Granby Capstone Rubric- Grades 2, 5, 8 and 12

Capstone Goal: to provide students the opportunity to demonstrate their growth and skills related to the Granby Mission to be powerful thinkers, effective collaborators and compassionate contributors.  The capstone project will occur in Grades 2, 5, 8, and 12 and be comprised of two main parts:

1. A research paper

2. A presentation and reflection on learning

 Assessment Criteria: see below  (1. Powerful Thinking; 2. Presentation; 3. Effective collaboration; 4. Compassionate Contributing; 5. Perseverance)

 

  1. Powerful Thinking = Research Paper: assessed by grade level writing rubric
  2. Presentation

Grade 2, 5 and 8 - Presentation

1 - Insufficient

2- Emerging

3- Progressing

4- Proficient

The student demonstrates none or one of these characteristics throughout their presentation:

  1. eye contact with audience
  2. projects voice so all audience members can hear
  3. stand up straight and faces audience

The student demonstrates two of these characteristics throughout their presentation:

  1. eye contact with audience
  2. projects voice so all audience members can hear
  3. stand up straight and faces audience

The student demonstrates each of these characteristics inconsistently throughout their presentation:

  1. eye contact with audience
  2. projects voice so all audience members can hear
  3. stand up straight and faces audience

The student demonstrates each of these characteristics consistently throughout their presentation:

  1. eye contact with audience
  2. projects voice so all audience members can hear
  3. stand up straight and faces audience

None of the students presentation materials are at the appropriate level for their audience.

 

The student’s presentation mode was ineffective for their audience to understand their main idea(s).

Some of the students presentation materials are at the appropriate level for their audience.

 

The student’s presentation mode (poster, powerpoint, verbal presentation, etc) was effective for their audience to understand their presentation and but did not effectively conveyed the main idea(s). 

The student chose the appropriate level of presentation materials for their audience.

 

               OR

 

The student’s presentation mode (poster, powerpoint, verbal presentation, etc) was effective for their audience to understand their presentation and effectively conveyed the main idea(s). 

The student chose the appropriate level of presentation materials for their audience.

 

               AND

 

The student’s presentation mode (poster, powerpoint, verbal presentation, etc) was effective for their audience to understand their presentation and effectively conveyed the main idea(s).


Grade 12 - Presentation

1- Insufficient

2- Emerging

3- Progressing

4- Proficient

5- Mastery

lengthy hesitation and/or halting and uneven speech

 

no eye contact and/or reads from notes entirely

Frequent hesitation; choppy speech

 

 

attempts eye contact; over reliance on notes

Several instances of hesitation of short duration during speech

 

some eye contact; references to notes distracts audience

Natural flow of speech with minimal hesitation

 

 

Consistent eye contact; references to notes do not interfere with presentation

Speaks with inflection and expression, engaging the audience with speech and eye contact

 

Speaks without notes

common ideas are not grouped together

 

transitions are not used to connect ideas

organization lacks logic and clarity

 

ideas are loosely grouped

 

Few, if any transitions are used

Common ideas are grouped together and logical

 

transitions are sometimes used to connect relevant ideas

 

Common ideas are grouped together and flow

 

Transitions often connect ideas

Well-organized information flows smoothly from one idea to the next

 

message is clear

 

transitions are used effectively


3. Effective Collaboration

Grade 2- Effective Collaborator

1 - Insufficient

2- Emerging

3- Progressing

4- Proficient

Demonstrates little responsibility, may be off task, shows minimal group participation, disagrees or argues with group without supporting the work or purpose.

Shares some responsibility, contributing some information at times, attempts to listen to others ideas.

Consistently contributes to group and shows individual responsibility by sharing own ideas, contributing own solutions, respects group members opinions.

Works well with group members, holds self and others accountable for contributions, shares ideas, listens and generates solutions to solve probles (a contributing member)


Grade 5 and 8 - Effective Collaborator

1 - Insufficient

2- Emerging

3- Progressing

4- Proficient

Demonstrates little responsibility, may be off task, shows minimal group participation, disagrees or argues with group without supporting the work or purpose.

Shares some responsibility, contributing some information at times, attempts to listen to others ideas.

Consistently contributes to group and shows individual responsibility by sharing own ideas, contributing own solutions, respects group members opinions.

Works well with group members, holds self and others accountable for contributions, shares ideas, listens and generates solutions to solve problems (a contributing member)

Elicits minimal or no feedback and does not know how to use it to advance the cause.

Elicit  feedback but may not use feedback to advance the cause from one or more sources

Elicit and use feedback to advance the cause from some sources

Elicit and use feedback to advance the  cause from multiple sources


Grade 12- Effective Collaborator

1 - Insufficient

2- Emerging

3- Progressing

4- Proficient

Collaborates with limited productivity and respect, demonstrates little ability to listen to each other’s ideas. Presenting ideas in isolation

Collaborates with some productivity and respect to discuss ideas, drawing on a single viewpoint and more individual versus group contributions.

