generation citizen civic skills assessment plan skills rubrics... · web viewgeneration citizen...

Generation Citizen Civic Skills Assessment PlanDraft: January 2011

“In today’s world, it’s no longer how much you know that matters; it’s what you can do with what you know.”1 Schools are increasingly recognizing the importance of preparing students for active participation in a changing and complex world through the intentional teaching of skills, rather than just content, in engaging and relevant contexts.

We’ve selected three skills – persuasive communication, critical analysis, and group collaboration – that are an important part of the Generation Citizen curriculum and of students’ broader academic and civic learning. All three align with the Partnership for 21st Century Skills framework, which has been adopted by many districts around the country (www.p21.org) and with the federal policy agenda for civic skills recently developed by a group of leading scholars and public leaders (www.civicyouth.org/federal-policy-and-civic-skills).

We hope these rubrics, which are aligned with the Generation Citizen curriculum and can be used on an ongoing basis to measure each skill, will help you to assess students’ civic skill development in your own classroom. We also hope to use data from classroom assessments to measure how the Generation Citizen program is helping to support development of students’ civic and academic skills.

Suggestions for use:- These rubrics are designed for use with the assessment prompts included in relevant lessons of the Generation Citizen curriculum. They should be shared with students before they complete an assessment so that they are aware of the criteria for mastery of a civic skill and also be used for evaluation of the assessment. In addition, they may be used more broadly on other assignments or even in other content areas; the more the rubrics are used with students, the more aware they will become of their own civic skill development. We also encourage you to modify the rubrics as needed to better meet the needs of your students. - We encourage you to use the rubrics with students regularly for self-assessment, helping them to internalize the criteria and take ownership of their own civic skills development. Students can also identify other criteria that may be important to assess in a specific project or context. Use of a portfolio and the civic skills tracking form can help students to document and reflect on their civic skills development throughout the semester. - We encourage both mentors and teachers to participate in assessment, as it spreads out the workload, gives students opportunities for feedback from multiple perspectives, and is a great opportunity to learn about students and their learning. However, since teachers are ultimately responsible for student learning, it is important that mentors and teachers work together to develop a shared understanding of assessment criteria. - Assess work according to the criteria on the rubric, not an explicit or implicit “curve.” While we suggest aligning students’ grades to the rubric, this can be a flexible process that promotes growth. For instance, at the beginning of the semester, a student may need a lower rating to get an “A” than at the end of the semester, or you may choose to give students opportunities to replace grades earned earlier in the semester with higher grades earned as they master skills.

Rubrics are adapted from:Catalina Foothills School District. CFSD 21st Century Learning Rubric – Skill: Teamwork. http://www.cfsd16.org/public/_century/centMain.aspxBuck Institute for Education. 21st Century Skills Assessment Rubric: Collaboration. http://www.bie.org/tools/useful Thanks to Dana Marie Brown, Kegan Smith, and Alexandra Budge for their work on these materials!

1 Wagner, T. (2008). The global achievement gap. New York: Basic Books. P. 111

http://www.bie.org/tools/useful

http://www.cfsd16.org/public/_century/centMain.aspx

http://www.p21.org/

Generation Citizen Civic Skill: Group Collaboration

Authentic Assessment Opportunities in GC Curriculum:Lesson 4 – Comparing Government SystemsLesson 5 – Introduction to American Government & LobbyingLesson 11 – Formulating Our Action Plan & Project TeamsLesson 12 – Mobilizing Community MembersLesson 14 – Getting Media AttentionAction! Day – Working in Project TeamsAction! Day – Putting Social Networking to UseAction! Day – Outreach to Key PlayersAction! Day – Influencing Decision Makers

Suggestion: Assess this skill by observing students as they work in groups for 5-10 minutes. For ease of use, use one rubric per group while observing, with different colors or symbols to represent each student. Then, at the end of the day’s groupwork, ask students to self-assess. Transfer your observations to the individual student’s feedback form to provide him or her with your assessment.

