Nanih Waiya Choctaw Indian Mound

Assessments

Assessments:

1. The correctness of the plotting of the Native American Choctaw Nanih Waiya Mound will be assessed.

2. The correctness of the plotting of the 7 Native American Choctaw communities will be assessed.

  • Bogue Chitto
  • Bogue Homa
  • Conehetta
  • Pearl River
  • Red Water
  • Standing Pine
  • Tucker

3. Using the rubric provided below (or another that you devise), determine the writing of an original piece of prose.

4. Using the rubric provided below (or another that you devise), assess the quality of the original artistic depiction that was student developed.

5. Provide students with the rubric provided below (or another that you devise) to help them undertake peer review of each others' interview questions and the results of their interviews.

Poetry Rubric

 

Name:_____________________________                Date:_________________________

 

 

 

Criteria

 

4

 

 

3

 

2

 

Ideas and content

Focuses on an idea, feeling or experience.  Uses specific, concrete images.  May include poetic sound devices

 

Exceptional focus of an idea, feeling or experience.  Exceptional use of images. Includes many examples poetic sound devices

 

Adequate focus of an idea, feeling or experience. Adequate use of images. Includes some examples poetic sound devices

 

 

Inadequate focus of an idea, feeling or experience. Adequate use of images. Includes no examples poetic sound devices

 

 

Sentence Fluency

Uses lines of varying lengths and a variety of sentence structures

 

Uses a large variety of varying sentence lengths and structure.

 

Uses some variety of varying sentence lengths and structure.

 

Uses no variety of varying sentence lengths and structure.

 

Organization

Uses a logical, effective organizational strategy.

 

Uses an exceptional logical and effective organizational strategy.

 

 

Uses an adequate logical and effective organizational strategy.

 

Uses an inadequate organizational strategy.

 

Voice

Uses own unique style.  Writes honestly, as if the reader were right there.  Writes with confidence and enthusiasm.

 

 

Uses an exceptional and unique writing style.  Writes exceptionally honest, as if the reader were right there.  Writes with exceptional confidence and enthusiasm.

 

Uses an adequate writing style. Writes somewhat honestly, as if the reader were right there.  Writes with a standard amount of with confidence and enthusiasm.

 

Uses an inadequate writing style.  Does not make the reader feel a part of the text. Writes with minimal confidence and enthusiasm.

Mechanics

Grammar

Spelling

Punctuation

Capitalization

 

Text contains only a minimal number of errors

 

Text contains several errors.

 

Text contains numerous errors.

 

Total:  ______

     15

 

 

COMMENTS:

 

 

 

 

 

Transactional Writing Rubric

 

 

Name: _____________________________                  Date:________________________

 

 

Criteria

 

3

 

2

 

1

Idea Development

Develops relevant ideas.  Uses descriptive details and examples

Focuses on an idea, feeling or experience.

 

 

Relevant ideas are exceptionally developed.  Exceptional use of descriptive details and examples.  Text is exceptionally focused on an idea, feeling or experience.

 

 

Relevant ideas are adequately developed.  Adequate use of descriptive details and examples.  Text adequately focuses on an idea, feeling or experience.

 

Relevant ideas are inadequately developed.  Inadequate use of descriptive details and examples.  Text inadequately focuses on an idea, feeling or experience.

Organization

Organizes information clearly and logically.

Uses appropriate format for type of text chosen.

Originality of presentation format.

 

 

 

Text is exceptionally organized, clear and logical.  Text uses an appropriate format for type of text chosen and an original presentation format.

 

 

 

Text is adequately organized, clear and logical.  Text uses an appropriate format for type of text chosen and an original presentation format.

 

 

 

Text is inadequately organized, clear and logical.  Text uses an inappropriate format for type of text chosen.  Text contains an unoriginal format.

 

Mechanics

Grammar, Spelling

Punctuation, Capitalization

 

Text contains only a minimal number of errors

 

Text contains several errors.

 

Text contains numerous errors.

 

Total:  ______

     9

 

COMMENTS:

 

 

 

INTERVIEW RUBRIC

 

 

1.

2.

3.

4.

5.

SCORE

Preparation before the interview.

No preparation was made.

A few questions were prepared.

An adequate number of questions, most of which relate in some way to the research focus, was prepared.

A comprehensive list of questions relating directly to research focus was prepared. 

A comprehensive list of questions and supplementary questions relating directly to research focus was prepared.  Background knowledge of the person, if known, was included.

 

Establishing rapport

No attempt was made to establish rapport with the person.

The student introduced himself and began to ask questions.

The student introduced himself, briefly mentioned the purpose of the interview and began with an easy question.

The student introduced himself, explained the purpose of the interview and began with an easy open-ended question.

The student introduced himself, explained the purpose of the interview, made eye contact, smiled encouragement, and began with an easy, open-ended question.

 

Manner

The student interrupted or hurried the person being interviewed and forgot to thank them at the end.

The student made an attempt to be polite. The student Listened, and thanked the person at the end of the interview.

The student was polite.  Tried to make eye contact and nodded encouragement occasionally.  Listened, and thanked the person at the end of the interview.

The student was polite and tried to put the person at ease with the situation.  Made some eye contact and nodded encouragement occasionally.  Listened, didn’t interrupt and thanked the person at the end of the interview.

The student was friendly and polite, putting the person at ease with the situation.  Made eye contact and nodded encouragement.  Listened, didn’t interrupt and thanked the person at the end of the interview.

 

Matter

The student asked the person a few questions.

The student asked the person a reasonable number of appropriate questions.

The student asked appropriate questions and tried to encourage the person to give more detail. 

The student asked appropriate questions, clarified comments, and encouraged the person to give more detail.  Asked some supplementary questions.

The student asked appropriate questions, rephrasing them if necessary.  Clarified comments, summarized what was said and encouraged the person to give more detail.  Asked relevant supplementary questions based on what the person said.

 

Knowledge gained

The student cannot answer questions about the person who was interviewed.

The student can answer some questions about the person who was interviewed.

The student can answer questions about the person’s views and begins to make connections between the interview and the research focus. 

The student can explain the person’s views in detail and the ways in which they relate to the research focus. 

The student can explain the person’s views in detail and the ways in which they relate to the research focus.  The student can also evaluate the significance of the interview to the project.