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Last Updated: Jan 23rd, 2011 - 06:37:27 

Rubrics & Guidelines  


Timeline Rubric
By ClassBrain Staff
May 21, 2004, 19:00 PST

Rubric: Timeline

Timeline  _____________________

 

Teacher name _______________________________

Date assigned _________ Date due  __________

Student Name  ____________________________

 

CATEGORY

Excellent

Good

Satisfactory

Needs Improvement

Content/

Facts

Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for the events that were reported on the timeline.

Dates

An accurate, complete date has been included for each event.

An accurate, complete date has been included for almost every event.

An accurate date has been included for almost every event.

Dates are inaccurate and/or missing for several events.

Learning of Content

The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first.

The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first.

The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.

The student cannot use the timeline effectively to describe events nor to compare events.

Graphics

All graphics are effective and balanced with text use.

All graphics are effective, but there appear to be too few or too many.

Some graphics are effective and their use is balanced with text use.

Several graphics are not effective.

Resources

The timeline contained at least 8-10 events related to the topic being studied.

The timeline contained at least 6-7 events related to the topic being studied.

The timeline contained at least 5 events related to the topic being studied.

The timeline contained fewer than 5 events.

 

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