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The White Rose
Assessment
This section can be used by students as a checklist for
students to write their report and by teachers to mark
the report.
Assessing the cooperation
General assessment model
Obviously, the
instrument can
also be used
by students to
assess
themselves or
other students.
Process
Report
total
u = unsatisfactory
Format
Content
Style
1
2
3
4
5
6
7
8
9
Research method-
evaluation and reflection
Cooperation
Structure
Format
Introduction
Analysis and reasoned
conclusion
Footnotes and
references
Style
Spelling and grammar
20%
15%
50%
15%
100%
Rubrics for
powerpoint and posters
The White Rose
Sophie Scholl
Hans Scholl
Copyright: Albert van der Kaap, 2011
Criteria
1
2
3
4
Score 1-4
Style
Spelling
The report has too
many spelling errors.
O
O
O
O
The report has hardly any
spelling errors.
Punctuation
The report has many
punctuation errors.
O
O
O
O
The report has
hardly any punctuation errors.
Vocabulary
The
student uses a simple and/or poor
vocabulary.
O
O
O
O
The student uses a rich
vocabulary.
Sentences
The student uses simple
sentences.
O
O
O
O
The student uses complex
sentences.
Readability
The report is poorly written.
O
O
O
O
It was a pleasure to read the
report.
Design
Lay-out
The report has a messy and
unattractive layout.
O
O
O
O
The report has a clear,
attractive
layout.
Font
The report uses too many
different and unattractive fonts.
O
O
O
O
The report uses a clear,
readable font.
Page numbers
The report has no page
numbers.
O
O
O
O
The report has page numbers.
Citations/
quotes
Citations/quotes
without quotation marks.
O
O
O
O
Citations/quotes
within quotation marks.
Content
In general
The student has presented
a report which has no clear structure.
O
O
O
O
The student has presented a
report with a clear structure.
Headings/
captions
The student didn't
use relevant headings or captions.
O
O
O
O
The student consistently used
relevant headings or captions.
Introduction
The introduction to the
report is of poor quality.
O
O
O
O
The introduction to the
report contains
all the necessary elements such as
problem, research question, method etc..
Sections/
chapters
Every section/chapter starts
without an introduction.
O
O
O
O
Every section/chapter starts
with a relevant introduction.
The sections / chapters are
sloppy and inconsistent.
O
O
O
O
The sections / chapters are
written in a consistent way.
Paragraphs
The student doesn't use
paragraphs.
O
O
O
O
The student uses paragraphs
when necessary.
Tables and graphs
The student has not inserted
tables and graphs in places where they
would be relevant.
O
O
O
O
The student inserted
tables and graphs in relevant places.
Resources
The student has not used any
resources.
O
O
O
O
The student uses relevant
resources.
Illustrations
The report contains no
illustrations.
O
O
O
O
The report contains
relevant illustrations.
There are no captions to the
illustrations.
O
O
O
O
Each illustration has an
appropriate caption.
The student never refers to
illustrations in the text.
O
O
O
O
The students often refers to
illustrations in the text.
Conclusion
There are no conclusions to
the report.
O
O
O
O
The report contains
very adequate and well-founded
conclusions.
The conclusions do not
contain an
answer the main- and sub -questions.
O
O
O
O
The conclusions contain a
thoughtful answer to the main- and
sub-questions.
Evaluation
The report has no product and
process evaluation.
O
O
O
O
The report has a full product
and process evaluation.
Source of quotations
The report does not cite the
source of quotations.
O
O
O
O
The report cites the source
of quotations in APA-style.
Footnotes
The student does not use
footnotes.
O
O
O
O
The students uses footnotes
whenever relevant.
Total
Because the cooperation within the group
(mostly)withdraws from observation the teacher may use a
self-assessment form. All group members complete this
form independently and the teacher takes the outcome
into account in assessing the cooperation.
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
the exchange of information from assignment 1 to
3 was excellent
The cooperation in making assignment 4 went well
the division of responsibilities
for making the summary was excellent
the division of responsibilities
for writing the summary was excellent
the division of responsibilities
for writing the summary was excellent
Each group member had a similar / equivalent
contribution to the task
everyone has kept to the agreements
I've
kept to the agreements
I had a good input
I took enough initiative
everyone was open to criticism
I was open to criticism
everyone was willing to listen to each
other
I was willing to listen to the others
This
assessment tool
can be used (optionally
in combination with a
rubric) for
evaluating a
presentation.
Every aspect
can be
assessed with
an u (unsatisfactory) , s
(datisfactory), g (good), or e
(excellent). You can refine the assessment by giving
each group of aspects - process, format, content and
style- a
note based on this global indication.
(< 5,5)
s = satisfactory
(5,5-7,0)
g = good
(7,0 tot 8,5)
e = excellent
(8,5 t/m/ 10)