Collaborates productively and respectively promoting discourse that clarifies ideas in order to represent a single idea that represents a collective group effort.

Collaborates productively and respectfully promoting discourse that clarifies ideas, draws on multiple viewpoints, exchanges ideas in order to clarify and represent individual and collective contributions.

Student reflection answers none of the following questions:

  1. How have you grown as a learner? (use your portfolio to support your reflection)
  2. What skills have you developed that demonstrate your ability to successfully collaborate?

Student reflection answers one of the following questions:

  1. How have you grown as a learner? (use your portfolio to support your reflection)
  2. What skills have you developed that demonstrate your ability to successfully collaborate?

Student reflection  answers the following questions with little detail and specificity:

  1. How have you grown as a learner? (use your portfolio to support your reflection)
  2. What skills have you developed that demonstrate your ability to successfully collaborate?

Student reflection answers the following questions thoughtfully and with detail citing work done throughout their educational career:

  1. How have you grown as a learner? (use your portfolio to support your reflection)
  2. What skills have you developed that demonstrate your ability to successfully collaborate?


4. Compassionate Contributor

Grade 2- Compassionate Contributor

1 - Insufficient

2- Emerging

3- Progressing

4- Proficient

Student answers none of the following:

  1. I can explain my project
  2. I can explain what i learned
  3. I can explain why I think my project is important

Student answers one of the following:

  1. I can explain my project
  2. I can explain what I learned
  3. I can explain why I think my project is important

Student answers two  of the following:

  1. I can explain my project
  2. I can explain what I learned
  3. I can explain why I think my project is important

Student answers all of the following:

  1. I can explain my project
  2. I can explain what I learned
  3. I can explain why I think my project is important


Grade 5 and 8 - Compassionate Contributor

1 - Insufficient

2- Emerging

3- Progressing

4- Proficient

Student answers 1 or 2  of the following with details:

  1. What did you learn?
  2. Why is it important?
  3. How did it change your thinking?
  4. How does it affect your community (local, national, global)?
  5. How could your learning help others?

Student answers 3 or 4 of the following with details:

  1. What did you learn?
  2. Why is it important?
  3. How did it change your thinking?
  4. How does it affect your community (local, national, global)?
  5. How could your learning help others?

Student answers all of the following:

  1. What did you learn?
  2. Why is it important?
  3. How did it change your thinking?
  4. How does it affect your community (local, national, global)?
  5. How could your learning help others?

 

Student answers all of the following thoroughly and with detail:

  1. What did you learn?
  2. Why is it important?
  3. How did it change your thinking?
  4. How does it affect your community (local, national, global)?
  5. How could your learning help others?


Grade 12 - Compassionate Contributing

1 - Insufficient

2- Emerging

3- Progressing

4- Proficient

Students reflection on the following question does not represent an understanding of compassion or equality. (Reflection is limited to personal connections)

 

  1. How has your Capstone project led you to a deeper understanding of compassion and equality?

Students reflection on the following question represents a vague understanding of compassion and/or equality. (Reflection includes personal connections relating to self only)

 

  1. How has your Capstone project led you to a deeper understanding of compassion and equality?

Students reflection on the following question represents a general understanding of compassion and equality (Reflection includes personal connections relates to self and a beginning sense of situations beyond themselves)

  1. How has your Capstone project led you to a deeper understanding of compassion and equality?

Students  reflection on the following question clearly represents a deep understanding of compassion and equality (Reflection includes personal connections and relates to situations beyond themselves) i.e.:  I have changed…. as a result of my actions; the world or community is better as a result of my actions because….

  1. How has your Capstone project led you to a deeper understanding of compassion and equality?


Grade 2 and 5- Perseverance

1- Insufficient

2-Emerging

3- Progressing

4- Proficient

You did not stick with the task when you had difficulty and you did not ask for support.

You almost stopped when the task became difficult.  You needed to be prompted to use supports.  When prompted you have asked follow up questions.

You kept trying when the task was hard.  You asked for support, you asked questions to help you focus and move forward.

You kept trying when the task was hard.  You had the stamina to work until the task was completed.


Grade 8 and 12- Perseverance

1- Insufficient

2-Emerging

3- Progressing

4- Proficient

Gives up easily and quickly on difficult tasks. Is unaware of resources.

Tries to complete tasks when the answers or solutions are not readily available, but gives up when task is too difficult.  Gets off task easily. Draws on limited range of resources.

Stays on task when trying to find answers or solutions to problems. Draws on available resources.

Stays on task no matter how difficult it is to find the answers to solutions. Evaluates the use of a variety of strategies to solve the problem. Searches for and draws on wide range of resources.

 


Granby Public Schools
15-B North Granby Road
Granby CT 06035
Fax: 860.844.6081
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