Generation Citizen Civic Skill: Persuasive Communication (Oral)

Authentic Assessment Opportunities in GC Curriculum:Lesson 2 – Mapping Our CommunitiesLesson 3 – Narrowing the IssuesLesson 6 - Lobbying SimulationLesson 10 – Effective Public SpeakingLesson 12 – Mobilizing Community MembersLesson 14 – Getting Media AttentionAction! Day – Outreach to Key PlayersAction! Day – Influencing Decision MakersAction! Day – Wrapping Up

Generation Citizen Civic Skill: Persuasive Communication (Written)

Authentic Assessment Opportunities in GC Curriculum:Lesson 7 – Voting for Our Focus IssueLesson 13 – Writing an Opinion PieceAction! Day – Outreach to Key Players

Generation Citizen Civic Skill: Critical Analysis

Authentic Assessment Opportunities in GC Curriculum:Lesson 7 – Voting for Our Focus IssueLesson 9 – Researching Our Focus IssueAction! Day – Learning from an ExpertAction! Day – Components of an Editorial

Feedback Form: Group CollaborationName ____________ Lesson/Project ____________ Date ________

Self Assessment

Duties Limited Developing Proficient Advanced Exemplary

Attitude Limited Developing Proficient Advanced Exemplary

Ideas Limited Developing Proficient Advanced Exemplary

Listening Limited Developing Proficient Advanced Exemplary

Feedback Limited Developing Proficient Advanced Exemplary

Goalsetting Limited Developing Proficient Advanced Exemplary

Focus Limited Developing Proficient Advanced Exemplary

Organization

Limited Developing Proficient Advanced Exemplary

Reflection Limited Developing Proficient Advanced Exemplary

OVERALL Limited Developing

Proficient Advanced Exemplary

One strength I displayed is:

One area I need to improve is:

I can do this by:

Teacher/Mentor Assessment

Duties Limited Developing Proficient Advanced Exemplary

Attitude Limited Developing Proficient Advanced Exemplary

Ideas Limited Developing Proficient Advanced Exemplary

Listening Limited Developing Proficient Advanced Exemplary

Feedback Limited Developing Proficient Advanced Exemplary

Goalsetting Limited Developing Proficient Advanced Exemplary

Focus Limited Developing Proficient Advanced Exemplary

Organization


Reflection Limited Developing Proficient Advanced Exemplary

OVERALL Limited Developing

Proficient Advanced Exemplary

Comments:

Group collaboration means…Pl

ayin

g im

port

ant

role

sTo Generation Citizen To me

Duties: Completing duties for assigned roles, and at times facilitating discussion or action or accepting extra responsibilities to help group reach goals. Attitude: Maintaining a positive attitude and encourages others.

Cont

ribu

ting

idea

s an

d lis

teni

ng t

o ot

hers

Ideas: Contributing relevant ideas to discussion, and using discussion strategies (summary, synthesis, etc.) to keep conversation focused.

Listening: Listening actively and respectfully to others, asking clarifying questions, synthesizing multiple ideas, and ensuring that everyone has a chance to participate.

Feedback: Actively providing and seeking out constructive feedback and incorporating it into work.

Hel

ping

gro

up r

each

goa

ls

Goalsetting: Leading group in setting and/ or clarifying goals, compromising if necessary.

Focus: Helping others maintain focus on the group’s work and goals.

Organization: Choosing and adapting effective strategies to organize work.

Reflection: Encouraging group to assess and reflect upon quality of work and progress towards goals.

Generation Citizen Civic Skills RubricGroup Collaboration

Criteria


Play

s im

port

ant

role

s in

gro

upDu

ties

Refuses to take on group roles, or does not complete responsibilities for assigned role.

Completes responsibilities for assigned roles, with extra support or prompting at times.

Completes responsibilities for assigned roles, and takes on a variety of roles within group.

Completes responsibilities for assigned roles, and at times takes on a leadership role or extra responsibilities with support.

Completes duties for assigned roles, and at times facilitates discussion or action or accepts extra responsibilities to help group reach goals.

Attit

ude Has a negative attitude

towards other group members or the project.

At times, attitude may negatively influence other group members.

Generally maintains a positive attitude.

Consistently maintains a positive attitude.

Maintains a positive attitude and encourages others.

Cont

ribu

tes

idea

s an

d lis

tens

to

othe

rsId

eas

Rarely contributes relevant ideas to discussion.

Contributes relevant ideas to discussion if asked.

Contributes relevant ideas to discussion.

Contributes relevant ideas to discussion, and occasionally attempts to use discussion strategies.

Contributes relevant ideas to discussion, and uses discussion strategies (summary, synthesis, etc.) to keep conversation focused.

Liste

ning

Does not show evidence of listening to others’ ideas, and may interrupt or be disrespectful of others’ ideas.

Listens passively to others. Rarely, if ever, interrupts and can usually explain others’ ideas if asked.

