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