Evaluation Rubrics for Ads Analysis Portfolio:
Article Response:
CATEGORY |
4 |
3 |
2 |
1 |
Over-all organization/ clarity of analyses |
Contents are understandable; organization is clear |
Contents are mostly understandable and organized |
Some of the contents are understandable and organized |
Contents are not understandable or organized |
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Ad selection |
All advertisements were chosen with care and thoughtfulness |
Most advertisements were chosen with care and thoughtfulness |
Some of the contents are understandable and organized |
One or no advertisements were chosen with care and
thoughtfulness |
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Effort |
Student clearly took the assignment seriously, and used great
care to present an outstanding product, with extra attention. |
Student approached the assignment with care and presented a
good quality product. |
Student displayed the bare minimum amount of work and effort.
No extra attention. |
Student clearly did not show concern or care in presenting his
work. Sloppy work. |
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Evidence and Examples |
All of the advertising strategies and examples are specific,
relevant and explanations are given that show how each piece of evidence
supports the student's statements. |
Most of the advertising strategies and examples are specific,
relevant and explanations are given that show how each piece of evidence
supports the student's statements. |
At least one of the advertising strategies and examples is
relevant and has an explanation that shows how that piece of evidence
supports the student's statements. |
Advertising strategies and examples are NOT relevant AND/OR
are not reflected upon. |
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Grammar & Spelling |
Student makes no errors in grammar or spelling that distract the reader from the content. |
Student makes 1-2 errors in grammar or spelling that distract
the reader from the content. |
Student makes 3-4 errors in grammar or spelling that distract
the reader from the content. |
Student makes more than 4 errors in grammar or spelling that distract the reader from the content. |
Student
Advertisement Evaluation:
CATEGORY |
4 |
3 |
2 |
1 |
Advertisement |
Ad contains graphics, sound, text, and/or animation, depending
on the type of ad. Each of these elements contributes positively to making
the ad effective. The ad makes the audience want to
buy the product, support the cause, or listen to the information. There are
no spelling or grammar errors. |
Ad contains graphics, sound, text, and/or animation, depending
on the type of ad. Many of these elements contribute positively to making the
ad effective. Some of these elements distract the audience. There are only
two or three errors in spelling and/or grammar. |
Ad contains graphics, sound, text, and/or animation, depending
on the type of ad, but they take away from the ad. The audience would not
want to purchase the product or care about the message. There are more than
three errors in spelling and/or grammar. |
The ad has poor sounds, graphics, and text. The audience would
not be attracted to the ads. There are more than four errors in spelling
and/or grammar. |
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Content |
The content is thoughtful, appropriate, and interesting |
The content is thoughtful and appropriate |
The content shows some understanding of concepts used. |
Concepts not present or faulty logic present |
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Unique Touch/ Creativity /Neatness |
VERY unique and creative touches; the student(s) gave extra
effort. Ad is extremely neat and organized. |
Some unique and creative touches; the student(s) gave some
extra effort 1-2 elements may be out of place |
A few unique or creative touches. Elements seem to be randomly
inserted. |
No creativity or unique touches; hardly any effort was made.
Very sloppy final product |
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Effectiveness |
Ad has a creative statement encouraging consumers to purchase
item, support cause, or listen to message |
Ad has a statement encouraging consumers to purchase item,
support cause, or listen to message |
Ad somewhat encourages consumers to purchase item, support
cause, or listen to message |
Ad does not encourage consumers to purchase the item, support
cause, or listen to message |
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Adapted from a lesson at http://www.getyourowntots.com/webquest/Index.html