Consistently listens respectfully to others. May occasionally ask clarifying questions or build upon someone else’s idea.

Listens respectfully and actively to others, and asks clarifying questions or builds upon others’ ideas.

Listens actively and respectfully to others, asking clarifying questions, synthesizing multiple ideas, and ensuring that everyone has a chance to participate.

Feed

back

Does not provide or accept constructive feedback.

Occasionally provides or accepts constructive feedback if directed.

Provides and accepts constructive feedback when directed.

Offers and accepts constructive feedback.

Actively provides and seeks out constructive feedback and incorporates it into work.

Hel

ps g

roup

rea

ch g

oals

Goal

setti

ng

Does not participate in setting or clarifying group goals.

Participates in setting and/ or clarifying group goals, but may not express opinion or may have difficulty compromising.

Participates in setting and/or clarifying group goals. Eventually compromises if necessary.

Participates in setting and/or clarifying group goals, compromising if necessary.

Leads group in setting and/ or clarifying goals, compromising if necessary.

Focu

s Often loses focus on the group’s work and goals.

Occasionally loses focus on the group’s work and goals.

Generally stays focused on the group’s work and goals.

Consistently stays focused on the group’s work and goals.

Helps others maintain focus on the group’s work and goals.

Orga

niza

tion Does not use strategies to

organize work.When directed, uses strategies to organize work with extra support.

When directed, uses strategies to organize work (timelines, notes, resource lists, etc.).

Uses strategies to organize work.

Chooses and adapts effective strategies to organize work.

Refle

ctio

n Does not reflect on the quality of the group’s work.

Reflects on quality of work and progress towards goals with extra support.

When directed, reflects on quality of work and progress towards goals.

Reflects on quality of work and progress towards goals.

Encourages group to assess and reflect upon quality of work and progress towards goals.

Feedback Form: Persuasive Oral CommunicationName ____________ Lesson/Project ____________ Date ________

Self Assessment

Main idea Limited Developing Proficient Advanced Exemplary

Organization Limited Developing Proficient Advanced Exemplary

Evidence Limited Developing Proficient Advanced Exemplary

Other perspectives Limited Developing Proficient Advanced Exemplary

Audience and purpose


Speech Limited Developing Proficient Advanced Exemplary

Body language Limited Developing Proficient Advanced Exemplary

Materials Limited Developing Proficient Advanced Exemplary

OVERALL Limited

Developing

Proficient

Advanced

Exemplary



I can do this by:








Speech Limited Developing Proficient Advanced Exemplary

Body language Limited Developing Proficient Advanced Exemplary

Materials Limited Developing Proficient Advanced Exemplary

OVERALL Limited

Developing

Proficient

Advanced

Exemplary

Comments:

Persuasive Oral Communication means…M

akin

g a

clea

r an

d co

nvin

cing

arg

umen

tTo Generation Citizen To me

Main Idea: Clearly stating and emphasizing argument or main idea that is especially unique and/or compelling. Organization: Organizing and connecting main ideas in a consistently logical, yet creative, pattern. Evidence: Persuasively supporting ideas with a variety of carefully-selected data and reasons. Research on issue and consideration of moral and emotional concerns are evident. Other perspectives: Fully addressing other perspectives, both critiquing arguments and explaining how they have influenced thinking. May thoughtfully consider questions and answer them in a way that enhances argument. Audience and purpose: Creatively adapting speech (length, examples, words, style, etc.) to specific needs of purpose and audience. Paying attention to reaction of audience and adjusting speech effectively.

Pres

enti

ng e

ffec

tive

ly

Speech: Speaking clearly. Expression, conviction, and emphasis create an emotional response in audience.Body language: Posture and eye contact are purposeful. Body language and attire add to the presentation. Materials: Creatively integrating visuals, multimedia, or other relevant, exceptionally high-quality materials with speech to significantly enhance presentation.

Generation Citizen Civic Skills RubricPersuasive Communication (Oral)

Criteria Limited Developing Proficient Advanced Exemplary

Mak

es a

cle

ar a

nd c

onvi

ncin

g ar

gum

ent

Mai

n id

ea

Does not make a clear argument or have a main idea.

Can identify argument or main idea when listening to speech, but it is not clearly stated.

Clearly states argument or main idea.

Clearly states and emphasizes argument or main idea, repeating it in a variety of ways.

Clearly states and emphasizes argument or main idea that is especially unique and/or compelling.

