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    Community Service-Learning Project Rubric: Mariana Echeverria

    Uploaded by

    Veronica
    This rubric evaluates student projects on community service learning. It assesses projects based on their impact, use of visuals, problem solving demonstrated, hours of service completed, and student reflection. The rubric contains 4 levels of achievement from "Needs Improvement" to "Beyond the Limits" and evaluates elements such as evidence of impact, inclusion of visuals/displays, critical thinking shown, hours of service, and depth of student reflection. Scores are calculated by awarding points in each column.

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    Community Service-Learning Project Rubric: Mariana Echeverria

    Uploaded by

    Veronica
    56 views4 pages
    This rubric evaluates student projects on community service learning. It assesses projects based on their impact, use of visuals, problem solving demonstrated, hours of service completed, and student reflection. The rubric contains 4 levels of achievement from "Needs Improvement" to "Beyond the Limits" and evaluates elements such as evidence of impact, inclusion of visuals/displays, critical thinking shown, hours of service, and depth of student reflection. Scores are calculated by awarding points in each column.

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    Rubrics

    Original Title

    Rubrics

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    This rubric evaluates student projects on community service learning. It assesses projects based on their impact, use of visuals, problem solving demonstrated, hours of service completed, and student reflection. The rubric contains 4 levels of achievement from "Needs Improvement" to "Beyond the Limits" and evaluates elements such as evidence of impact, inclusion of visuals/displays, critical thinking shown, hours of service, and depth of student reflection. Scores are calculated by awarding points in each column.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    56 views4 pages

    Community Service-Learning Project Rubric: Mariana Echeverria

    Uploaded by

    Veronica
    This rubric evaluates student projects on community service learning. It assesses projects based on their impact, use of visuals, problem solving demonstrated, hours of service completed, and student reflection. The rubric contains 4 levels of achievement from "Needs Improvement" to "Beyond the Limits" and evaluates elements such as evidence of impact, inclusion of visuals/displays, critical thinking shown, hours of service, and depth of student reflection. Scores are calculated by awarding points in each column.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Mariana Echeverria

    Veronica Martinez

    Name: ______________________________________________ Period: ________________ Date: _________________

    Community Service-Learning Project Rubric


    1
    2 3 4
    Focus Area Needs Notes
    Below Proficient Proficient Beyond the limits
    Improvement
    Project Impact/ No or little Some evidence of Strong evidence Student is able to
    Meeting Community evidence of classroom, student, that the project had discuss the impact
    Needs classroom, student, or community a purpose and made of the project an d
    What was the purpose or community impact. a difference. report results. It is
    of the project? How did impact. Students are able to clear that the
    it impact the discuss the impact project made a
    community? of the project and positive impact in
    report results. the community.
    Visuals/ Project Has no visuals or Has a few visuals or Props and visuals Props and visuals
    Display: project display/ project display/ and PowerPoint enhance the
    PowerPoint. PowerPoint. presentation are content of the
    related to the project and draw in
    project. the audience.
    Problem Solving and Little amount of Some critical Critical thinking, Critical thinking
    Research: critical thinking, thinking, problem problem solving, and research is
    What higher level problem solving, or solving, or research. and research is extremely evident
    thinking and project research. evident and and strengthens the
    research are evident? discussed by project.
    students.
    Service Hours Did little or no Did not meet the Met the amount of Went far above the
    Completed service. amount of hours hours required amount of hours
    required. required.
    Student Reflection: Students does not Students can Student clearly Student clearly
    What is the project? demonstrate a clear discuss some understands the understands the
    Does the student know purpose of the purpose and has project and project, presents in
    what the purpose of service-learning. little understanding. presented in a well- a well-organized
    their service? What organized and and professional
    would student change? professional manner includes
    What did student manner. and action plan
    enjoy? based on their
    reflection of the
    project.
    Points Earned in each Total
    column Points:____/20
    Name: ________________________________________ Period: ________________ Date: __________

    Scale Drawing and the Recipe

    Scoring Rubric Exceeding Meets Approaching


    Expectations Expectations Expectations

    The student includes, The student includes The student partially


    diagrams, tables, diagrams, tables, arithmetic, includes diagrams,
    arithmetic, graphs, graphs, equations, and/or tables, arithmetic,
    equations, and/or mathematical descriptions to graphs, equations,
    Evidence mathematical illustrate their Mathematical and/or mathematical
    descriptions thinking. descriptions to illustrate
    to accurately illustrate their Mathematical
    their Mathematical thinking.
    thinking.
    Accurate elaboration of Partially accurate Elaboration of the
    the project. elaboration of the project. project.
    1) All new and old 1) All new and old 1) Not all new and old
    measurements are measurements are included measurements are
    Elaboration
    included 2) Explains how the new included
    2) Explains how the measurements were were 2) Explains how the new
    new measurements obtained measurements were
    were obtained were obtained
    The solution is The solution is organized The solution is organized
    Clarity & organized logically and logically, but some somewhat logically and
    Organization expressed clearly. statements are unclear. many statements are
    unclear.
    Productive Students present their Students present their work Students present their
    work using using mathematical ideas, work using mathematical
    9. Presenting mathematical ideas, well supported by evidence ideas, supported by
    well supported by and reasoning, and are evidence and reasoning.
    evidence and delivered using an
    reasoning, and are appropriate level of formality
    delivered using an and using growing
    appropriate level of understanding of register
    formality and
    understanding of
    register

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