Self evaluation: The evaluation rubric will assist learners in measuring their own progress in accomplishment of tasks of self discovery, research, analysis and application through the means that you select to report your planning for future learning.

CATEGORY
4
3
2
1
 Score
General knowledge
 You learnerd a great deal about many types of intelligence. You learned a lot about some types of intelligence and a little about the other types. You learned a little bit about many different types of intelligence. You learned a little bit about only a few types of intelligence. AB
Readiness for the future
 You have specific plans to use your knowledge of multiple intelligences to help you learn in the future. You have general ideas about how to use your knowledge of multiple intelligences to help you learn in the future. You haven't decided how to use your knowledge yet but you're thinking about a few things that may help. You have no ideas about using you knowledge of multiple intelligences to help you learn. AB

Communication

 You exchanged many ideas on the learning forum. You exchanged some ideas on the learning forum. You exchanged a few ideas on the learning forum. You didn't use the learning forum. ab


Teacher evaluation: The evaluation rubric will assist teachers in measuring students' progress in accomplishment of tasks of self discovery, research, analysis and application through the means that you select to report your planning for future learning.

CATEGORY
4
3
2
1
 Score
Task
 All areas of the task were addressed and handled with a high degree of sophistication. The finished project demonstrates a great deal of thought. At least one area of the task was not addressed. The finished project demonstrates a great deal of thought. At least two areas of the task were not addressed. The finished project demonstrates a moderate level of thought. The finished project demonstrates little research and/or thought. AB
Internet Use
 Successfully used suggested Internet links to find information and navigated within these sites easily without assistance. Went beyond the suggested links and located excellent Internet resources. Able to use suggested Internet links to find information and navigated within these sites easily without assistance. Went beyond the suggested links. Usually able to use suggested Internet links to find information and navigated within these sites easily without assistance. Did not go beyond suggested links. Needed assistance or supervision to use suggested Internet links and/or to navigate within these sites. Did not examine all suggested resources. AB

Information Included

 Information clearly deals with the main task. Several supporting details and/or examples are given. Information clearly relates to the main task. One or two supporting details and/or examples are given. Information deals with the main task. No supporting details or examples are given. Information has little or nothing to do with the main task. ab
Quality of Reporting
 Logical, sophisticated and profound sequencing used in an engaging way. Logical, sequencing used in an engaging way. Some evidence of critical thinking evident. Presentation is difficult to follow, has some inaccuracies and is supported by few details. Beginnings of critical thinking evident. Presentation is inaccurate and shows little understanding of topic.
Exhibits no critical thinking.
  
Creativity of Reporting
 A high degree of originality displayed by student in presentation of extensive factual information and interpretations. Some degree of originality displayed by student in presentation of of factual information and interpretations.

The ideas expressed by the body of work demonstrates a low degree of originality.

 There was no evidence of original ideas expressed in the body of work.