Orga

niza

-tion

Does not have clear organization. Speech is unfocused or jumps around, making it difficult to follow.

Attempts to organize main ideas logically, and may have an introduction or conclusion, but speech is unfocused at times.

Organizes main ideas in a logical progression, with a clear introduction and conclusion.

Organizes main ideas in a logical progression, and connects them using effective transitions.

Organizes and connects main ideas in a consistently logical, yet creative, pattern.

Evid

ence

Does not support important ideas with data or reasons. Research on issue is not evident.

Uses data and reasons to support ideas, but some supporting points may not be relevant or accurate. Evidence of research on issue is limited.

Selects relevant and accurate data and reasons to support ideas.

Selects relevant and accurate data and reasons to support ideas from a variety of reputable sources.

Persuasively supports ideas with a variety of carefully-selected data and reasons. Research on issue and consideration of moral and emotional concerns are evident.

Othe

r pe

rspe

ctiv

es

Does not consider other perspectives on the issue.

Mentions, but does not address, other perspectives on the issue.

Addresses other perspectives briefly, critiquing other arguments or giving credit to others who have influenced thinking.

Addresses other perspectives. Effectively critiques arguments or explains how others have influenced thinking. May thoughtfully consider and answer questions.

Fully addresses other perspectives, both critiquing arguments and explaining how they have influenced thinking. May thoughtfully consider questions and answer them in a way that enhances argument.

Audi

ence

an

d pu

rpos

e Gives no consideration to the purpose or audience with regard to the length and means of the communication. Uses inappropriate language, context, and examples.

Some elements of speech (length, examples, words, style, etc.) may be inappropriate for the audience and purpose.

Delivers message through means and length appropriate for the situation. Language and examples are generally appropriate.

Creatively adapts speech (length, examples, words, style, etc.) to specific needs of purpose and audience.

Creatively adapts speech (length, examples, words, style, etc.) to specific needs of purpose and audience. Pays attention to reaction of audience and adjusts speech effectively.

Pres

ents

eff

ecti

vely

Spee

ch

Is hard to hear or understand. Speaks much too quickly, slowly, softly, or loudly.

Is generally understandable, but tone, fillers, speed, or volume often detracts from presentation.

Speaks clearly, though may occasionally use fillers, sound unnatural, or speak too quickly, slowly, loudly, or softly.

Speaks clearly, naturally, and at an appropriate volume and speed.

Speaks clearly. Expression, conviction, and emphasis create an emotional response in audience.

Body

la

ngua

ge

Does not make eye contact or displays excessive nervous movements. Body language or attire is inappropriate for audience and purpose.

Often appears nervous or makes only occasional eye contact. Some aspects of body language or attire is inappropriate.

Posture and eye contact are generally confident, and body language and attire are adequate.

Posture and eye contact are confident, and body language and attire are appropriate for the audience and purpose.

Posture and eye contact are purposeful. Body language and attire add to the presentation.

Mat

eria

ls

Does not prepare visuals, multimedia, or other materials, or materials detract from the content and purpose of the speech.

Creates materials that are relevant to the speech, but may be difficult to see, hear, or understand and do not enhance its quality.

Uses relevant, high-quality materials that are easy to see, hear, and understand and add to the speech. At times, may not be integrated with presentation.

Integrates relevant, high-quality materials with speech in a way that enhances presentation.

Creatively integrates visuals, multimedia, or other relevant, exceptionally high-quality materials with speech to significantly enhance presentation.

Feedback Form: Persuasive Written CommunicationName ____________ Lesson/Project ____________ Date ________

Self Assessment







Conventions Limited Developing Proficient Advanced Exemplary

Presentation Limited Developing Proficient Advanced Exemplary

OVERALL Limited

Developing

Proficient

Advanced

Exemplary



I can do this by:








Conventions Limited Developing Proficient Advanced Exemplary

Presentation Limited Developing Proficient Advanced Exemplary

OVERALL Limited

Developing

Proficient

Advanced

Exemplary

Comments:

Persuasive Written Communication means…M

akin

g a

clea

r an

d co

nvin

cing

arg

umen

tTo Generation Citizen To me

Main Idea: Clearly stating and emphasizing argument or main idea that is especially unique and/or compelling. Organization: Organizing and connecting main ideas in a consistently logical, yet creative, pattern. Evidence: Persuasively supporting ideas with a variety of carefully-selected, correctly-cited data and reasons. Research on issue and consideration of moral and emotional concerns are evident. Other perspectives: Fully addressing other perspectives, both anticipating and critiquing counterarguments and explaining how they have influenced thinking. Audience and purpose: Adapting writing (length, examples, words, style, etc.) to specific needs of purpose and audience. Style is particularly creative and effective. Writing inspires audience.

