Personal Project Score Sheet, 2013-2014

Student: ______________________________________ Advisor: ______________________________________ Date: ____________________ Project Title: ___________________________________ Format of the project report: Essay OR Video (Circle one)

Personal Project Final Levels Level Supervisor Level Standardizer, if necessary Level Agreed Advisor Comments:

Criterion

NAME & DETAIL

Use the process journal

Define the goal

Select sources

Apply information

Achieve the goal

Reflect on learning

Report the project

Total
2

Criterion A: Use the process journal / Maximum: 4

Level of Achievement

Descriptor The student has not reached a standard described by any of the descriptors given below. The student demonstrates minimal: organizational skills through time and self-management (some entries) communication and collaboration with the supervisor (irregularly) information literacy, thinking and reflection (infrequently noted in the journal) Supervisor Notes

Evidence

0 1

__________________________________ __________________________________ __________________________________ __________________________________ Student Objectives:

demonstrate organizational skills

The student demonstrates some:

organizational skills through time and self-management (infrequent entries made in the journal: monthly, 2x monthly, yet minimal) communication and collaboration with the supervisor (monthly, 2x monthly) information literacy, thinking and reflection (minimally noted in the journal) organizational skills through time and self-management (regular entries made in the journal: weekly, 2x monthly as needed, yet extensively) communication and collaboration with the supervisor (bi-weekly, as needed) information literacy, thinking and reflection (noted regularly and with detail) organizational skills through time and self-management (frequent entries made in the journal: weekly, 2x monthly (regular updates), 2-3x weekly as needed) communication and collaboration with the supervisor (weekly & as needed) information literacy, thinking and reflection (noted frequently and with detail)

showing time- and self-management: Does the student make and attend meetings on a consistent basis? Does the student set and meet benchmarks/goals?
communicate and collaborate with the

The student demonstrates satisfactory:

supervisor: Does the student speak with, email, and work in a productive way with the supervisor, or any other person who can offer assistance?
demonstrate information literacy,

The student demonstrates well-developed:

thinking and reflection: Does the student show clear thinking about the information they are learning? Is he/she asking questions that show thought, reflection, building of knowledge? Is the student reflecting on this new knowledge as it relates to the stated goal?

Criterion B: Define the goal / Maximum: 4

The specifications for the product/outcome created by the student, in consultation with the project supervisor, are used to evaluate the success of the project. These student-created specifications for their product/outcome link to criterion E, in which the student evaluates his or her outcome/product.

Level of Achievement

Descriptor The student has not reached a standard described by any of the descriptors given below. The student: identifies the topic of interest, a focus area of interaction and a limited goal (a simple declarative statement about the topic and the Area of Interaction; goal is easily attainable) creates minimal specifications to evaluate the projects outcome/product or none at all (simple declarative statement or none at all)

0 1

Supervisor Notes ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Student Objectives:

The student:

identify and explain a topic based on personal interest: Students must be GENUINELY INTERESTED in their topic justify ONE focus area of interaction as a context for the project: Why does this Area of Interaction relate to this project and how does it FOCUS the inquiry? outline a clear, achievable, challenging goal: Is the goal possible through research and support? create specifications that will be used to evaluate the projects outcome/product: Specific MEASUREABLE outcomes related to the projects product are in place?

outlines superficially the topic of interest, the focus area of interaction and an achievable goal (general idea about the topic of interest and the Area of Interaction) creates appropriate specifications (3 or less) for evaluating the projects outcome/product, however they lack definition.

The student:

describes clearly the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal creates appropriate & satisfactory specifications (at least 4) for evaluating the projects outcome/product.

The student:

justifies effectively the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal creates appropriately rigorous specifications (at least 5 or 6) for evaluating the projects outcome/product.

Criterion C: Select sources / Maximum: 4

Evidence will be seen in the body of the report and the bibliography.

Level of Achievement

Descriptor The student has not reached a standard described by any of the descriptors given below (no sources are used or inappropriate ones are used, such as Wikipedia) The student:

Supervisor Notes

0 1

selects very few relevant sources to achieve the goal (1-2 sources, one primary) demonstrates minimal evaluation of sources (some invalid)

The student:

selects some relevant sources to achieve the goal (2-4 similar sources) demonstrates some evaluation of sources (At least one primary) Student Objectives:

The student: selects a satisfactory variety of relevant sources to achieve the goal (3-5 different kinds of sources) demonstrates satisfactory evaluation of sources (at least two primary & one secondary relevant to the topic, inform the project, in correct MLA notation)

select varied, relevant sources to achieve the goal: Are the sources a primary & secondary mix? Are they connected to the topic through the Areas of Interaction? Are the sources of various kinds: books, magazines, newspapers, interviews, photos, etc. evaluate sources: Does the student examine the source, who wrote the source, and any bias that may exist? Does the student examine the sources bibliography, if applicable, for more information?

