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Learning more about the TOEFL and IELTS: a WebQuest for EFL learners

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Rubrics for research report

 

CATEGORY

4

3

2

1

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.  

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Visual Appeal

Makes optimal use of graphics and visual aids. Graphics are consistently attractive and relevant.

Makes good use of graphics and visual aids. Graphics are usually attractive and relevant.

Makes satisfactory use of graphics and visual aids. Graphics are often attractive and relevant.

Makes poor use of graphics and visual aids. Graphics are generally unattractive and/or irrelevant.

 

 

 

Click here to see Rubrics for Collaborative Work Skills, or here to return to the Evaluation page

GSL520: Computer-Assisted Language Learning

Instructor: Christine Bauer-Ramazani

Saint Michael's College