Canadian Bilingual School of Paris Assessment Rubric

Area of Assessment

Does Not Meet

Expectations (0-1)

Below Expectations
(2)

Met Some Expectations

(3)

Exceeded Expectations
(4)

CONTENT
concepts
terms
data
research
relationships between
information

unclear message
message and direction may clear message that is
clear, developed message
be unclear, inconsistent
understandable and
that shows originality and
no direction or focus
and difficult to understand
creative
creativity
knowledge of facts, terms,
demonstrates considerable demonstrates thorough
concepts, principles, demonstrates a basic
knowledge of facts, terms,
knowledge of facts,
knowledge of facts,
relationships is
concepts, principles,
terms, concepts,
terms, concepts,
inadequate
relationships
principles, relationships
principles, relationships
some information may be
there is a sense of
covers the topic with
topic covered in depth with
incorrect
understanding of the topic
appropriate evidence
strong supporting
minimal support for topic
(some support)
(support)
evidence

ORAL COMMUNICATION
body language
verbal communication
audience engagement

presenter is uncomfortable
and may be unengaged
or distracted
body language is ineffective
or inappropriate or
distracting (ex: back to
the audience)

language and delivery is

inappropriate or not

understandable

presentation does not

generate much interest

presenter seems really

nervous and shows some

discomfort

body language indicates

discomfort and can be

distracting

language and delivery is

unclear in places

uncontrolled inflexion
presentation generates some
interest, although interest
is not sustained throughout

presenter exhibits

confidence
body language is appropriate

language and delivery is

clear
voice inflexion is

appropriate
presentation generates

audience interest and

participation

presenter exhibits
confidence, comfort, and
enthusiasm
body language is engaging
and helps accentuate
message
Language and delivery is
clear and engaging
Effective voice inflexion
Presentation generates
audience interest /
participation and makes
an impact (They
laughed. They cried. It
was better than Cats!)

ORGANIZATION
ideas do not connect with
presentation is slightly
beginning, middle, and end clear beginning, middle &
structure
one another
disorganized
are evident
end that peak audience
transitions between information beginning middle & end are links between the beginning, transitions used to connect
interest
presented or between presenters
smooth and effective
not clear
middle, & end are
ideas and presenter
unclear
transition between ideas
no smooth transitions
and presenter
transitions not used
Overall confusing
effectively
VISUAL COMMUNICATION
costumes
posters
props
videos

no visuals or inappropriate some visuals (costumes,

visuals (costumes, posters,
posters, props, videos
props, videos etc.) are used
etc.) are used; however,
more effective visuals
are needed to increase
interest and make
connections
references to visuals may be
needed

effective visuals (costumes,

posters, props, videos etc.)
that are clearly linked to the
oral presentation

extremely effective visuals

(costumes, posters, props,
videos etc.) that are clearly
linked to the oral
presentation

TEAMWORK

Student chose not to

collaborate with the group
or was an overbearing
leader.

Student worked well with

group but may have lacked
some leadership skills.

Student was a fair team

member and/or leader. They
worked exceptionally well
with their team.

Comments:

Total:

Student was somewhat

involved in the project or
may have been controlling.

Student name:
Assessment name:

Subject area: Social Studies 11

Date: