Aiea Community Project Rubric

Performance Based Task: Through a study of Aiea Communities past and present, student will come up with an action proposal to preserve or enhance Aiea Community in the future

Title
(1 Point) Beginning Problem Solver
(2 Point) Developing Problem Solver

(3 Point) Competent Problem Solver
Content

Issue Analysis

1: A, C

3: D

Difficulty identifying participants; differentiating between problem/issue; & strong bias affects analysis of problem/issue

Recognizes beliefs/values and major participants; had difficulty analyzing positions, beliefs, and values; strives for objectivity

Clearly specifies problem/issue; identifies all participants; objectively analyzes participants positions, beliefs, and values' recognizes a multiple beliefs/values.
Content

Individual Work Habits

3: A, E

Has difficulty understanding task, meeting deadlines, focusing on work; needs more explanation.

Requires direct assistance at each step to ensure focus; sometimes meets deadlines.

Able to stay focused on task; requires little or no supervision, meets deadlines.
Process

Group Work Habits 1: A,B,D,E

Has difficulty communicating and working with others.

Participates but does not take responsibility of leadership.

Works well with others; shows initiative, responsibility and practices facilitative leadership.
Process

Data Collection & Data Analysis

2: A, B, C, E

Data collected is unsuitable, incorrect, and or unorganized. Limited resources used.

Data collected is suitable, but incorrectly or poorly organized. Only a minimal amount of resources used.

Relevant data is properly collected, clearly organized and accurately interpreted. Uses a variety of resources.
Process

Communication & Presentation

3: A, B, C, D, E

Presentation not communicated clearly, no position defined.

Presentation is clear and organized, but position is not effectively defended.

Position is clear, unique, and well developed, and uses a variety of resources.
Product

Citizenship Action 2: D

Solutions offered are superficial and/or irrelevant to the data.

Solutions offered are in part, based on collected data.

Alternate, relevant, practical, data-driven solutions are developed.
Product

Community Responsibility 2: D

Shows little or no awareness/interest in community issues.

Shows awareness or interests but does not act upon it.

Makes a commitment and acts upon community issues.

 

 

AIEA TIME CAPSULE'S

PROFILE OF AN ECELL GRADUATE

 

INDICATOR 1: Collaborator

A) respects, accepts and supports others {Group Work}

B) takes responsibility for self and group while working toward a common goal {Group Work}

C) is open to new ideas and alternative perspectives {Issue Analysis}

D) willingly shares thoughts and ideas {Group Work}

E) is able to switch roles {Group Work}

 

INDICATOR 2: Critical Thinker

A) makes decisions after seeking to clarify ideas and concepts {Data Collection}

B) gives reasons which differentiates emotional and logical arguments {Data Analysis, Data Collection}

C) interprets and utilizes data {Data Collection}

D) sees relationships and connectivity between ideas (divergent/convergent) {Citizen Action, Community Responsibility}

E) assesses reliability and relevance {Data Collection}

 

INDICATOR 3: Basic Skills

A) organizes ideas logically in written communication {Communication and Presentation, Individual Work}

B) expresses ideas logically and effectively in oral presentations {Communication and Presentation}

C) listens attentively and responds appropriately {Communication and Presentation)

D) expresses self through various media {Communication and Presentation, Issue Analysis

E) uses technology to enhance the scope, depth and final product of the project {Communication and Presentation, Individual Work)

 

Each indicator to be rated on a three point scale:

1= Beginning Problem Solver

2= Developing Problem Solver

3= Competent Problem Solver

Aiea Elementary Summer School - Time Capsule Project Report Card Sample --- Student: _______________

Mid -
Summer
Evaluation

Final -
Evaluation

Competency

Beginning

Developing

Competent

Beginning

Developing

Competent

INDICATOR 1: collaborator

respects, accepts and supports others

takes responsibility for self and group while working toward a common goal

is open to new ideas and alternative perspectives

willingly shares thoughts and ideas

is able to switch roles

INDICATOR 2: critical thinker

makes decisions after seeking to clarify ideas and concepts

gives reasons which differentiates emotional and logical arguments

interprets and utilizes data

sees relationships and connectivity between ideas (divergent/convergent)

assesses reliability and relevance

INDICATOR 3: basic skills

organizes ideas logically in written communication

expresses ideas logically and effectively in oral presentations

listens attentively and responds appropriately

expresses self through various media

Parent signature ___________________ Date ______________

return by July 10, 1998

Part 1

Famous People Grp

Pairs Internet search

Group Work

Verbal Snap- shot

Indiv. Work- sheet

A., Bradson

A., Trinity

A., Cody

B., Nicole

B., Heather

C., Jordyn

G., Zachary

H., Carin

H., Dierdre

K., Michelle

K., Nadine

K., Eric

K., David

K., Kanani

M., Jossilyn

M., Bryson

M., Marcus

M., Nihkolle

O., Shanon

S., Blake

T., Brian

T., Jonathan

W., Ashley

Part 2

Snappy Product

Personal Interview

Words to live by

Memento box

Presentations

T

F

Wk

M

T

W

A., Bradson

A., Trinity

A., Cody

B., Nicole

B., Heather

C., Jordyn

G., Zachary

H., Carin

H., Dierdre

K., Michelle

K., Nadine

K., Eric

K., David

K., Kanani

M., Jossilyn

M., Bryson

M., Marcus

M., Nihkolle

O., Shanon

S., Blake

T., Brian

T., Jonathan

W., Ashley