Evaluation Criteria
How to debate and negotiate
Level 1
(50-59%)
Level 2
(60-69%)
Level 3
(70-79%)
Level 4
(80-100%)
D-
50-52%
D
53-56%
D+
57-59%
C-
60-62%
C
63-66%
C+
67-69%
B-
70-72%
B
73-76%
B+
77-79%
A-
80-86%
A
87-94%
A+
95-100%
Civic responsibility
The student...
Limited or incomplete
...sometimes uses classroom project time well but is often off-task and disruptive to the work of others.
Developing
...usually uses classroom project time well, but occasionally distracts others from their work, although not in a hostile manner.
Proficient
...always uses classroom project time well. Most conversations are focused on the project and are held in a manner that typically does not disrupt others; is aware of one's actions and the effects of those actions on others.
Excellence
...always uses classroom project time well. Conversations are primarily focused on the project and are held in a manner that does not disrupt others; can explain cause and effect of actions.
Listening to others with understanding and empathy
When given written and/or spoken texts, the student...
Limited or incomplete
...selectively listens to others.
Developing
...always listens to others.
Proficient
...listens and demonstrates understanding of another person's point of view.
Excellence
...listens empathetically and demonstrates understanding of another person's point of view that differs from own.
Thinking flexibly
When new data is provided, the student...
Limited or incomplete
...accepts the information as given; restates facts; does not apply facts to actions and continues to follow plan as developed by self or others.
Developing
...considers new information and demonstrates ability to change direction or use different strategies with guidance.
Proficient
...considers new information and adjusts effort and strategies when needed.
Excellence
...considers new information, adjusts performance and extends learning to new situations.
Work ethic
The student...
Limited or incomplete
...sometimes uses classroom project time well but is often off-task and disruptive to the work of others.
Developing
...always uses classroom project time well. Most conversations are focused on the project and are held in a manner that typically does not disrupt others; is aware of one's actions and the effects of those actions on others.
Proficient
...thinks before acting and maintains focus; sets goals and strategically plans to reach those goals; exercises self-restraint without assistance.
Excellence
...always uses classroom project time well. Conversations are primarily focused on the project and are held in a manner that does not disrupt others; can explain cause and effect of actions.