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PEER EVALUATION
Scarlett Espinoza
Group A:
Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussedin
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.
Development Main pointslack
detailed
development.Ideas
are vague withlittle
evidence of critical
thinking.
Main pointsare
presentwithlimited
detail and
development. Some
critical thinkingis
present.
Main pointswell
developedwithhigh
qualityandquantity
support. Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comments: It is clear that the student understood the main idea of
what this advertisement tries to say for the audience; however, it
has no deeper analysis either in its text or its use of that specific
image and colors. Correct use of grammar and connectors.
Group B
Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussed in
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.
Development Main pointslack
detailed
development.Ideas
are vague withlittle
Main pointsare
presentwithlimited
detail and
development.Some
Main pointswell
developedwithhigh
qualityandquantity
evidence of critical
thinking.
critical thinkingis
present.
support.Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comment:A basic analysis of what this publicity says has been
noticed, as well as few grammar mistakes such as the omissionof final
sounds and punctuation. The ideas were clear but not developed
enough.
Group C
Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussedin
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.
Development Main pointslack
detailed
development.Ideas
are vague withlittle
Main pointsare
presentwithlimited
detail and
development.Some
Main pointswell
developedwithhigh
qualityandquantity
evidence of critical
thinking.
critical thinkingis
present.
support.Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comment:Strong with his/her ideas about this advertisement and well
supported.He/she used a variety of connectors and coherently in order
to join the ideas.
Group D
Rubrics
Criteria Basic
(below
standard)
Adequate
(meets
minimun
standard)
Competent
(excedes
standard)
Level of
content
Showssome thinking
and reasoning,but
mostideasare
underdevelopedand
unoriginal. Few
referencesto
conceptsdiscussedin
class.
Contentindicates
thinkingand
reasoningapplied
withoriginal thought
on a few ideas. Some
referencesto
conceptsdiscussed in
class.
Contentindicates
synthesisof ideas,
indepthanalysisand
evidencesoriginal
thoughtand support
for the topic.
Referencesto
conceptsdiscussedin
class.
Development Main pointslack
detailed
development.Ideas
are vague withlittle
evidence of critical
thinking.
Main pointsare
presentwithlimited
detail and
development.Some
critical thinkingis
present.
Main pointswell
developedwithhigh
qualityandquantity
support. Reveals
critical thinking.
Grammar &
mechanics
Spelling,punctuation,
and grammatical
errorscreate
distraction,making
readingdifficult.
Errors are frequent.
Most spelling,
punctuation,and
grammar correct
allowingreaderto
progressthough
essay. Some errors
remain.
Paragraph doesnot
have spelling,
punctuation,and
grammatical errors
allowingreaderto
follow ideasclearly
Style Mostlyin elementary
formwithlittle orno
varietyinsentence
structure. Mostly
basicvocabulary.
Approaches
intermediate level.
Some varietyin
sentence structure
and patterns.
Attemptstouse
intermediate
vocabulary.
Creative use of
sentence structure:
coordinationand
subordination. C1and
topicrelated
vocabulary.
Comment: the ideas were well supported. He/she used a variety of
adjectives and vocabulary in general; nonetheless, few mistakes
were noticed in terms of punctuation in the use of conjunctions.

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Mattingly "AI & Prompt Design: The Basics of Prompt Design"Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
 

Peer evaluation.

