Evaluation

Evaluation (back to home)

Please note that grammar, spelling, neatness and organization are part of the assessment for each of the assignments.

PHASE I
teacher assessment
student
self assessment
or
peer assessment
Not sufficient
1 – 5 points)
- Several grammar and spelling mistakes
- Not neatly presented
- Faults in organization
Meets most requirements
(6- 8oints)
- Few mistakes in grammar and spelling
- Neat with minimal mistakes
- Organization understandable
Expert
Meets all of the requirements and more
(9 – 10 points)
-Proper grammar and spelling
- Neatness
- Well organized

____ 10 points
Define Vocabulary terms for your movement only.
___ / 10
self assessment
__ Uses some of the vocab. terms appropriately. May have mistakes in use of terms. May not have used in proper context. May not be clear that student understands the term. ___ Uses most (at least 80%)of the vocabulary and terms appropriately ___ Uses all vocabulary and terms appro-
priately and includes a glossary section for those not defined in the text
___ Identifies and defines at least three more vocabulary terms.

___ 10 points
What are the goals of the movement?
___/ 10
self assessment
___ The overall goal is not clear.
___Explanation of goal not sufficient or clear.
___ A broad goal is defined and explained. ___ A primary goal and at least two specific goals are identified. ___Compelling reasons are given for WHY those goals are important.

___ 10 points
What were the strategies used to attain those goals?
(i.e. use of legal system – Brown v Board of Education )
___ / 10
self assessment
___ A strategy is given and explained to varying degrees, Little depth of information given. ___ At least 3 strategies are given and explained.
___ Concrete examples of each strategy are given with a brief description.
___ At least 5 strategies are given and explained.
___ Concrete
examples of each strategy described in detail

___ 10 points
Did the strategies work? Were they effective?
___ / 10
self assessment
___ An attempt at analysis of effectiveness is made, with little supporting evidence. ___ At least three strategies are analyzed for effectiveness. Student’s personal opinion is given. ___ All 5 strategies are analyzed for effectiveness. Student gives opinion on effectiveness and backs up opinion with facts and examples.

___ 10 points
Creative presentation of your findings to your group
___ / 10
peer assessment
(You will assess to work of others in your group)
___ Gives presentation
___ Little creativity
___ Missing content
___ Hard to follow, not organized or prepared.
___ Somewhat creative
___ Somewhat memorable
___ Contains most of content
___ Somewhat organized
___ Creative
___ Memorable
___ Content (Contains all of above requirements)
____ Well organized, easy to follow

PHASE II
GROUP PROJECTS
TEACHER
ASSESSMENT
SELF OR PEER ASSESSMENT Not sufficient
(1 – 5 points)
- Several grammar and spelling mistakes
- Not neatly presented
- Faults in organization
Meets most requirements
(6- 8oints)
- Few mistakes in grammar and spelling
- Neat with minimal mistakes
- Organization understandable
Expert
Meets all of the requirements and more
(9 – 10 points)
- Proper grammar and spelling
- Neatness
- Well organized

____ 10 points
Step1:
Find a current event that demonstrates violation of EQUALITY FOR
ALL
____ / 10
self assessment
____ Current event not found on own, needed to use a current event provided by the teacher. ___ Current event found and cited from proper source
___ Reasons given for choosing event may clearly connect it to Phase I research
___ Current event found and cited from proper source.
___Event happened within last 6 months
___Event described, reasons given for why it was chosen, clear connection to Phase I research

____ 10 points
Step 2:
Show evidence of your brainstorming process (notes) on what you can do about this issue. Establish a concrete goal.
___ / 10
self or group
assessment
___ Notes are provided from brainstorming session. ___ Notes from brainstorming session are provided. They are neat and understandable.
___ Some possible actions are given.
___ Actions are prioritized.
___ Reference to past social movements is made.
___ Goal is established.
___ Notes /lists of possible actions that could be taken as a response to the issue are neat and clear.
___Actions are put in order of most effective to least effective.
___ Reasons are given for the three actions thought most effective. Examples are given and explained from past social movements.

___ 10 points
Step 3: (Individual Assessment) You present an identity and action plan according to your role.
___ / 10
self assessment
____ An action plan is created but it does not meet the specific requirements and may not address take on the role of the "identity"
(see group assessment)
___ A somewhat effective action plan is presented
___ Identity created
___ Action plan relates to identity
(see group assessment)
___ Individual presents effective action plan, outlining steps that can be taken by the "identity" to reach goal.
____ Identity is described with all required information
(see group assessment)

____ 20 points
Step 3:
(Group assessment)
Creative presentation to the Class: What can we do about this?
From all four perspectives: JOURNALIST, POLITICIAN, BUSINESSPERSON, HIGH SCHOOL STUDENT
___/ 20
peer assessment
___ At least 2 of 4 identities present strategies
___ Some strategy is given
___ Presentation is not very beneficial to others or it is late
___ Little evidence of use of research from other movements.
____At least 3 of 4 identities present their strategies.
___Strategies show some layers of planning
___Some reasons for using strategies given
___ Evidence from research of other movements used to explain effectiveness of strategy
____ Presentation is somewhat creative and clear.
____Other students may benefit from presentation.
____All four identities clearly present their strategies.
___Strategies show several layers of planning
___Reasons for using strategies given
___ Evidence from research of other movements used to explain effectiveness of all levels of strategy
____ Presentation is creative and clear.
____Other students will benefit from presentation.

