Student Name ___________________ Score _______/ 12

Portfolio  Rubric:  AP  ENVIRONMENTAL  SCIENCE  (Portfolio  is  20%  of  MP  grade)  

Element  Descriptions  of  levels  of  performance:  

1  -­‐     2  -­‐     3  -­‐     4  -­‐    Cornell  Notes     • Notes  are  not  in  Cornell  format  

• Paper  appears  to  have  been  scrunched,  put  through  a  blender,  or  used  as  a  napkin  

• Notes  only  cover  a  part  of  the  selection.      

• Notes  are  a  word  for  word  reporting  of  materials.    

• Notes  contain  at  least  2-­‐4  relevant  questions.  

• Key  concepts  are  missing  • Key  concepts  do  not  relate  to  the  main  ideas  of  the  notes.  

• Only  section  headings  or  bold  words  are  used.  

• Summary  re-­‐states  the  notes.  • Summary  is  not  connected  to  learning    

• Notes  cover  most  of  the  selection,  but  are  missing  a  part.  

• Some  essential  information  or  concepts  are  missing.      

• Important  and/or  unknown  words  are  not  defined.  

• Notes  are  NOT  a  word  for  word  reporting  of  materials.  

• Notes  contain  at  least  5  relevant  questions,  none  of  which  require  higher  level  thinking  skills.  

• Key  concepts  capture  some  ideas  from  the  notes.  

• Key  concepts  are  copied  out  of  the  book  (section  headings  or  bold  words)  

• Summary  demonstrates  some  learning  by  identifying  some  main  ideas.  

• Notes  and  questions  are  in  the  right  column;  key  concepts  are  in  the  left  column,  summary  is  at  the  bottom.  

• Notes  cover  the  entire  selection.  • Essential  information  and  concepts  are  clearly  captured.    

• Important  and/or  unknown  words  are  clearly  defined.      

• Notes  are  NOT  a  word  for  word  reporting  of  materials.  

• Notes  contain  at  least  5  relevant  questions  addressing  the  selection.  

• 3  of  the  questions  require  higher  level  thinking  skills.      

• Key  concepts  accurately  capture  the  main  idea  of  the  notes.  

• Summary  shows  learning  by  connecting  main  ideas.  

• Summary  connects  selection  to  broader  learning  from  class.  

All of 3, and includes: • Exceptional organization or

neatness. • Clear that extra time was spent on

the notes. • Notes are notably thorough. • Everything is written in student’s

own words based on his/her complete understanding.

• Notes contain noticeably more relevant questions.

• Questions are unique. • All questions require higher level

thinking • Notes contain noticeably more

relevant questions.

Laboratory  Investigations  

• Student  is  continuously  absent  for  lab  investigations  and  does  not  make  up  on  their  own  time  

• Student  does  not  participate  in  lab  activities.    

• Student  does  not  include  lab  sheets  in  portfolio.  

 

• Student  partially  participates  in  lab  activities,  spends  some  time  during  lab  investigations  on  other  tasks.    

• Student  partially  completes  lab  sheets  included  in  portfolio  or  they  are  illegible  and  unrecognizable  

• Student  actively  participates  in  lab  activity.    

• All  lab  sheets  are  accurately  completed,  graphing  analysis  and  extension  questions  have  been  given  thought.  

• When  asked,  student  can  describe  what  they  are  doing,  what  they  are  looking  to  show/prove,  and  prediction  

All of 3, and includes: • When  asked,  student  can  describe  

what  they  are  doing,  what  they  are  looking  to  show/prove,  and  prediction

• Students  find  errors  in  labs,  and  troubleshoot  ways  to  improve  on  laboratory  technique

Journal  Entries   • Journal  entries  are  incomplete,  missing,  and  it  is  apparent  that  little  time  has  bas  been  put  into  thinking  about  topics.    

• Answers are superficial and do not reflect thoughtful consideration or reflect important aspects of the student's life or experiences or are irrelevant to the issues in the journal or the chapter  

• Answers are vague, but appear to be sincere attempts to answer the questions; they demonstrate some understanding of course material, but the journal does not clearly connect the student's life to course content.  

• Answers reflect honest, thoughtful responses that are linked to the student's own life and experiences AND that go beyond just answering the questions by connecting the student's experiences to the chapter/course material