MARKING RUBRIC FOR COMMUNITY EVENT PLAN Overall Expectations Look Fors Level 4 Student Initiated Level 3 Teacher Supported Level 2 Teacher Directed Level 1 Teacher Initiated R THINKING/INQUIRY PMR1 be able to plan for research, using a variety of strategies and technologies; IEIC2 evaluate the quality of interdisciplinary endeavours (leadership and mentorship), using a variety of strategies IEIC3 analyse and describe the impact on society of interdisciplinary approaches (leadership and mentorship) and solutions to real-life situations; IEIC4 analyse and describe how interdisciplinary skills (leadership and mentorship) relate to personal development and careers. Effective Planning Leader initiates and plans event independently with minimal teacher involvement Leader develops plan with some teacher involvement to clarify details Leader develops plan in response to teacher questioning and prompting Leader follows plan initiated by the teacher and requires a great deal of assistance Leader does not meet expectations at a passing level Debriefing Process Leader debriefs event with insight, and identifies multiple areas for improvement and extensions Leader debriefs event with clarity and identifies two or more areas for improvement Leader debriefs event with some clarity and offers one area for improvement Leader debriefs event superficially and does not identify areas for improvement Leader does not meet expectations at a passing level Impact on Community Leader identifies multiple and rich ways in which the community was impacted Leader identifies three significant ways in which the community was impacted Leader identifies two ways in which the community was significantly impacted Leader identifies one way in which the community was impacted. Leader does not meet expectations at a passing level Personal Growth Leader demonstrates significant and authentic personal growth, and identifies ways in he/she will use this learning Leader makes connections between the event and his/her personal growth and recognizes the value of this growth Leader describes his/her feelings and can make some connections to personal growth Leader describes his/her feelings related to the Leader does not meet expectations at a passing level
COMMUNICATION IEIC3 analyse and describe the impact on society of interdisciplinary approaches (leadership and mentorship) and solutions to real-life situations; TI/C analyse and describe how interdisciplinary skills (leadership and mentorship) relate to personal development and careers. TI/C Clarity of responses Leader’s responses display logical and insightful organization of ideas; no additional clarification is required; few or no spelling and/or grammar errors are present Leader’s responses are organized but not necessarily insightful; minimal clarification is required; few or no spelling and/or grammar errors are present Leader’s responses are not consistently and/or clearly organized; clarification is required frequently; some spelling and/or grammar errors are present Leader’s responses are superficial and disorganized; much clarification is needed; grammar and/or spelling errors detract from communication of information Leader does not meet expectations at a passing APPLICATION IEIC1 implement and communicate information about leadership and mentorship, using a variety of methods and strategies; TF4 demonstrate the skills and strategies used to develop leadership and mentorship products and activities PMR2 be able to access appropriate resources, a variety of research strategies and technologies; Use of Check Model Leader follows Model independently and precisely throughout the entire process Leader follows Check Model with some teacher assistance Leader follows Check Model inconsistently and requires teacher intervention Leader requires teacher to guide him/her through the use of the Check Model Leader does not meet expectations at a passing level Problem Solving Leader solves problems effectively and independently Leader solves problems with minimal teacher intervention Leader requires teacher assistance to solve problems Leader relies on teacher to solve problems. Leader does not meet expectations at a passing level Contingency Planning Leader independently troubleshoots unexpected events and pre-emptively makes alternative arrangements Leader troubleshoots unexpected events and imagines a contingency plan but doesn’t necessarily make the arrangements Leader troubleshoots unexpected events with teacher assistance and no contingency plans Leader relies on teacher to troubleshoot unexpected events and make contingency plans Leader does not meet expectations at a passing Accessing information Leader independently accesses multiple sources of information to carry out the event Leader requires minimal teacher assistance to access sources of information to carry out the event Leader requires teacher assistance to access sources of information to carry out the event Leader requires teacher to access sources of information to carry out the event Leader does not meet expectations at a passing level