interest(s) to choice of project; interest(s) to choice of project; not effectively introduces goals of the an effective introduction to project project goals Steps Exceeds Standard Meets Standard Meet Standard Doesn’t Details provide In a logical and clear manner, Omits key steps of the process; too elaboration thoroughly describes how each detailed; not detailed enough; does step of the project was not supply needed definitions; not a logical sequence; confusing; accomplished unclear Knowledge & Exceeds Standard Meets Standard Meet Standard Doesn’t Details provide Identifies previous Does not establish previous Skills elaboration knowledge/skills and the new knowledge/skills; does not discuss knowledge/skills acquired through new knowledge and/or new skills; digresses from project focus; the project concentrates on superficial aspects of the experience Experiences Exceeds Standard Meets Standard Meet Standard Doesn’t Details elaborate the Discusses the differences between Fails to identify predictions and/or differences and predicted and actual project experiences; no comparison; fails provides rationale for to analyze the reasons for the experiences the differences differences Contributions of Exceeds Standard Meets Standard Meet Standard Doesn’t Others Details elaborate on Evaluates the contributions of the Makes too few references to contributions mentor and others role; does not mentor’s communicate the value of the mentor and/or others Connection to Exceeds Standard Meets Standard Meet Standard Doesn’t Post-Secondary Details elaborate on Speculates about the importance of Does not connect learning Plans the impact of the this learning process and its impact experiences to the future; project upon future on future learning; reflects on self importance not identified; plans as a learner reflection about self as a learner not clear; too much emphasis on project activities or product Logical Exceeds Standard Meets Standard Meet Standard Doesn’t Progression Thoughtful transitions Moves the reader through the text Moves abruptly from one idea to clearly show how in a logical manner with smooth another; paragraphs do not flow ideas (paragraphs) transitions logically; poor use of transitions. connect; pacing is well controlled Word Choice Exceeds Standard Meets Standard Meet Standard Doesn’t Vocabulary is striking, Uses language that is precise, Limited or vague word choice; too powerful and engaging and well suited to the many passive verbs and/or engaging; it catches project and the audience words and clichés; the and inconsistent use of language; reader’s eye lingers in mind repetitive; weak descriptors; slang.
interest(s) to choice of project; effectively introduces goals of the project interest(s) to choice of project; not an effective introduction to project goals Steps Exceeds Standard Details provide elaboration Meets Standard In a logical and clear manner, thoroughly describes how each step of the project was accomplished Doesn’t Meet Standard Omits key steps of the process; too detailed; not detailed enough; does not supply needed definitions; not a logical sequence; confusing; unclear Knowledge & Skills Exceeds Standard Details provide elaboration Meets Standard Identifies previous knowledge/skills and the new knowledge/skills acquired through the project Doesn’t Meet Standard Does not establish previous knowledge/skills; does not discuss new knowledge and/or new skills; digresses from project focus; concentrates on superficial aspects of the experience Experiences Exceeds Standard Details elaborate the differences and provides rationale for the differences Meets Standard Discusses the differences between predicted and actual project experiences Doesn’t Meet Standard Fails to identify predictions and/or experiences; no comparison; fails to analyze the reasons for the differences Contributions of Others Exceeds Standard Details elaborate on contributions Meets Standard Evaluates the contributions of the mentor and others Doesn’t Meet Standard Makes too few references to mentor’s role; does not communicate the value of the mentor and/or others Connection to Post-Secondary Plans Exceeds Standard Details elaborate on the impact of the project upon future plans Meets Standard Speculates about the importance of this learning process and its impact on future learning; reflects on self as a learner Doesn’t Meet Standard Does not connect learning experiences to the future; importance not identified; reflection about self as a learner not clear; too much emphasis on project activities or product Logical Progression Exceeds Standard Thoughtful transitions clearly show how ideas (paragraphs) connect; pacing is well controlled Meets Standard Moves the reader through the text in a logical manner with smooth transitions Doesn’t Meet Standard Moves abruptly from one idea to another; paragraphs do not flow logically; poor use of transitions. Word Choice Exceeds Standard Vocabulary is striking, powerful and engaging; it catches the reader’s eye and lingers in mind Meets Standard Uses language that is precise, engaging and well suited to the project and the audience Doesn’t Meet Standard Limited or vague word choice; too many passive verbs and/or words and clichés; inconsistent use of language; repetitive; weak descriptors; slang.
Graduate%20Project%20Student%20Handbook%20Online%20Version%202013-14.docx