Performance Standards Performance Standard Suggested Evaluation Method Create an application packet for a company based on teacher criteria with 90% accuracy. Written rubric Conduct a mock interview with the teacher following a rubric on effective interviewing skills with 95% accuracy. Performance – interview rubric Compile research information to compose a newspaper article for a new company. Complete this task with 90% accuracy according to teacher criteria. Written rubric Suggested Projects None Multiple Intelligence Types Verbal/Linguistic Bodily/Kinesthetic Intrapersonal Resources Website: Applying for a job 2. Website: Career Consulting Corner 3. Application Packet: Application Packet Rubric See attached 4. Website: Workplace Writers Website: Career Perfect Website: Westfeet.com Mock Interview Rubric: Mock Interview Rubric See attached Website: Egyptian Webquest Writing Rubric: PA Writing Rubric See attached
CATEGORY 4 3 2 1 Spelling and Proofreading No spelling or grammar errors. No more than a couple of spelling or grammar errors. No more than 3 spelling or grammar errors. More than 3 spelling or grammar errors. Requirements All of the required content was present. 90% of the required content was present. At 75% of the required content was present. Less than 75% of the required content was present. Application Appearance The application packet has headlines that capture the reader's attention and accurately describe the applicant. The application packet has headlines that accurately describe the applicant and most of the time captures the reader's attention. The application packet has headlines that accurately describe the applicant. The application packet is missing headlines and doesn't accurately describe the applicant. Application Purpose 90-100% of the application establishes a clear purpose in the cover letter, resume, and letter of recommendation and demonstrates a clear understanding of the topic. 85-89% of the application establishes a clear purpose in the cover letter, resume, and letter of recommendation and demonstrates a clear understanding of the topic. 75-84% of the application establishes a clear purpose in the cover letter, resume, and letter of recommendation and demonstrates a clear understanding of the topic. Less than 75% of the application establishes a clear purpose in the cover letter, resume, and letter of recommendation and demonstrates a clear understanding of the topic.
CATEGORY 4 3 2 1 Setting Up the Interview The student introduced himself/herself, explained why he/she was interested in the position and thanked the interviewer for the opportunity to interview. The student introduced himself/herself, explained why he/she was interested in the position, but needed a reminder to thank the interviewer for the opportunity to interview. The student introduced himself/herself and explained why he/she was interested in the position. The student needed assistance in all aspects of setting up the interview. Knowledge Gained Student accurately answered several questions posed by the interviewer and told how this interview relates to the material being studied in class. Student accurately answered a few questions posed by the interviewer and told how this interview relates to the material being studied in class. Student accurately answered a few questions by the interviewer and did not relate the materials to studied in class. Student did not accurately answer questions by the interviewer and did not relate the materials to those studied in class. Preparation Before the interview, the student prepared for several in-depth AND factual questions to be asked by the interviewer. Before the interview, the student prepared for a couple of questions and several factual questions to be asked by the interviewer. Before the interview, the student prepared for several factual questions to be asked by the interviewer. The student did not prepare for any questions before the interview. Follow-up Questions The student listened carefully to the interviewer and asked several relevant follow-up questions based on what the person said. The student listened carefully to the interviewer and asked a couple of relevant follow-up questions based on what the person said. The student asked one follow-up question based on what the interviewer said. The student did not ask any follow-up questions based on what the interviewer said.
PA State Writing Rubric 6 5 4 3 2 1 sharp, distinct focus clear focus adequate focus vague focus confused focus absence of focus substantial, specific, and/or illustrative content; sophisticated ideas that are particularly well developed specific and content sufficient content content limited to a listing, repetition, or mere sequence of ideas superficial content absence of relevant content obviously controlled and/or subtle organization logical and appropriate organization confused organization absence of organization writer's voice apparent in tone, sentence structure, and word choice precision and variety in sentence structure and word choice some precision and variety in sentence structure and word choice limited sentence variety and word choice lack of sentence and word choice variety no apparent control over sentence structure and word choice few mechanical and usage errors some and usage errors mechanical and usage errors not severe enough to interfere significantly with the writer's purpose repeated in mechanics and usage mechanical and errors that seriously interfere with the writer's purpose mechanical and usage errors so severe that writer's ideas are difficult if not impossible to understand Non-Scorable (NS) Off-Prompt (OF) is illegible; i.e., includes so many undecipherable words that no sense can be made of the response is incoherent; i.e., words are legible but syntax is so garbled that response makes no sense is a blank paper is readable but did not respond to prompt