CARITAS PROJECT GRADING RUBRIC
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1 CARITAS PROJECT GRADING RUBRIC Student Name: Date: Evaluator Chair: Additional Evaluators: This rubric is designed to evaluate the whole of the Caritas Project from start to finish. This should be used as a guide to finalize the grade of the student(s) who conducted the project. Each student in a group should have an individual rubric completed and an individual grade assigned by the lead evaluator that reflects the student s work on the project. Please include as many notes as necessary that will help to explain the grade. Grade Breakdown Scope, Development and Execution: 60% Binder Format and Content: 10% Reflection Essay: 15% Presentation & Interview: 15% Lead Evaluator Comments: Total possible points: 200 Score for Caritas Project: /200 Grade:
2 Scope, Development and Execution: 60% 1) Project Scope and Development: The Caritas Project was developed to its full intent. The student s proposed project was planned well and designed to achieve the 100 hour goal. The student contacted the proper individuals to carry out the project and followed through on Campus Ministry recommendations made in regular Caritas meetings held with Mr. McIntosh, the St Rita Service Coordinator and Mr. Blaszak, St. Rita Director of Student Life. Finally the student met all required timelines (due dates) in regards to the Caritas Project Requirements. The project was completed on time. 2) Project is community-based and has a proven positive impact on individuals: The Caritas Project is designed to impact the lives of individuals within the given community. The project is not self-serving, but instead, the project identified a problem/issue and attempted to improve or impact the selected issue. The student can identify and discuss the problem and the impact his project has had on individuals during his interview. These benefits, whether tangible or intangible, need to be quantified and/or explained. 3) Project is sustainable or leaves a lasting impact: The Caritas Project can be passed along to another group of students or individuals who can continue working with the same group/organization, and try to improve upon the work. The Caritas project can also be proven to have made a lasting impact on a community that justifies its continuance as another Caritas project. 4) Effort and Drive: Project execution demonstrated the full impact of the intent of the project. The Caritas Project took all necessary steps required to achieve the intended goal. It is clearly evident that the student put his best effort into the project. The student did his best to overcome any obstacles encountered along the way. If faced with adversity, the student put full effort into resolving the issue to provide the best possible outcome. He worked to the best of his abilities to carry out his project. 5) Timely communication is maintained throughout the project. The member (s) of each Caritas group are expected to maintain communication with Mr. McIntosh, the St. Rita Service Coordinator, throughout the duration of the project. Students need to schedule and attend meetings when requested by Mr. McIntosh and provide updates on their project when requested, including submission of all components by the required deadlines. Student regularly maintained time-log in Google Sheets Total score for Scope, Development and Execution /125
3 Binder Format and Content Rubric: 10% Element Outstanding (4) Basic (2) Missing (0) Score Binder of good quality, Formal Title Page with each group member s name included, Table of Contents page (or tabs) Formal, typed proposal included and actual project performed follows intent of submitted proposal Printed copy of Google Time Sheet provides specific details about each day or service, location, work performed, members present s/other electronic communications, pictures, artifacts, press clippings (if any), etc. included Appearance of documents is professional (neat, free of grammar, spelling errors, etc.) Total Score /20
4 Reflection Essay Rubric: 15% Element Outstanding (4) Satisfactory (2) Not Met (0) Score Writing Quality Essay has proper writing structure, flow and clarity. No spelling or grammar errors. Essay is readable, but has 1-3 spelling or grammar errors and/or is unclear at times. Essay lacks clarity and is difficult to follow and/or has 4 or more spelling or grammar errors. Personal Impact Impact on Others Role Stated Lessons Learned Is able to show how the project changed his own life and/or perspective. Is able to convey the true effect of caritas (love for others) as it was brought about by the project. States that the project made an impact on him, but without evident passion or pride. States the impact he believes the project had on others, but without evidence. Student clearly states the specific duties he performed and his role in the context of the group (if applicable) Articulates at least one obstacle that he or his group faced during the project and how he learned to deal with such an issue in the future. Does not state that the project made an impression on him at a personal level. Does not state the impact his project had on other people. Student does not discuss either his duties or his role among the group (if applicable) Student does not discuss any obstacles faced in detail. Length MLA Format Typed Essay is at least 1.5 pages long (double spaced) Essay has both a name and title. Margins are 1 inch or less. Font is standard serif or sans serif font in either 11 or 12 pt. Typed Essay is 1.5 pages or less Essay is missing either a name or title, or margins are greater than 1 inch, or font is not standard type or size. Total Score /20
5 Presentation & Interview Rubric: 15% Element Summary Impact on Community Impact on Self Answer Follow-Up and Discussion Questions Organizes the Content Outstanding (4) Very detailed summary that expands on process and reasoning Speaks to several impacts and expands in detail on the impacts Proficient (3) Offers details and some thoughts on reasoning Speaks to several impacts and some expansion on why Offers several points Offers one (or and expands in detail on more points) and personal affect expands some Expands on answers with detail and insight Organized logically with fluid transitions to capture and hold the listener s attention throughout the entire presentation. Basic (2) Summary is broad with very minimal details One broad point on impact with little/no expansion on point One broad, basic point with little/no expansion Answers Answers with minimally with some expansion little or no evidence The organization of the content is congruent; transitions are evident. The content has some organization; transitions are abrupt and distracting. Insufficient (1) Very broad, offered no details The content lacks organization. Score Element Appearance and Demeanor Length of Presentation Visual Aids Uses tone, speed, volume and posture as tools. Outstanding (4) Presents self as would for college/job interview (shirt & tie; positive attitude) Completed presentation within allotted 5-8 minute time period Digital media/visual displays are polished, informative, and support audience understanding The speaker manipulates tone, speed, and volume, using these tools to emphasize important ideas and hold the listener s attention. Makes frequent eye contact with audience Basic (2) Not in Uniform Length is too long (over 10 minutes) or too short (under 4 minutes) Digital media/visual displays are confusing and distracting Speaker was barely audible, spoke too quickly. Does not maintain eye contact or acknowledge audience. Score Total Score /35
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