Pres

enti

ng

effec

tive

ly

Conventions: Spelling and grammar are perfect. Word choice and sentence construction are consistently thoughtful and effective and inspiring. Presentation: Writing product is polished, and includes other materials (photos, appendices, etc.) that help to communicate writer’s message.

Generation Citizen Civic Skills RubricPersuasive Communication (Written)


Mak

es a

cle

ar a

nd c

onvi

ncin

g ar

gum

ent

Mai

n id

eaDoes not make a clear argument or have a thesis/main idea.

Can identify argument or main idea, but it is not clearly stated.

Clearly states argument or thesis/main idea.

Clearly states and emphasizes argument or thesis/main idea and uses it to focus writing.

Clearly states and emphasizes argument or main idea that is especially unique and/or compelling.

Orga

niza

-tio

n

Does not have clear organization. Writing is unfocused or jumps around, making it difficult to follow.

Attempts to organize main ideas logically, and may have an introduction or conclusion, but writing is unfocused at times.

Organizes main ideas in a logical progression (paragraphs, topic sentences, etc.), with a clear introduction and conclusion.

Organizes main ideas in a logical progression, and connects them using effective transitions.

Organizes and connects main ideas in a consistently logical, yet creative, pattern.

Evid

ence

Does not support important ideas with data or reasons. Research on issue is not evident.

Uses data and reasons to support ideas, but some supporting points may not be relevant or accurate. Evidence of research on issue is limited.

Selects relevant and accurate data and reasons to support ideas. Cites sources correctly.

Selects relevant and accurate data and reasons to support ideas from a variety of reputable sources. Cites sources correctly.

Persuasively supports ideas with a variety of carefully-selected, correctly-cited data and reasons. Research on issue and consideration of moral and emotional concerns are evident.

Othe

r pe

rspe

ctiv

es

Does not consider other perspectives on the issue.

Mentions, but does not address, other perspectives on the issue.

Addresses other perspectives briefly, critiquing other arguments or giving credit to others who have influenced thinking.

Addresses other perspectives. Effectively anticipates and critiques counterarguments or explains how others have influenced thinking.

Fully addresses other perspectives, both anticipating and critiquing counterarguments and explaining how they have influenced thinking.

Audi

ence

an

d pu

rpos

e Gives no consideration to the purpose or audience with regard to the length and means of the communication. Uses inappropriate language, context, and examples.

Some elements of writing (length, examples, words, style, etc.) may be inappropriate for the audience and purpose.

Delivers message through means and length appropriate for the situation. Language and examples are generally appropriate.

Adapts writing (length, examples, words, style, etc.) to specific needs of purpose and audience.

Adapts writing (length, examples, words, style, etc.) to specific needs of purpose and audience. Style is particularly creative and effective. Writing inspires audience.

Pres

ents

arg

umen

t

Conv

entio

ns

Is difficult to understand writing due to issues with spelling, word choice, or grammar.

Spelling and grammar errors are common, but writing is understandable. Appears to pay little attention to the choice of words or construction of sentences.

Few spelling and grammar errors. Word choice and sentence construction is adequate but not inspiring.

Very few, if any, spelling and grammar errors. Clear attempts to choose effective words and sentence construction at times.

Spelling and grammar are perfect. Word choice and sentence construction are consistently thoughtful and effective and inspiring.

Pres

enta

tion

Writing product is hard to read due to font size or style, handwriting, damage, corrections, or other problems.

Writing product is generally readable, but may have unattractive elements.

Writing product is attractive and readable.

Writing product is polished. Elements of presentation indicate that writer paid special attention to appearance of piece.

Writing product is polished, and includes other materials (photos, appendices, etc.) that help to communicate writer’s message.

