uses little digital convincing voice
 Capstone Presentation Rubric
his/her voice and technology or may not - Uses some digital -Uses digital technology, -Effectively and
style and use digital use it appropriately technology and communication tools appropriately uses digital
technology and -Cites textual evidence communication tools and/or networks technology,
communication inaccurately or -Cites textual evidence, -Cites textural evidence communication tools
tools? incorrectly but may cite accurately and follows and/or networks
inaccurately research format -Cites textual evidence
accurately and consistently
follows research format.
Scoring Dimension Emerging Developing Proficient/College Advanced
Ready
-Position on -Maintains a clear -Maintains a consistent -Maintains a convincing
RECOGNIZE & global/cultural issue or position on a position on a position on a
WEIGH theme may be unclear global/cultural issue or global/cultural issue or global/cultural issue or
PERSPECIVES or waver theme that reflects theme that reflects theme that reflects
some analysis and coherent analysis and nuanced analysis and
How effectively does -Does not mention other thinking critical thinking critical thinking
the student perspectives on an issue -Acknowledged an -Analyzes and makes
understand that an -Recognizes multiple discusses multiple connections among
issues may be -Does not acknowledge perspectives on a perspectives on a global multiple perspectives on a
viewed from a different cultural values global or cultural issue cultural issue global or cultural issue
variety of presented in texts -Demonstrates a clear
perspective and -Demonstrates a understanding of -Demonstrates a critical
reflect different -Make little or no general underrating of different cultural values understating of different
values and contexts? reference to author’s different cultural values and varied world views cultural values and the
style or use of language presented in texts presenting in texts complexities of world
-Discusses author’s style views presented in texts
-Relates works to -Mentions author’s style and refers to distinctive -Analyzes author’s style
personal experience, but or use of language use of language and distinctive use of
may not situate works -Situates the works language reflective of a
within any other -Relates work to within their genres, cultural view
contexts personal experience cultural, historical -Situates texts within their
and refers to other contexts, and/or cultural, historical
contexts personal experience contexts, genres and/or
personal experience and
discusses their significance
and relevance
Scoring Dimension Emerging Developing Proficient/College Advanced
Ready
-Position, if evident, -Presents a clear -Develops a clear - Develops a clear position
TAKE ACTION does not call for action position that leads to a position about a multi- about a multi-faceted
 Capstone Presentation Rubric
or result in a new new perspective and faceted issues and the issues and the action
How deeply does the perspective results in action action taken reflects the taken reflects the new
student reflect on new perspective and perspective and makes
his/her learning, -Uses language and -Uses language and raises awareness in the impact in the community
change views and media ineffectively, multi-media to present community -Uses language and multi-
attitude and how resulting in an a position -Uses language and media to presents a clear,
effectively does the unfocused position multi-media to presents compelling, and focused
student develop and -Mentions insights, or a clear position of position of advocacy
advocate a position -Does not mention new changed views advocacy -Reflects on new insights,
or action? insights or changed -Discusses new insights changes in personal views
views -Shows a general and changed views or or attitudes
understanding that attitudes -Demonstrates a critical
-Identifies choices and choices and decisions -Demonstrates a clear understanding that choices
decision, but does not are related to cultural understating that and decisions are
relate them to values or and personal values choices and decision are reflective of cultural,
contexts related to cultural, societal, and persona
societal, and personal values and contexts
values and contexts