HOM Rubric Grade 3
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Accuracy and Precision |
I need to reflect more on my own work.
I need to make more pride in my work.
I need to check over my work before handing it in, my teacher has to remind me to check work.
I need to ask others for feedback and corrections. |
I occasionally check my work.
I take some pride in my work
I sometimes check my work independently.
I sometimes ask others for feedback and corrections. |
I usually check my work beforehanding it in.
I usually take pride in my work.
I usually check on my own, teacher rarely has to remind.
I frequently ask others for feedback and corrections. |
I take great care and double check my work.
I always take pride in my work.
I always check my work without reminders.
I always ask others for feedback and corrections. |
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Seek Clarity in Language and Thought |
I use general, unspecific language, I use vague phrases and slang too often (“este”, “ummmm”, “things”, “nice”, “stuff”).
I use Spanish to complete English thoughts, sentences.
I do not accept/seek feedback from peers and teacher.
When I speak, my sentences are incomplete. |
I sometimes stop to feflect on word choice to express my ideas.
I occasionally use Spanish to complete English thoughts, sentences.
I sometimes accept/seek feedback from peers and teacher.
When I speak, my sentences are sometimes complete. |
I generally use appropriate words to express my ideas.
I sometimes use Spanish to complete English thoughts, sentences.
I usually accept/seek feedback from peers and teachers.
When I speak, my sentences are understandable. |
I often use correct words to express my ideas.
I rarely use Spanish to complete English thoughts, sentences.
I always except/seek feedback from peers and teachers.
When I speak, my sentences are mostly complete and understood. |
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Metacognition |
They rarely articulate their reasoning processes when asked to explain their answer to a problem; they have difficulty describing how they come to a conclusion. |
They sometimes articulate their reasoning processes.
When asked to explain their answer to a problem, they give a solution and sometimes describe what brought them to that conclusion. |
They usually articulate their reasoning processes.
When asked to explain their answer to a problem.
They give a solution and then describe the reasoning what brought them to that conclusion clearly. |
They are articulate about their reasoning processes.
When asked to explain their answer to a problem, they give the solution and then describe the reasoning process that brought them to that conclusion.
They use the proper cognivitve terminology to describe the mental processes (e.g., I have a theory. I’m conducting an experiment very clearly.) |
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Plan Appropriately |
I don’t refer to my agenda to remember assignments.
I need to complete.
I need to be better organized.
I find it hard to follow a list of oral/written directions and I always need help to complete tasks. |
I sometimes refer to my agenda to remember my assignments and complete most of them on time.
I can sometimes follow a list of oral/written directions that require help to complete some tasks. |
I usually refer to my agenda to remember my assignments and complete them on time.
I can usually follow a list of oral/written directions independently to complete many tasks. |
I always refer to my agenda to remember my assignments and complete them on time.
I can always follow a list of oral/written directions independently to complete many tasks. |
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