Community Service Expectations

Community Service Project Rubric

Identifies Problem
Clearly identifies the problem by asking thoughtful, highly creative, well-worded and insightful questions based on new and prior knowledge
Adequately identifies a problem by asking meaningful questions based on new and some prior knowledge.
Can, with limited assistance, identify a problem and develop questions based on new information.

Needs significant assistance to identify the problem and in the development of questions.
Reflects on service as a component of active citizenship, community engagement, and social responsibility.
Clear connections between community service and responsible, engaged citizens are made and articulated in a mature manner.
Strong ideas about active engagement and social responsibility are presented, but are not fully integrated with how service is related.

Ideas about active citizenship/community engagement and social responsibility lack connection.  Little to no ability to integrate how service is related to these ideas of citizenship.
Ineffective articulation about ideas connecting active citizenship/community engagement or social responsibility.
Demonstrates reciprocity and responsiveness in volunteer service with community organizations
Clear articulation how his/her volunteer experience has been more than a one-way relationship (more than one person acting as giver, and the other, the receiver).
Respect and sensitivity for those that s/he served allowed a response between the student and those served and how s/he was affected or challenged or changed by the relationships.
The experience has raised a basic awareness of reciprocal relationships in the context or service.

Thoughtful reflection  demonstrates how s/he has been responsive, sensitive, or respectful.
An emerging awareness of reciprocity, responsiveness, sensitivity, and respect, but has not fully integrated these traits into their understanding of service.
Amateur demonstration for the appreciation of reciprocity, responsiveness, sensitivity and respect in the context of service.

Volunteer service, for this student, is a one-way relationship.
Innovative Thinking

Creates an original idea, question, solution, or product uniquely suited to the task. New knowledge is created.
Re-creates model or design in a new context relevant to the task.  Some elements of original design/model remain.
Makes significant changes to existing model or design mostly related to the task.
Makes slight change(s) to existing model or design somewhat suitable to the task.
Community Service Project Rubric

Non-Verbal Skills
Eye contact holds the attention of the audience, seldom looks at notes.  Body language is relaxed and self-confident.  Movements are appropriate, fluid and enhance presentation.
Consistent use of direct eye contact with audience but returns to notes.
Displays little to no tensions.  Movements are appropriate and enhance presentation.
Displays minimal eye contact with audience, while reading mostly from notes.
Displays mild tension, has trouble recovering from mistakes.  Very little movements or descriptive gestures.
Limited to no eye contact with the audience, the entire report is read from notes, or slides.
Tension and nervousness is obvious, has trouble recovering from mistakes.  No movement or descriptive gestures.
Verbal Skills
Enthusiastically demonstrates a strong, positive feeling about topic during the entire presentation.
Articulates vocabulary correctly and uses a clear voice that all audience members can hear presentation.
Enthusiasm fluctuates throughout presentation.  Voice is clear so that audience members can hear the presentation, pronounces most of the words correctly.
Shows negativity towards topic presented. Voice is low, words are pronounced incorrectly.  Audience has difficulty hearing presentation.
Shows little to no interest in topic presented.  Mumbles, incorrectly pronounces terms and speaks too quietly for a majority of students to hear.
Presented in a logical, interesting way in which audience can follow.  No spelling or grammatical errors.  Knowledge of presentation is obvious through explanations and elaborations.
Presentation is logical and easy to follow, yet lacks aspects that make it interesting.  A few (2) spelling/grammatical mistakes.  Knowledge of presentation is fairly obvious, yet lacks elaboration.
Presentation is not well organized and difficult to follow.  There are three or more spelling/grammatical errors.  Knowledge of presentation is weak due to a rudimentary explanation.
Presentation is poorly organized and does not follow any sequence of information.  Four or more spelling/grammatical errors.  Knowledge base is weak and questions cannot be answered.

Grade/ Comments:  _____________________________________________________________________

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