What

Evaluation is about rating learner performance and products in order to determine grades or credits earned. It takes into account feedback from project participants as well as the quality of work produced. That MAY include

  • The project plan
  • On-site conduct
  • Reflections
  • Products
  • Presentations

Why

Most education systems require grades. Fairly determining them promotes learner engagement and quality work.

How: Rubrics

Definition – a guideline for grading a project using specific performance standards

    Purpose – To simplify evaluating a learner’s academic and civic learning (vs. grading based on the quality of the service provided)

      Options for using them (possibly with learner input):

      • Choose or tweak something already on file (e.g., for a presentation)
      • Use one of our templates (see below, many more in the GD Educator Guide)
      • Tweak one of our templates
      • Build new ones

      Rubrics we have to offer

      • For specific project steps
        • Initial research
        • Project plan
        • Reflection
          • Journal entries
          • Reflective writings (pic below)
        • Products
        • Presentations
      • For an entire project (pic below)
      • For a group project (where all participants get the same grade)
      • For each of our recommended possible project goals (examples below)

      Rubric Examples

      Reflection: Journal Entries

      Criteria4 - Advanced3 - Proficient2 - Developing1 - Beginning
      ENTRY FREQUENCYThere are regular entries as planned.90% of the planned entries have been completed.80% of the planned entries have been completed.Less than 80% of the planned entries have been completed.
      USE OF ACCURATE TOPIC-SPECIFIC LANGUAGETerm usage is consistent and accurate.Term usage is adequate.There is occasional term usage with few errors.There is no usage of terms or frequent errors in usage.
      APPLICABILITY TO OTHER PARTS OF LIFEThere is clear and consistent application to personal or professional life.There is frequent application to personal or professional life.There is occasional application to personal or professional life.Evidence of application to personal or professional life is largely lacking.
      CONCEPT UNDERSTANDINGUnderstanding of key course concepts is clear and consistent.There is consistent demonstration of concept understanding.There is inconsistent demonstration of concept understanding.Understanding of concepts is significantly limited or lacking.
      REFLECTION DEPTHThere is self-assessment and attention to ethical actions and impacts.There is consideration of event/action significance and impacts.Entries are limited to feelings or immediate responses to events or actions.There is minimal consideration of significance or impacts of events or actions.

      Entire Project

      Criteria4 - Advanced3 - Proficient2 - Developing1 - Beginning
      MEETING ACTUAL COMMUNITY NEEDSThe need is based on current research conducted by the learner (with educator assistance where appropriate).The need is based on past research conducted by the learner (with educator assistance where appropriate).The need is determined mainly through guesswork about the community .Community needs are secondary, and the project focuses on learner needs or desires .
      COORDINATION WITH COMMUNITYActive, direct collaboration with community (by the educator or learner) occurs throughout.There is community involvement during one or more project stages.Community members are informed of the project directly.Community members are coincidentally informed or not included at all.
      ACADEMIC INTEGRATIONAcademic/course content is integrated and connected to the service experience at each step.Academic/course content is integrated and connected to the service experience, particularly during reflection.Connections between course content and activities are limited, such that the emphasis is on service.There is minimal connection to curriculum, such that the experience is limited to community service.
      FACILITATING REFLECTIONFrequent reflection includes considering implications for future action, personal values, and growth using accurate topic- specific language.Reflection includes basic connections to the learner's life, applying concepts appropriately and using accurate topic-specific language.Reflection includes limited connecting to the learner's life or applying concepts appropriately, often without using or misusing topic-specific language.Significant reflection is absent (versus simple reporting or summarizing events).
      APPLICABILITY TO OTHER PARTS OF LIFEThere is consistent and direct application of new skills or knowledge.There is active application of new skills or knowledge.There is inconsistent application of new skills or knowledge.There is little application of skills or knowledge outside the classroom.
      CARING/ETHICAL DECISION-MAKINGDecisions made reflect caring and attention to ethics throughout the experience.Decisions made reflect caring and attention to ethics during most of the experience.Decisions made during the experience reflect a degree of caring or attention to ethics.There is limited evidence of caring or ethical decision- making during the experience.
      PROMOTING POSITIVE OUTCOMESResults include positive changes or insights for participants and significant progress in solving a problem or meeting a need.There are measurable positive impacts for participants and the community.Impacts are mainly superficial but include new and unique benefits to the community.Impacts are superficial and have limited community benefit.

      For Specific Goals (5 out of 32 shown)

      Criteria (goal)4 - Advanced3 - Proficient2 - Developing1 - Beginning
      Apply course concepts/material to understand or address a community need or issue.The learner directly and frequently applies new skills or knowledge to the need or issue.The learner uses opportunities to apply new skills or knowledge to the need or issue.The learner's understanding or application of new skills or knowledge is uneven.Application of skills or knowledge occurs in class only or is not evident.
      Demonstrate curiosity and resourcefulness as an active/ independent lifelong learner.The learner shows high levels of engagement and resourcefulness throughout the project.The learner is actively engaged and resourceful during the project.The learner's levels of active engagement and resourcefulness are uneven and at times lacking.There are minimal or no indications of active engagement or resourcefulness by group members.
      Work independently and with others, including by identifying, articulating, and resolving issues in academic and work settings.The learner works independently and with others, including by quickly and ethically identifying, articulating, and resolving issues in academic and work settings.The learner works independently and with others, including by identifying, articulating, and resolving issues in academic and work settings.Independent and team performance is inconsistent.There is limited evidence of effort to work independently and with others.
      Work with community support providers or advocates.The learner builds camaraderie and enhances the work of community support providers or advocates.The learner fulfills agreed-upon commitments in working with community support providers or advocates.Positive outcomes of work with community support providers or advocates are limited for one party.The learner doesn't fulfill agreed-upon commitments in working with community support providers or advocates.
      Demonstrate integrity and responsibility for yourself, life outcomes, and impacts on others.The learner consistently takes responsibility and shows commitment to integrity.The learner takes responsibility and shows commitment to integrity.The learner takes responsibility and shows commitment to integrity at times.The learner rarely takes responsibility or shows commitment to integrity.