Research and Presentation Rubric
Use the rubric below to assess students' proficiency with the writing activity. Evaluate whether students' skills are improving or where they may need additional support or instruction.


  • 5: proficient: a high degree of competence
  • 4: capable: an above-average degree of competence
  • 3: satisfactory: a satisfactory degree of competence
  • 2: emerging: a limited degree of competence
  • 1: beginning: No key elements are adequately developed.

Global Trek Journal

Name: Score
Understands the importance of learning about the geography and people of the world.  
Can successfully access technology to collaborate and interact with peers.  
Interacts proficiently with the Global Map to get fast facts to preview which country he or she may wish to visit or which itinerary they may choose. (May not be included in all Lesson Planning Suggestions)  
Shows the ability to evaluate his or her preliminary findings and choose a country to visit and follows a suggested trip itinerary.  
Demonstrates sufficient skill investigating people, places, and environments and recording his or her impressions of his or her journey in a Travel Journal.  
Successfully uses technological resources to gather information about the country and culture that he or she visits.  
Grasps the concept of global connections and interdependence by reading online text and meeting the people of the country he or she visits.  
Is adept at using technology to communicate experiences and ideas to multiple audiences such as peers, teachers, and parents.  
Shows consistent competence when gathering, evaluating, and synthesizing data when participating in the Suggested Itinerary Tours. (May not be included in all Lesson Planning Suggestions)  
Is able to generate ideas and questions about issues and interests by interacting with Tim Kent in the Around Alone race. (May not be included in all Lesson Planning Suggestions)  
Masters Classport technology in order to collaborate and communicate with students on the global race, Around Alone. (May not be included in all Lesson Planning Suggestions)  
Demonstrates a commitment to the project by regularly updating a travel journal, where he or she uses written and visual language to communicate his or her experiences, thoughts, feelings, collects pictures and write captions about the memorable moments of his or her travels.  
Confirms their understanding of the country and people he or she visited by completing the Write About It and Global Postcard sections of Global Trek.  
Displays his or her skills with web technology by emailing his or her completed Travel Journals to their teachers or parents. (May not be included in all Lesson Planning Suggestions)  
Depending on how long your class spends on their Global Trek journeys, evaluate how successful students were completing the skill focus points. To compute an Overall Score, divide the student's evaluated score by the number of Skill Focus points your class completes. For instance, if your class participates in Global Trek for a day there are 11 Skill Focus points. You would divide the students score by 11 to reach an Overall Score.  

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