Name_________________________________________________ Date__________ Period__________
"BIOPOEM" SCORING RUBRIC
| DIMENSION | 1. Professional Stress Buster | 2. Amateur Stress Buster | 3. Student Stress Buster | 4. Stress Buster InTraining |
| "BIOPOEM" The extent to which student participates in personal stress management assessments.
Health 1bc X2 |
Completion of BIOPOEM task components
demonstrates stress management knowledge and skills by assessing personal reactions to
stress, clarifying personal needs, and proposing personal stress reduction strategies,
thus forming a clear picture of his/her ability to manage stress. 8 |
Completion of BIOPOEM task components
demonstrates stress management knowledge and skills by assessing personal reaction to
stress, clarifying personal needs, and proposing personal stress reduction strategies,
thus forming an adequate picture of his/her ability to manage stress. 6 |
Students lack of attention to BIOPOEM task
components provides an incomplete, limited picture of the student’s
ability to assess his/her personal reactions to stress, clarify personal needs, or propose
personal stress reduction strategies.
4 |
Student’s lack of attention to BIOPOEM
task components provides little or no insight into the student’s
ability to assess his/her personal reactions to stress, clarify personal needs, or propose
stress reduction strategies.
2 |
| Supporting Activities The extent to which student participates in gathering and synthesizing information from diverse sources. ELA 1.1b |
Demonstrates a thorough understanding of
the stress response through participation in related class activities.
4 |
Demonstrates an accurate understanding
of the stress response through participation in related class activities.
3 |
Displays an incomplete understanding of
the stress response through participation in related class activities with some
notable misconceptions.
2 |
Does not display evidence of
understanding about the stress response through participation in related class
activities or has severe misconceptions
1 |
| Mechanics The extent to which the student uses conventions of English. ELA 1.2f |
Makes few if any mechanical errors which
do not interfere with reader’s ability to understand. 4 |
Makes minor mechanical errors
which do not interfere with reader’s ability to understand. 3 |
Makes major and/or many errors in
mechanics which confuse the reader’s ability to understand. 2 |
Makes many major errors in
mechanics which confuse the reader’s ability to understand. 1 |
| Deadlines The extent to which the student applies occupational skills in school learning. CDOS 2.1a |
Met deadline
4 |
Late due to extenuating
circumstances with teacher permission.
3 |
Late due to unforeseen
circumstances.
2 |
Unacceptably missed deadline.
1 |