_____/100 total ____/100 total

Citation of news source –

newspaper article should be included with name of newspaper, date
TV news report: Summarize news story. Include TV station, date viewed
Radio news report: Summarize news story. Include radio station, date heard.
Internet news report: Include copy of article, name of news source (newspaper, or news service) date of article, date you found the information.

Back to home

PHASE I teacher assessment	student self assessment or peer assessment	Not sufficient 1 – 5 points) - Several grammar and spelling mistakes - Not neatly presented - Faults in organization	Meets most requirements (6- 8oints) - Few mistakes in grammar and spelling - Neat with minimal mistakes - Organization understandable	Expert Meets all of the requirements and more (9 – 10 points) -Proper grammar and spelling - Neatness - Well organized
____ 10 points Define Vocabulary terms for your movement only.	___ / 10 self assessment	__ Uses some of the vocab. terms appropriately. May have mistakes in use of terms. May not have used in proper context. May not be clear that student understands the term.	___ Uses most (at least 80%)of the vocabulary and terms appropriately	___ Uses all vocabulary and terms appro- priately and includes a glossary section for those not defined in the text ___ Identifies and defines at least three more vocabulary terms.
___ 10 points What are the goals of the movement?	___/ 10 self assessment	___ The overall goal is not clear. ___Explanation of goal not sufficient or clear.	___ A broad goal is defined and explained.	___ A primary goal and at least two specific goals are identified. ___Compelling reasons are given for WHY those goals are important.
___ 10 points What were the strategies used to attain those goals? (i.e. use of legal system – Brown v Board of Education )	___ / 10 self assessment	___ A strategy is given and explained to varying degrees, Little depth of information given.	___ At least 3 strategies are given and explained. ___ Concrete examples of each strategy are given with a brief description.	___ At least 5 strategies are given and explained. ___ Concrete examples of each strategy described in detail
___ 10 points Did the strategies work? Were they effective?	___ / 10 self assessment	___ An attempt at analysis of effectiveness is made, with little supporting evidence.	___ At least three strategies are analyzed for effectiveness. Student’s personal opinion is given.	___ All 5 strategies are analyzed for effectiveness. Student gives opinion on effectiveness and backs up opinion with facts and examples.
___ 10 points Creative presentation of your findings to your group	___ / 10 peer assessment (You will assess to work of others in your group)	___ Gives presentation ___ Little creativity ___ Missing content ___ Hard to follow, not organized or prepared.	___ Somewhat creative ___ Somewhat memorable ___ Contains most of content ___ Somewhat organized	___ Creative ___ Memorable ___ Content (Contains all of above requirements) ____ Well organized, easy to follow

PHASE II GROUP PROJECTS TEACHER ASSESSMENT	SELF OR PEER ASSESSMENT	Not sufficient (1 – 5 points) - Several grammar and spelling mistakes - Not neatly presented - Faults in organization	Meets most requirements (6- 8oints) - Few mistakes in grammar and spelling - Neat with minimal mistakes - Organization understandable	Expert Meets all of the requirements and more (9 – 10 points) - Proper grammar and spelling - Neatness - Well organized
____ 10 points Step1: Find a current event that demonstrates violation of EQUALITY FOR ALL	____ / 10 self assessment	____ Current event not found on own, needed to use a current event provided by the teacher.	___ Current event found and cited from proper source ___ Reasons given for choosing event may clearly connect it to Phase I research	___ Current event found and cited from proper source. ___Event happened within last 6 months ___Event described, reasons given for why it was chosen, clear connection to Phase I research
____ 10 points Step 2: Show evidence of your brainstorming process (notes) on what you can do about this issue. Establish a concrete goal.	___ / 10 self or group assessment	___ Notes are provided from brainstorming session.	___ Notes from brainstorming session are provided. They are neat and understandable. ___ Some possible actions are given. ___ Actions are prioritized. ___ Reference to past social movements is made.	___ Goal is established. ___ Notes /lists of possible actions that could be taken as a response to the issue are neat and clear. ___Actions are put in order of most effective to least effective. ___ Reasons are given for the three actions thought most effective. Examples are given and explained from past social movements.
___ 10 points Step 3: (Individual Assessment) You present an identity and action plan according to your role.	___ / 10 self assessment	____ An action plan is created but it does not meet the specific requirements and may not address take on the role of the "identity" (see group assessment)	___ A somewhat effective action plan is presented ___ Identity created ___ Action plan relates to identity (see group assessment)	___ Individual presents effective action plan, outlining steps that can be taken by the "identity" to reach goal. ____ Identity is described with all required information (see group assessment)
____ 20 points Step 3: (Group assessment) Creative presentation to the Class: What can we do about this? From all four perspectives: JOURNALIST, POLITICIAN, BUSINESSPERSON, HIGH SCHOOL STUDENT	___/ 20 peer assessment	___ At least 2 of 4 identities present strategies ___ Some strategy is given ___ Presentation is not very beneficial to others or it is late ___ Little evidence of use of research from other movements.	____At least 3 of 4 identities present their strategies. ___Strategies show some layers of planning ___Some reasons for using strategies given ___ Evidence from research of other movements used to explain effectiveness of strategy ____ Presentation is somewhat creative and clear. ____Other students may benefit from presentation.	____All four identities clearly present their strategies. ___Strategies show several layers of planning ___Reasons for using strategies given ___ Evidence from research of other movements used to explain effectiveness of all levels of strategy ____ Presentation is creative and clear. ____Other students will benefit from presentation.
_____/100 total	____/100 total