iRubric: Individual Service Learning Project Grade rubric

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Individual Service Learning Project Grade

This will assess how you participated and contributed within your group while completing your service learning project.

Rubric Code: QXW235C

By kissocka

Draft

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: 9-12

Individual Project Grade
	Above Standard 5 pts	Meets Standard 4 pts	Approaching Standard 3 pts	Below Standard 2 pts
Preparation	Above Standard Student was prepared daily for class participation and activity work.	Meets Standard Student was usually prepared daily for class participation and activity work. Student had to sometimes retrieve materials from their locker or other locations.	Approaching Standard Student was rarely prepared daily for class participation and activity work. Student had to often retrieve materials from locker or other locations.	Below Standard Student was not prepared daily for class participation and activity work. Student had to always retrieve materials from locker or other locations.
On Task/ Productivity	Above Standard ON TASK and worked productively every day	Meets Standard Mostly on task and working productively every day day. Student Spent part of group time on phone, talking with other groups, listening to music, on computer, or doing non-group work related things.	Approaching Standard Sometimes on task and working productively every day day. Student Spent a large amount of group time on phone, talking with other groups, listening to music, on computer, or doing non-group work related things.	Below Standard Rarely on task and working productively every day. Student Spent majority or all of group time on phone, talking with other groups, listening to music, on computer, or doing non-group work related things.
Level of Engagement	Above Standard Proactively contributed to the group by offering many ideas, leads discussions, leads brainstorming sessions, and asks questions daily how to make the project better.	Meets Standard Proactively contributed to the group by offering a few ideas, leads a couple discussions, leads some brainstorming sessions, and asks questions how to make the project better.	Approaching Standard Contributed a little bit to the group by offering a few ideas, participated in discussions, participated in brainstorming sessions, and asks questions how to make the project better.	Below Standard Rarely contributed to the group, offered few ideas to make project better, rarely participated in daily discussions or brainstorming sessions.
Listening Skills	Above Standard Student LISTENED when others talked, did not interrupt others, made appropriate responses, stopped talking when others were talking, and did not participate in neighbor conversations. Was not disruptive to others.	Meets Standard Student mostly LISTENED when others talked, rarely interrupt others, made appropriate responses most of the time, usually stopped talking when others were talking, and rarely participated in neighbor conversations. Was rarely disruptive to others.	Approaching Standard Student sometimes LISTENED when others talked, sometimes interrupts others, makes inappropriate responses sometimes, does not stop talking when others are talking, and sometimes participates in neighbor conversations. Was disruptive to others at times.	Below Standard Student does not listen when others talk, often interrupts others, makes inappropriate responses, does not stop talking when others were talking, and participates in neighbor conversations. Was disruptive to others.
Following Directions	Above Standard Student follows directions with no reminders needed. Hears initial directions.	Meets Standard Student follows directions after 1-2 reminders. Needs initial directions repeated.	Approaching Standard Student needs 3-5 reminders and needs initial directions repeated.	Below Standard Student needs 5-7 reminders and needs initial directions repeated.
Accountability	Above Standard Student takes responsibility for own actions/behaviors and their consequences.	Meets Standard Student does not understand their role in their actions/behavior, and/or tries to rationalize incorrect behavior. Student still takes ownership of their consequences.	Approaching Standard Student tries to rationalize their actions/behavior and does not take ownership of the consequences.	Below Standard Student does not take ownership for their behavior and blames others for their actions/behavior.
Academics and Learning	Above Standard Students directly apply new skills or knowledge in community and service. Service learning is seen as a vital instructional activity to their learning.	Meets Standard Students have some active application to new skills or knowledge. Service learning has a connection to their learning.	Approaching Standard Student has minimal application of new skills or knowledge in community and service. Service learning has minimal connection to their learning.	Below Standard Student does not use skills or knowledge outside the classroom. No active service experience or experience has no connection to their learning.
Student Reflection	Above Standard Students actively and reflect in depth on their learning. They think, share, and exceed their project goals based on those reflections.	Meets Standard Students reflections provide basic insight into their learning. They think, share, and students meet their goals of their project based on those reflections.	Approaching Standard Students share minimal reflection on learning and barely meet or do not meet their project goals based on those reflections.	Below Standard No reflections given on learning. Summary of events is provided in exchange for reflections.
Quality of Life	Above Standard Service project facilitates change or insight into the community problem, helps solve a problem by meeting or addressing a need or issue in the community.	Meets Standard Service project provides assistance to change or insight that is already happening in the community, enhances an already good community situation.	Approaching Standard Service project is volunteer based for a need, assists in problem solving that already exists in the community.	Below Standard Service does not provide a benefit to the community served. Failure to follow through on a project or address community needs.

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