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    Meeting Rubric

    Uploaded by

    Em
    This rubric evaluates students on their preparation for and performance at a capstone conference meeting. It assesses students on 4 criteria: preparation for the meeting, evidence of work and learning, identification of next steps, and articulation of learning. For each criterion, the rubric describes the characteristics and level of performance that would exceed expectations, meet expectations, near expectations, or fall below expectations. The document provides a way for teachers to give structured feedback and for students to understand how they can improve for their next capstone conference meeting.

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    Meeting Rubric

    Uploaded by

    Em
    90 views2 pages
    This rubric evaluates students on their preparation for and performance at a capstone conference meeting. It assesses students on 4 criteria: preparation for the meeting, evidence of work and learning, identification of next steps, and articulation of learning. For each criterion, the rubric describes the characteristics and level of performance that would exceed expectations, meet expectations, near expectations, or fall below expectations. The document provides a way for teachers to give structured feedback and for students to understand how they can improve for their next capstone conference meeting.

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    Rubric

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    This rubric evaluates students on their preparation for and performance at a capstone conference meeting. It assesses students on 4 criteria: preparation for the meeting, evidence of work and learning, identification of next steps, and articulation of learning. For each criterion, the rubric describes the characteristics and level of performance that would exceed expectations, meet expectations, near expectations, or fall below expectations. The document provides a way for teachers to give structured feedback and for students to understand how they can improve for their next capstone conference meeting.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    90 views2 pages

    Meeting Rubric

    Uploaded by

    Em
    This rubric evaluates students on their preparation for and performance at a capstone conference meeting. It assesses students on 4 criteria: preparation for the meeting, evidence of work and learning, identification of next steps, and articulation of learning. For each criterion, the rubric describes the characteristics and level of performance that would exceed expectations, meet expectations, near expectations, or fall below expectations. The document provides a way for teachers to give structured feedback and for students to understand how they can improve for their next capstone conference meeting.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Capstone Conference Rubric

    Name:________________________________________

    Date:____________
    Preparation for
    meeting:

    Evidence of Work
    & Learning:

    Exceeds

    Meets

    Near

    Below

    Candidate identifies thoughtful


    objectives and agenda for the
    meeting, initiates
    conversation, and deliberately
    manages the progress of the
    meeting in a manner that
    shows mature levels of
    independence and strategic
    time management.

    Candidate identifies objectives


    and agenda for the meeting,
    initiates conversation and
    manages progress of the
    meeting with some support
    from teacher in a manner that
    shows evidence of
    independence and time
    management.

    Candidates objectives and


    agenda for the meeting are
    not entirely clear or
    purposeful. Candidate
    demonstrates limited
    evidence of independence
    and time management.

    Limited evidence of
    objectives and agenda are
    provided by the student or
    the agenda provided is
    unclear or of limited
    relevance to the project.

    Candidate identifies
    questions/problems that
    demonstrate sophisticated
    thinking, reflection and a
    commitment to solving
    problems.

    Candidate identifies
    questions/problems that
    demonstrate critical thinking,
    reflection and an interest in
    solving problems.

    Candidate identifies
    questions/problems but
    does not demonstrate
    evidence of critical thinking
    or reflection. There is
    limited commitment to
    solving problems indicated
    during the meeting or
    student is dependent upon
    the teacher to solve
    problems.

    Candidate does not


    identify
    questions/problems or
    those identified are not
    purposefully connected to
    project in a meaningful
    way.

    Next steps remain general


    or are imposed by the
    teacher/advisor.

    Next steps are not


    identified as a result of
    students failure to make
    significant progress.
    Candidate provides little or
    no evidence of work that
    aligns with either the
    original proposal or a
    revision of the project plan.

    A clear and purposeful set of


    next steps are identified as a
    result of the collaboration
    between student and teacher. .
    Candidate presents evidence
    of significant progress on
    project that aligns well with
    proposal and timeline or
    Candidate explains revisions to
    original plan/timeline and
    explains in depth how the work
    and learning presented
    supports that revised plan.

    Next steps are identified as a


    result of the collaboration
    between student and teacher.

    Candidate presents evidence of


    meaningful progress on project
    that aligns well with proposal
    and timeline or
    Candidate explains revisions to
    original plan/timeline and
    explains how the work and
    learning presented supports
    that revised plan.

    Candidate presents
    inadequate evidence of
    work or the evidence
    provided does not clearly
    align with original proposal
    or with revised plan.

    Articulation of
    learning:

    Candidate articulately
    Candidate communicates
    Candidate communicates
    Candidate provides little or
    communicates significant
    evidence of learning about both some evidence of learning,
    no evidence of learning
    learning about both
    him/herself and the content of
    but evidence shows
    since previous meeting.
    him/herself and the content of
    the project since the previous
    inadequate progress since
    Reference to project
    the project since the previous
    meeting with advisor/teacher.
    the previous meeting.
    content and Vision of the
    meeting with advisor/teacher.
    Specific reference is made to
    Reference to project
    Graduate is missing,
    Specific reference is made to
    project content and the Vision
    content and Vision of the
    irrelevant or unclear.
    project content and the Vision
    of the Graduate.
    Graduate is incomplete, not
    Graduate.
    entirely
    relevant
    or unclear.
    Based on your analysis ofofthethe
    rubric,
    your presentation and your teachers feedback,
    Based on your
    analysis
    of the
    rubric, your presentation and

    what are you doing well?

    your teachers feedback, what are some things you need to


    work on? Set a goal for your next meeting.

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