|
3 points |
2 points |
1 point |
0 points |
Video |
The video is 5 minutes long. |
The video is 6-7 minutes long. |
The video is shorter than 4 minutes. |
The video is shorter than 3 minutes. |
|
|
The video has an introduction of approximately 30 seconds. |
The video has an introduction but is shorter than 30 seconds. |
The video has no introduction. |
|
The video explains clearly the history of the sport. |
The video explains the history of the sport but it is not complete and/or inconsistent. |
The video explains the history of the sport. |
The video doesn’t explain the history of the sport. |
|
The video explains clearly the rules of the game. |
The video |
There is an attempt to explain the rules of the game but it leaves the watcher confused. |
The rules of the game aren’t explained. |
|
The video ends with a quiz question for ‘the people at home’ which is linked to a sport-related idiom. |
The video ends with a quiz question for ‘the people at home’ but is not linked to a sport-related idiom. |
The video doesn’t end with a quiz question but somewhere in the video there is attention for one or more sport-related idioms. |
The video doesn’t end with a quiz question and there is no sport-related idiom to find in the whole video. |
|
The video catches the watcher’s attention the whole team. It is interesting to watch. |
Most parts of the video are interesting and/or fun to watch. Some parts are not. |
Some parts of the video are interesting and/of fun to watch, but most parts are not. |
The video is rather boring to watch. There is no interesting part whatsoever. |
Storyboard |
The storyboard matches all the scenes of the video. |
The storyboard matches most of the scenes of the video. |
It is clear the storyboard is about the video but the scenes do not match at all. |
The storyboard doesn’t match any scene OR there is no storyboard. |
|
It consists of images/photos combined with text. |
|
It consists of either images/photos or text. |
There is no storyboard. |
Report |
The report gives a clear understanding of the history of the sport. |
The report gives an understanding of the history but there are some important bits missing. |
The report is an inconsistent story giving some information about the history. |
There is no information about the history of the sport. |
|
The report describes in detail the rules of the sport and where it is played. |
The report describes the rules of the sport but not where it is played. |
There is little information about the rules of the sport OR about where it is played. |
There is no information about the rules of the sport. |
|
The report consists of 150 words (+/- 10%) |
The report is more than 150 words (+/- 10%) but less than 200. |
|
The report is less than 150 (+/- 10%) or more than 200. |
CATEGORY
|
4
|
3
|
2
|
1
|
Contributions
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Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
|
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
|
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
|
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
|
Working with Others
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Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
|
Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
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Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
|
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
|
Monitors Group Effectiveness
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Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.
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Routinely monitors the effectiveness of the group and works to make the group more effective.
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Occasionally monitors the effectiveness of the group and works to make the group more effective.
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Rarely monitors the effectiveness of the group and does not work to make it more effective.
|
Quality of Work
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Provides work of the highest quality.
|
Provides high quality work.
|
Provides work that occasionally needs to be checked/redone by other group members to ensure quality.
|
Provides work that usually needs to be checked/redone by others to ensure quality.
|
Summary | The summaries are written in full, grammatically correct sentences. | The summaries are written in full sentences with a few grammatical mistakes. | The summaries are mostly written in full sentences but with many grammatical mistakes. | The summaries are full of grammatical mistakes and/or is not written in full sentences. |