Feedback Form: Critical AnalysisName ____________ Lesson/Project ____________ Date ________

Self Assessment

Identifying sources Limited Developing Proficient Advanced Exemplary

Selecting information Limited Developing Proficient Advanced Exemplary

Considering perspective


Synthesizing sources Limited Developing Proficient Advanced Exemplary

Using information Limited Developing Proficient Advanced Exemplary

OVERALL Limited

Developing

Proficient

Advanced

Exemplary



I can do this by:


Identifying sources Limited Developing Proficient Advanced Exemplary

Selecting information Limited Developing Proficient Advanced Exemplary

Considering perspective


Synthesizing sources Limited Developing Proficient Advanced Exemplary

Using information Limited Developing Proficient Advanced Exemplary

OVERALL Limited

Developing

Proficient

Advanced

Exemplary

Comments:

Critical Analysis means…Fi

ndin

g, e

valu

atin

g, a

nd u

sing

info

rmat

ion

To Generation Citizen To meIdentifying sources: Identifying highly relevant sources that express a range of perspectives and are in a variety of formats (books, websites, interviews, etc.) . Selecting information: Gathering sufficient, but not extraneous, information from sources. Identifying missing information to find in other sources. Considering perspective: Considering multiple aspects of a source’s perspective, explaining how they influence the information obtained and identifying other perspectives that are needed but not present. Synthesizing sources: Making connections between sources and expressing a synthesized understanding of the issue that is more complex than that expressed by any one source. Using information: Explaining how information influences ideas. Use of information is evident in actions and decisions. Continuing to seek new information to improve outcomes.

Generation Citizen Civic Skills RubricCritical Analysis


Find

s, e

valu

ates

, and

use

s inf

orm

atio

n

Iden

tifyi

ng

Sour

ces

Identifies no relevant sources in any format.

Identifies a few sources. Needs support in determining which are relevant.

Identifies a few relevant sources. Sources may be mostly one format (books, websites, interviews, etc.) and have a limited range of perspectives.

Identifies relevant sources that express several perspectives or are in several different formats.

Identifies highly relevant sources that express a range of perspectives and are in a variety of formats (books, websites, interviews, etc.).

Sele

ctin

g in

form

atio

n Does not narrow down sources or use them to find appropriate information.

Narrows down sources, but needs support to find appropriate information in a source.

Gathers important information from sources, but may not have enough to make decisions or too much irrelevant information.

Gathers sufficient information from sources, and determines which information is not needed.

Gathers sufficient, but not extraneous, information from sources. Identifies missing information to find in other sources.

Cons

ider

ing

pers

pect

ive Does not consider source’s

purpose or point of view. Identifies a source’s purpose, point of view, or potential biases with support.

Identifies some aspects of a source’s perspective (purpose, point of view, biases). With guidance, can explain how they influence information obtained.

Identifies several aspects of a source’s perspective (purpose, point of view, biases) and explains how they influence information obtained.

Considers multiple aspects of a source’s perspective, explaining how they influence the information obtained and identifying other perspectives that are needed but not present.

Synt

hesiz

ing

sour

ces

Does not compare, contrast, or synthesize sources.

Compares and contrasts some sources with support. Does not give reasons for similarities and differences.

Is able to compare and contrast some sources, and explain reasons for similarities and differences on a surface level.

Is able to compare and contrast sources and explain reasons for similarities and differences. Makes connections between sources and expresses a synthesized understanding.

Makes connections between sources and expresses a synthesized understanding of the issue that is more complex than that expressed by any one source.

Usin

g in

form

atio

n

Does not reflect on or refine own ideas. Information does not affect decisions.

Uses some information learned to justify decisions or plans for action, but does not reflect on or refine ideas.

Reflects on or refines ideas with support, and uses information to help make decisions or take action.

Reflects on and refines own ideas, and can explain how information learned affects decisions or actions.

Explains how information influences ideas. Use of information is evident in actions and decisions. Continues to seek new information to improve outcomes.

Tracking Form: Civic Skills DevelopmentName ________________________

Use a line graph to track your civic skills development during Generation Citizen.

Leve

l

Exemplary

Advanced

Proficient

Developing

Limited

Date or Lesson

Key

X=Student Assessment O = Mentor/Teacher Assessment Collaboration Oral Communication

Written Communication Critical Analysis(Use a different color for each skill)

Mid-Semester Reflection Questions:

What trends do you notice in your civic skills development? How do you explain these trends?

What are you most proud of in your civic skills development so far this semester? Why?

What would you like to focus on improving for the rest of this semester? How will you do this?

End-of-Semester Reflection Questions:

What trends do you notice in your civic skills development? How do you explain these trends?

What are you most proud of in your civic skills development this semester? Why?

What would you like to focus on improving in the future? How will you do this?

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