Evaluation Criteria
How to ‘ruin’ everything
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%
Applying past knowledge to new situations
The student...
Limited or incomplete
...is able to apply some events to other contexts.
Developing
...uses experience from the past when confronted with a new problem when reminded by others how it relates.
Proficient
...uses previous, knowledge, data, theories or processes to solve challenges.
Excellence
...abstracts meaning from an experience, applies it to a new situation and explains how it relates to previous experiences.
Questioning and posing problems
The student...
Limited or incomplete
...is able to generate closed-ended questions but is afraid to probe deeper into an issue or problem.
Developing
...is not afraid to probe deeper into an issue or problem but needs prompting from teacher to generate appropriate questions.
Proficient
...is able to generate appropriate questions to see alternative points of view.
Excellence
...is able to pose hypothetical problems; makes connections and relationships.
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.