The student: selects a wide variety of relevant sources to achieve the goal (5-6 different kinds of sources) demonstrates well-developed evaluation of sources (at least two primary & at least three secondary sources relevant to the topic and inform the project to a great extent, documented in correct MLA notation)

Criterion D: Apply information: Maximum: 4

Students interpret the information from sources they have researched and selected. By thinking about the information, students develop a broader context for their inquiry; identify questions and issues for their project and solve problems. Students may have researched information relating to techniques, which can be discussed in the context of this objective.

Level of Achievement

Descriptor The student has not reached a standard described by any of the descriptors given below (no information from research is applied) The student demonstrates minimal:

Supervisor Notes

0 1 2

transfer and application of information to make decisions, create solutions and develop understandings in connection with the projects goal. Very little mention of sources in report transfer and application of information to make decisions, create solutions and develop understandings in connection with the projects goal. Some mention of sources in report transfer and application of information to make decisions, create solutions and develop understandings in connection with the projects goal. A connection exists between sources and their impact on the student and/or the project.

The student demonstrates some:

Student Objectives:

The student demonstrates satisfactory:

The student demonstrates well-developed:

transfer and apply information to make decisions, create solutions and develop understandings in connection with the projects goal: Does the student USE what he/she learned through the research to help in the achieving of the goal? If so, how? Where is this documented?

transfer and application of information to make decisions, create solutions and develop understandings in connection with the projects goal. A clear and strong connection exists between sources and their impact on the student and/or the project.

Criterion E: Achieve the goal: Maximum: 4

The final level awarded is decided in collaboration with the supervisor. It is crucial that the specifications are developed by the student before completing the project (see criterion B). The student must discuss any changes in the specifications that took place during the process in his or her report. Where a student does not complete the outcome/product because of factors outside of his or her control, criterion E applies to the stage that the project reached.

Level of Achievement

Descriptor The student has not reached a standard described by any of the descriptors given below. The student evaluates the quality of the outcome/product. The outcome/product is of very limited quality and meets few of the specifications. The student evaluates the quality of the outcome/product. The outcome/product is of limited quality and meets some of the specifications. The student evaluates the quality of the outcome/product.

Supervisor Notes

0 1

The outcome/product is of satisfactory quality and meets many of the specifications.

Student Objectives:

The student evaluates the quality of the outcome/product. The outcome/product is of high quality and meets most or all of the specifications.

evaluate the outcome/product against their own specifications for success: Does the student (in a meeting with the supervisor) accurately and honestly assess the achieving of the goal?

Criterion F: Reflect on learning: Maximum: 4

This criterion addresses the quality of ideas expressed not the quality of language used.

Level of Achievement

Descriptor The student has not reached a standard described by any of the descriptors given below. The student demonstrates minimal:

Supervisor Notes

0 1

reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction reflection on how he or she has developed as a learner by completing the project. reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction reflection on how he or she has developed as a learner by completing the project. reflection on how completing the project has extended his or her knowledge and understanding of the topic and chosen area of interaction reflection on how he or she has developed as a learner by completing the project. reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction reflection on how he or she has developed as a learner by completing the project.

The student demonstrates some:

Student Objectives:

The student demonstrates satisfactory:

reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction: What new information was learned about the topic? What did / How did the student learn more? reflect on how they have developed as a learner by completing the project: In what ways did the student learn more about themselves in terms of how they learn? What mistakes/errors did the student make which caused a change in thinking/strategy/behavior?

The student demonstrates well-developed:

Criterion G: Report the project: Maximum: 4

This criterion will include judgments about presentation, writing (or speaking) conventions, mechanics, grammar, word choice, voice, audience, for example.

Level of Achievement

Descriptor The student has not reached a standard described by any of the descriptors given below. The student demonstrates: minimal organization of the project report according to the required structure communication, which is rarely clear, coherent and concise and may not meet required limits inaccurate use of recognized conventions to acknowledge sources or no acknowledgement of sources. some organization of the project report according to the required structure communication, which is sometimes clear, coherent and concise and is within required limits some accurate use of recognized conventions to acknowledge sources.

Supervisor Notes

The student demonstrates:

Students Objectives:

organize the project report according to the required structure: Does the report follow the SPECIFIC needs for the final report? communicate clearly, coherently and concisely, within required limits: Is the report free from grammatical errors? Is the report clearly organized, written, and does it deliver the meaning/essence of the project? Does it follow the word limits? acknowledge sources according to recognized conventions: Does the report follow MLA requirements for in-text citations, works cited, etc.?

The student demonstrates: satisfactory organization of the project report according to the required structure communication, which is generally clear, coherent and concise and is within required limits generally accurate use of recognized conventions to acknowledge sources. consistent organization of the project report according to the required structure communication, which is clear, coherent and concise and is within required limits accurate use of recognized conventions to acknowledge sources, possibly with minor errors.

The student demonstrates: