Student project conclusions simply involved restating information with no analysis or application to specific project situation. Student could have put more work into organizing presentation rather than just listing information. Conclusions not related to project data. Student work not logically or effectively structured
Student project's conclusions could be supported by stronger evidence. Level of project analysis is adequate
Student project shows good effort was made in analyzing the evidence collected. Student made good connections between project ideas
Student carefully analyzed the information collected and drew appropriate and relevant conclusions supported by the evidence provided. Voice of the student is clearly evident.
Documentation of Sources Provided/ In-text Footnotes, etc. via APA style
NCGTS: 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1, 5.1, 5.2, 5.3
NCPTS: 1a.4, 1c.4, 1e.1, 1e.2, 2a.1, 2b.1, 2b.2, 2b.3, 2b.4, 2c.2, 2d.1, 2d.2, 2e.1, 2e.2, 2e.3, 4b.5, 4f.1, 4h.3, 5b.1, 5c.1, 5c.2
21stC: Global Awareness, Civic Literacy, Social and Cross Cultural Skills
ECU Global Perspective Objective 2
While student's project shows some knowledge about one's own culture, the culture of one's students, and the culture of one's school and community, there is little or no demonstrated professional understanding of how to respond to cultural difference or conflict.
Student's project demonstrates basic knowledge of culture and cultural diversity issues studied. Project demonstrates basic working knowledge of school strategies that are often used to resolve the diversity issue studied in this project. However, data presented does not clearly address and/or resolve problem(s) posed. Project does not address how advocacy issue would create more inclusive, respectful and responsive educational environment(s.).
Student’s project provides evidence of research-based knowledge of culture and cultural diversity issues studied. Project demonstrates knowledge of research-based strategies to address identified school diversity issue(s) posed. Strategies and recommendations identified are relevant to particular individuals, groups, and/or organizational structures studied. Project shows evidence that student has begun to think about how he/she might provide a more visible leadership in achieving a more respectful, inclusive, and responsive educational environment(s).
Student's project provides evidence of comprehensive mastery of culture and cultural diversity issues studied. Project demonstrates cutting-edge knowledge of how to effectively influence and change school organizational culture(s) policies and practices. Project demonstrates student's knowledge of guiding principles of cultural proficiency, social justice, and democracy. Project clearly provides evidence of student's leadership in promoting (or potentially promoting) a more respectful inclusive, and responsive educational environment(s).
Advocacy Project is Persuasive in Tone/Use of Cross-Cultural Leadership Communication Skills
NCGTS: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 4.6, 5.1, 5.3
NCPTS: 1a.6, 1b.1, 1b3, 1c.1, 1c.2, 1c.3, 1d.1, 1d.2, 2b.1, 2b.2, 2b.4, 2c.1, 2c.2, 2d.1, 2e.1, 2e.2, 3c.3, 3d.1, 4b.2, 4b.5, 4f.1, 5c.2
21C: Global Awareness, Civic Literacy; Social and Cultural Skills, Leadership and Responsibility,
Communication and Collaboration
ECU CF: ?
ECU Global Perspective Objective 4
Students showed little evidence of thoughtful research or demonstrated leadership skills. Project wanders without research-based resolution.
Final project does not effectively communicate the nature, aim, goals, and/or project results.
Students need to work on communicating their ideas more effectively. Problem posed not effectively solved in educational setting.
Students effectively communicated the results of their research project. Models good conflict resolution skills.
Students effectively and creatively used appropriate cross-cultural communication tools to convey their conclusions and persuade reading audience toward social change