The Labour Day Critical Design Challenge |
Lesson 3
55
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Intermediate ETFO Resource
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Learning from Labour
The Labour Day Critical Design Challenge Rubric
______ Self-Evaluation
______ Teacher Evaluation
Criteria
Level 1:
Limited
Proposal
Level 2:
General
Proposal
Level 3:
Substantial
Proposal
Level 4:
Powerful
Proposal
Critical and Creative Thinking
Proposal includes a rich
and detailed array of
relevant criteria based on
specific aspects, events,
people, organizations or
developments of ‘labour’.
Student refers to a
limited array of relevant
criteria.
Student refers to a
general array of relevant
criteria.
Student refers to an
array of relevant criteria.
Student refers to a
rich
array of relevant criteria.
Criteria for judgment
includes sound rationale,
evidence and historical
detail.
Student provides
limited rationale,
evidence and historical
or current detail as
support for proposed
choices and activities.
Student provides
general rationale,
evidence or inferred
historical and current
detail as support for
proposed choices and
activities.
Student provides
substantial rationale,
evidence and historical
and current detail as
support for proposed
choices and activities.
Student provides a
thorough rationale,
evidence and specific
historical and current
detail as support for
proposed choices and
activities.
Organization of Ideas
Proposal has
a
haphazard
organization.
Proposal has
inconsistent
organization.
Proposal has a
logical
organization
.
Proposal has a
clear and
logical organization.
Use of Language
Student communicates
clearly.
Student communicates
with
minimum clarity
whether in oral or
written language.
Student communicates
somewhat clearly
whether in oral or
written language.
Student communicates
clearly whether in oral
or written language.
Student communicates
clearly and precisely
whether in oral or
written language.
Student demonstrates
effective and appropriate
language use in written
and/or oral expression.
In written language
student uses
minimal
paragraphs, ideas
without elaboration and
functional vocabulary.
In written language
student uses
some
paragraphs, brief
elaborations and
functional but
appropriate vocabulary.
In written language
student uses
paragraphs, elaborates
ideas and descriptive,
functional and
appropriate vocabulary.
In written language
student
uses
paragraphs, elaborates
ideas and has a rich
use of vocabulary.
In oral language, student
speaks with
limited
effectiveness and eye
contact.
In oral language, student
speaks with a
generally
effective voice and eye
contact.
In oral language, student
speaks coherently, with
a
projected voice and
effective eye contact.
In oral language,
student speaks clearly
and coherently, with an
enthusiastic voice and
natural eye contact.