Assessment

How You Will Be Assessed

Students will be assessed using the following rubric: Class Debate : British Colonisation of Australia
 * CATEGORY || 3 || 2 || 1 || 0 ||
 * Information || All information presented in the debate was clear, accurate and thoroughly researched. Information presented strongly supported the student's view about whether the British colonisation of Australia was a success or not and was appropriate to their given role. || Most information presented in the debate was clear, accurate and thoroughly researched. Information presented supported the student's view about whether the British colonisation of Australia was a success or not and was appropriate to their given role. || Most information presented in the debate was clear and accurate, but was not usually thoroughly researched. Most of the information presented supported the student's view about whether the British colonisation of Australia was a success or not and for the most part was appropriate to their given role. || Information had several inaccuracies OR was usually not clear. The student's view about whether the British colonisation of Australia was a success was vague and sometimes was not appropriate to their given role. ||
 * Use of Facts/Statistics || Every major point was well supported with several relevant facts, statistics and/or examples about the success of British colonisation from the point of view of the student's designated role. || Every major point was adequately supported with relevant facts, statistics and/or examples about the success of British colonisation from the point of view of the student's designated role. || Every major point was supported with facts, statistics and/or examples, about the success of British colonisation from the point of view of the student's designated role. However the relevance of some was questionable. || Most points were not supported or not relevant to the success of British colonisation from the point of view of the student's designated role. ||
 * Presentation Style || The student consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || The student usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || The student only occasionally used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || The student had a presentation style that did not keep the attention of the audience. ||
 * Organization || All arguments were clearly tied to the success of British colonisation in Australia from the point of view of the student's designated role. Such arguments were organized in a tight, logical fashion. || Most arguments were tied to the success of British colonisation in Australia from the point of view of the student's designated role. Such arguments were organized in a tight, logical fashion. || Most arguments were tied to the success of British colonisation in Australia from the point of view of the student's designated role but the organization was sometimes not clear or logical. || Arguments were not clearly tied to he success of British colonisation in Australia from the point of view of the student's designated role. ||
 * Understanding of Topic || The student clearly understood the success of British colonisation in regards to their designated role and presented their information forcefully and convincingly. || The student clearly understood the topic about the success of British colonisation in regards to their designated role and presented their information with ease. || The student seemed to understand the main points about the success of British colonisation in regards to their designated role and presented those points with ease. || The student did not show an adequate understanding of the topic about the success of British colonisation in regards to their designated role. ||