Mariana Echeverria

Veronica Martinez

Name: ______________________________________________ Period: ________________ Date: _________________

Community Service-Learning Project Rubric

1 2 4
3
Focus Area Needs Below Beyond the Notes
Proficient
Improvement Proficient limits
Project Impact/ No or little Some evidence Strong Student is able
Meeting evidence of of classroom, evidence that to discuss the
Community classroom, student, or the project had impact of the
Needs student, or community a purpose and project an d
What was the community impact. made a report results.
purpose of the impact. difference. It is clear that
project? How did Students are the project
it impact the able to discuss made a
community? the impact of positive impact
the project and in the
report results. community.
Visuals/ Project Has no visuals Has a few Props and Props and
Display: or project visuals or visuals and visuals
display/ project PowerPoint enhance the
PowerPoint. display/ presentation content of the
PowerPoint. are related to project and
the project. draw in the
audience.
Problem Solving Little amount Some critical Critical Critical
and Research: of critical thinking, thinking, thinking and
What higher level thinking, problem problem research is
thinking and problem solving, or solving, and extremely
project research solving, or research. research is evident and
are evident? research. evident and strengthens
discussed by the project.
students.
Service Hours Did little or no Did not meet Met the Went far above
Completed service. the amount of amount of the amount of
hours hours required hours
required. required.
Student Students does Students can Student clearly Student clearly
Reflection: What not discuss some understands understands
is the project? demonstrate a purpose and the project and the project,
Does the student clear purpose has little presented in a presents in a
know what the of the service- understanding. well- organized well-organized
purpose of their learning. and and
service? What professional professional
would student manner. manner
change? What did includes and
student enjoy? action plan
based on their
reflection of
the project.
Points Earned Total
in each column Points:____/2
0
Name: ________________________________________ Period: ________________ Date: __________

Scale Drawing and the Recipe

Scoring Rubric Exceeding Meets Approaching

Expectations Expectations Expectations

The student includes, The student includes The student partially

diagrams, tables, diagrams, tables, arithmetic, includes diagrams,
arithmetic, graphs, graphs, equations, and/or tables, arithmetic,
equations, and/or mathematical descriptions to graphs, equations,
Evidence mathematical illustrate their Mathematical and/or mathematical
descriptions thinking. descriptions to illustrate
to accurately illustrate their Mathematical
their Mathematical thinking.
thinking.
Accurate elaboration of Partially accurate Elaboration of the
the project. elaboration of the project. project.
1) All new and old 1) All new and old 1) Not all new and old
measurements are measurements are included measurements are
Elaboration
included 2) Explains how the new included
2) Explains how the measurements were were 2) Explains how the new
new measurements obtained measurements were
were obtained were obtained
The solution is The solution is organized The solution is organized
Clarity & organized logically and logically, but some somewhat logically and
Organization expressed clearly. statements are unclear. many statements are
unclear.
Productive Students present their Students present their work Students present their
work using using mathematical ideas, work using mathematical
9. Presenting mathematical ideas, well supported by evidence ideas, supported by
well supported by and reasoning, and are evidence and reasoning.
evidence and delivered using an
reasoning, and are appropriate level of formality
delivered using an and using growing
appropriate level of understanding of register
formality and
understanding of
register