  • 1. PEER EVALUATION Scarlett Espinoza Group A: Rubrics Criteria Basic (below standard) Adequate (meets minimun standard) Competent (excedes standard) Level of content Showssome thinking and reasoning,but mostideasare underdevelopedand unoriginal. Few referencesto conceptsdiscussedin class. Contentindicates thinkingand reasoningapplied withoriginal thought on a few ideas. Some referencesto conceptsdiscussedin class. Contentindicates synthesisof ideas, indepthanalysisand evidencesoriginal thoughtand support for the topic. Referencesto conceptsdiscussedin class.
  • 2. Development Main pointslack detailed development.Ideas are vague withlittle evidence of critical thinking. Main pointsare presentwithlimited detail and development. Some critical thinkingis present. Main pointswell developedwithhigh qualityandquantity support. Reveals critical thinking. Grammar & mechanics Spelling,punctuation, and grammatical errorscreate distraction,making readingdifficult. Errors are frequent. Most spelling, punctuation,and grammar correct allowingreaderto progressthough essay. Some errors remain. Paragraph doesnot have spelling, punctuation,and grammatical errors allowingreaderto follow ideasclearly Style Mostlyin elementary formwithlittle orno varietyinsentence structure. Mostly basicvocabulary. Approaches intermediate level. Some varietyin sentence structure and patterns. Attemptstouse intermediate vocabulary. Creative use of sentence structure: coordinationand subordination. C1and topicrelated vocabulary. Comments: It is clear that the student understood the main idea of what this advertisement tries to say for the audience; however, it has no deeper analysis either in its text or its use of that specific image and colors. Correct use of grammar and connectors.
  • 3. Group B Rubrics Criteria Basic (below standard) Adequate (meets minimun standard) Competent (excedes standard) Level of content Showssome thinking and reasoning,but mostideasare underdevelopedand unoriginal. Few referencesto conceptsdiscussedin class. Contentindicates thinkingand reasoningapplied withoriginal thought on a few ideas. Some referencesto conceptsdiscussed in class. Contentindicates synthesisof ideas, indepthanalysisand evidencesoriginal thoughtand support for the topic. Referencesto conceptsdiscussedin class. Development Main pointslack detailed development.Ideas are vague withlittle Main pointsare presentwithlimited detail and development.Some Main pointswell developedwithhigh qualityandquantity
  • 4. evidence of critical thinking. critical thinkingis present. support.Reveals critical thinking. Grammar & mechanics Spelling,punctuation, and grammatical errorscreate distraction,making readingdifficult. Errors are frequent. Most spelling, punctuation,and grammar correct allowingreaderto progressthough essay. Some errors remain. Paragraph doesnot have spelling, punctuation,and grammatical errors allowingreaderto follow ideasclearly Style Mostlyin elementary formwithlittle orno varietyinsentence structure. Mostly basicvocabulary. Approaches intermediate level. Some varietyin sentence structure and patterns. Attemptstouse intermediate vocabulary. Creative use of sentence structure: coordinationand subordination. C1and topicrelated vocabulary. Comment:A basic analysis of what this publicity says has been noticed, as well as few grammar mistakes such as the omissionof final sounds and punctuation. The ideas were clear but not developed enough.
  • 5. Group C Rubrics Criteria Basic (below standard) Adequate (meets minimun standard) Competent (excedes standard) Level of content Showssome thinking and reasoning,but mostideasare underdevelopedand unoriginal. Few referencesto conceptsdiscussedin class. Contentindicates thinkingand reasoningapplied withoriginal thought on a few ideas. Some referencesto conceptsdiscussedin class. Contentindicates synthesisof ideas, indepthanalysisand evidencesoriginal thoughtand support for the topic. Referencesto conceptsdiscussedin class. Development Main pointslack detailed development.Ideas are vague withlittle Main pointsare presentwithlimited detail and development.Some Main pointswell developedwithhigh qualityandquantity
  • 6. evidence of critical thinking. critical thinkingis present. support.Reveals critical thinking. Grammar & mechanics Spelling,punctuation, and grammatical errorscreate distraction,making readingdifficult. Errors are frequent. Most spelling, punctuation,and grammar correct allowingreaderto progressthough essay. Some errors remain. Paragraph doesnot have spelling, punctuation,and grammatical errors allowingreaderto follow ideasclearly Style Mostlyin elementary formwithlittle orno varietyinsentence structure. Mostly basicvocabulary. Approaches intermediate level. Some varietyin sentence structure and patterns. Attemptstouse intermediate vocabulary. Creative use of sentence structure: coordinationand subordination. C1and topicrelated vocabulary. Comment:Strong with his/her ideas about this advertisement and well supported.He/she used a variety of connectors and coherently in order to join the ideas. Group D
  • 7. Rubrics Criteria Basic (below standard) Adequate (meets minimun standard) Competent (excedes standard) Level of content Showssome thinking and reasoning,but mostideasare underdevelopedand unoriginal. Few referencesto conceptsdiscussedin class. Contentindicates thinkingand reasoningapplied withoriginal thought on a few ideas. Some referencesto conceptsdiscussed in class. Contentindicates synthesisof ideas, indepthanalysisand evidencesoriginal thoughtand support for the topic. Referencesto conceptsdiscussedin class. Development Main pointslack detailed development.Ideas are vague withlittle evidence of critical thinking. Main pointsare presentwithlimited detail and development.Some critical thinkingis present. Main pointswell developedwithhigh qualityandquantity support. Reveals critical thinking. Grammar & mechanics Spelling,punctuation, and grammatical errorscreate distraction,making readingdifficult. Errors are frequent. Most spelling, punctuation,and grammar correct allowingreaderto progressthough essay. Some errors remain. Paragraph doesnot have spelling, punctuation,and grammatical errors allowingreaderto follow ideasclearly Style Mostlyin elementary formwithlittle orno varietyinsentence structure. Mostly basicvocabulary. Approaches intermediate level. Some varietyin sentence structure and patterns. Attemptstouse intermediate vocabulary. Creative use of sentence structure: coordinationand subordination. C1and topicrelated vocabulary. Comment: the ideas were well supported. He/she used a variety of adjectives and vocabulary in general; nonetheless, few mistakes were noticed in terms of punctuation in the use of conjunctions.