Evaluation Rubrics

The following rubrics explain all requirements of each student role in the Public Service Announcement performance task.  To get a clear picture of your job, read the description of student work necessary to achieve a score of 4.
 
 

Click on your role to find the rubric the teacher will use to judge your work.
 
Researcher
Script Writer
Producer
Sales Associate

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 



Researcher Rubric
 
4
3
2
1
Student demonstrates thorough understanding of how to locate and apply factual information to support an opinion.
  • All statements of fact in the presentation are factually correct
  • Five or more significant facts support the main idea
  • One or more graphs or tables are used effectively to display factual information
  • All information about television programs is accurate.
 Student demonstrates an adequate understanding of how to locate and apply factual information to support an opinion.
  • Most statements of fact in the presentation are factually correct
  • Three or more significant facts support the main idea
  • One or more graphs or tables are used somewhat effectively to display factual information.
  • All information about television programs is accurate.
 Student demonstrates an inadequate understanding of how to locate and apply factual information to support an opinion.
  • Some statements of fact in the presentation are factually correct
  • Two or more significant facts support the main idea
  • A graph or table is used  to display factual information, but it does not support the main idea.
  • Most information about television programs is accurate.
 Student demonstrates no understanding of how to locate and apply factual information to support an opinion.
  • Many statements of fact in the presentation are not factually correct
  • No significant facts support the main idea
  • No graphs or tables are used effectively to display factual information.
  • Most information about television programs is inaccurate.

 
 
 
 
 
 


Script Writer Rubric
 
4
3
2
1
Student demonstrates thorough understanding of how to apply factual information and persuasive language to support an opinion.
 
  • All opinions in the presentation are effectively supported by statements of fact 
  • Five or more significant facts support the main idea
  • One or more graphs or tables are used effectively to display factual information
  • Four or more examples of strong, confident language invite the viewer to agree with your opinion
 Student demonstrates an adequate understanding of how to apply factual information and persuasive language to support an opinion.
  • Most opinions in the presentation are supported by statements of fact 
  • Three or more significant facts support the main idea
  • One or more graphs or tables are used somewhat effectively to display factual information
  • At least three examples of confident language invite the reader to agree with your opinion
 Student demonstrates an inadequate understanding of how to apply factual information and persuasive language to support an opinion.
  • Some opinions in the presentation are supported by statements of fact
  • Two or more significant facts support the main idea
  • A graph or table is used  to display factual information, but it does not support the main idea
  • Fewer than three examples of confident language invite the reader to agree with your opinion
 Student demonstrates no understanding of how to apply factual information and persuasive language to support an opinion.
 
  • Many statements of fact in the presentation are not factually correct
  • No significant facts support the main idea
  • No graphs or tables are used effectively to display factual information
  • No examples of confident language invite the reader to agree with your opinion

 
 
 



Producer Rubric
 
4
3
2
1
Student demonstrates thorough understanding of how to organize and present writing and images to support an opinion.
  • The language and imagery of the PSA is extremely appropriate for the audience.
  • The written and spoken parts of the PSA presentation are organized for greatest persuasive effect:  a hook and conclusion are effective, and the factual support is organized from least important to most important reasons.
  • No errors in spelling, punctuation, grammar exist in the written or spoken parts of the PSA.
  • The images in the PSA are extremely effective in conveying the message of the written and spoken portion.
 Student demonstrates an adequate understanding of how to organize and present writing and images to support an opinion.
  • The language and imagery of the PSA is  appropriate for the audience.
  • The written and spoken parts of the PSA presentation are organized for adequate persuasive effect. The announcement contains an adequate hook and  conclusion, but the factual support of opinions could be improved.
  • Few errors in spelling, punctuation, grammar exist in the written or spoken parts of the PSA, and they do not seriously limit the effectiveness of the PSA.
  • The images in the PSA are mostly effective in conveying the message of the written and spoken portion.
 Student demonstrates an inadequate understanding of how to organize and present writing and images to support an opinion.
  • The language and imagery of the PSA demonstrates little understanding the audience.
  • The written and spoken parts of the PSA presentation are not organized for greatest persuasive effect.  Hook or conclusion is missing or ineffective, and organization of support is ineffective.
  • Errors in spelling, punctuation, grammar exist in the written or spoken parts of the PSA and limit the effectiveness of the PSA.
  • The images of the PSA do little to help the group's attempt to persuade the audience.
 Student demonstrates no understanding of how to organize and present writing and images to support an opinion.
  • The language and imagery of the PSA demonstrates no understanding of the audience.
  • The written and spoken parts of the PSA presentation are organized for greatest persuasive effect (hook, least important to most important reasons, conclusion).
  • No errors in spelling, punctuation, grammar exist in the written or spoken parts of the PSA.
  • The images in the PSA distract from or prevent the group's attempt to persuade the audience.

 
 
 
 
 
 
 
 
 
 
 
 



Sales Associate Rubric
 
4
3
2
1
Student demonstrates a thorough understanding of  how the PSA will persuade young viewers not to use tobacco and demonstrates an excellent understanding of the needs of the audience (The American Cancer Society).
  • The sales presentation is organized for greatest persuasive effect.  The hook and conclusion are effective, and the factual support is organized from least important to most important reasons.
  • Five or more significant facts about the PSA or examples support the student's sales presentation.
  • The speech effectively addresses the needs and desires of the audience (The American Cancer Society).
  • Recommendations about suitable television programs are extremely clear and reasonable.
 Student demonstrates an adequate understanding of  how the PSA will persuade young viewers not to use tobacco and demonstrates a sufficient understanding of the needs of the audience (The American Cancer Society).
  • The sales presentation is organized for  persuasive effect.  The   hook and  conclusion are adequate, but the organization of  factual support could be improved.
  • Three or more significant facts about the PSA or examples  support the student's sales presentation.
  • The speech adequately addresses the needs and desires of the audience (The American Cancer Society).
  • Recommendations about suitable television programs are clear and reasonable.
 Student demonstrates an inadequate understanding of how the PSA will persuade young viewers not to use tobacco and demonstrates an insufficient understanding of the needs of the audience (The American Cancer Society).
  • The sales presentation is not organized for  persuasive effect.  The   hook and conclusion are missing or ineffective, and factual support is disorganized.
  • Opinions in the presentation are not adequately supported by facts or examples.  Fewer than three significant facts about the PSA or examples support the student's sales presentation. 
  • The speech inadequately addresses the needs and desires of the audience (The American Cancer Society).
  • Recommendations about suitable television programs are either not clear or not  reasonable.
 Student demonstrates no understanding of how the PSA will persuade young viewers not to use tobacco and demonstrates an no understanding of the needs of the audience (The American Cancer Society).
  • The sales presentation is not organized for  persuasive effect.  The   hook or conclusion is missing, and factual support is disorganized.
  • Opinions in the presentation are not supported by facts or examples.  No significant facts about the PSA or examples support the student's sales presentation. 
  • The speech does not addresse the needs and desires of the audience (The American Cancer Society).
  • Recommendations about suitable television programs neither clear nor reasonable.