Name (1^st & last) ______________________________ Division 8 - ___ Block____

Project Evaluation of Persistence

Instructions: The criteria for a “4” is the base criteria – all other criteria are compared to the “4”, so start there. Check the areas you feel accurately describe your actions. If all of the descriptors for a “4” are in place, move on to see if your work warrants a “5” (A); if not, move to the 3-2-1 area to find out what may keep your work from a “4” (B).

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but student persistence during this project has gone beyond the criteria for a “4”. q Student visualized almost all problems before they emerged and had some solutions ready for handling them. q Student brainstormed and selected very successful solutions to issues, demonstrating an ability to do what must be done in order to create an exceptional product.	How Student demonstrated Persistence during this project: q All aspects of project were completed on time. q Barriers or problems to completing work were not only expected, but when they appeared, they were analyzed for ways to with them, with several strategies brainstormed. q When one strategy for dealing with a barrier did not work, others were brainstormed and the best strategies were chosen and employed. q Focus was maintained on the barriers and problems until they were dealt with.	A few minor issues with student persistence that may be described below.	Some larger issues with student persistence that may be described below.	Several large issues with student persistence.
		Possible problems with Persistence during this project: q Some aspects of the project were not completed on time. q Some problems or barriers stopped the student’s progress. Student may not have thought of other strategies to use. Student either did nothing, or immediately sought help before trying to think things through. q Student may not have brainstormed several strategies to use in a situation; rather, student may have chosen the first strategy that came along. q Student may not have persisted in dealing with the barriers or problems that came up.

Your self evaluation of your persistence in this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Managing Impulsivity

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but the student management of impulsivity during this project has gone beyond the criteria for a “4”. q Student not only managed impulsivity, but also demonstrated leadership in this by modeling behaviour to others and by helping others manage impulsivity. q Student always sought a deep understanding before judging or acting.	How Student demonstrated Managing Impulsivity during this project: q Never accepted and went with the first idea or answer that came to mind. q Always fully understood directions before starting work. q Always considered alternatives before acting. q Always had a strategy or plan when approaching a problem, never just rushing into it. q Never made an immediate judgment about something without really understanding it. q Was aware of and changed personal actions if results negatively effected others.	A few minor issues with managing impulsivity that may be described below.	Some larger issues with student managing impulsivity that may be described below.	Several large issues with student managing impulsivity.
		Possible problems with Managing Impulsivity during this project: q May have gone with the first idea that came to mind rather than allowing deeper thinking q May have rushed ahead with aspects of the project without really understanding the directions. q May not have considered alternatives before acting. q May have judged something or someone without really understanding. q May not have been aware of or changed personal actions if results negatively effected others.

Your self evaluation of your Managing of Impulsivity in this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Listening with Understanding and Empathy

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but student listening during this project has gone beyond the criteria for a “4”. q Listened intensely to what the person was saying, trying to put him/herself into the other person’s “shoes” (empathy). q Student always sought a deep understanding of what others were saying.	Listening with Understanding and Empathy When working with others during this project, student: q Always tried to understand the other person’s point of view. q Listened to what the person was saying, trying to put him/herself into the other person’s “shoes” (empathy). q Held back on her/his values, opinions or prejudices. q If asked, could give examples for another person’s ideas. q Built on the ideas of others during meetings. q Listened intensely to instructions and therefore had a very good understanding of expectations.	A few minor issues with listening that may be described below.	Some larger issues with student listening that may be described below.		Several large issues with student listening.
		Possible problems with Listening during this project: q Student may not really be listening to what others are saying, but s/he may be thinking about what s/he wants to say while the other person is talking. q Student may laugh at or put down the ideas of others. q Student may interrupt others. q Student may not really build on the ideas of the others, or could not give an example of the other person’s ideas. q Student’s posture may not show that they are listening. q Student may not hold back of his/her opinions or prejudices while listening. q Student may not really try to understand the other person’s point of view. q Student may not have listened effectively to instructions and therefore had little understanding of expectations.

Your self evaluation of your Listening with Understanding and Empathy in this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Thinking Flexibly

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but student’s Flexible Thinking during this project has gone beyond the criteria for a “4”. q Student not only displayed dynamic drive in looking for new and different ways of seeing and doing things, but may have been a leader in helping others think flexibly. q Student tended to see barriers or obstacles as opportunities to learn or try something new.	Thinking Flexibly During this project, student: q Always tried to think of several different strategies for different situations. q Looked for the obvious consequences of actions, and the hidden consequences… the ones that may show up later. q Often stopped to step back and see the big picture, which helped student see the possible consequences of actions. q Used the criteria provided but always looked for new and novel ways of doing things.	A few minor issues with Flexible Thinking that may be described below.	Some larger issues with student Flexible Thinking that may be described below.		Several large issues with student Flexible Thinking.
		Possible problems with Flexible Thinking during this project: q Student may have had difficulty seeing different points of view to a problem or situation. q Student may have felt that his or her way to solve a problem was the only way… mind is made up before considering something else. q Student may only look for the obvious consequences of actions. q Student may not step back to see the big picture. q Student may not look for new and novel ways of doing things. q Student may not have attempted to use several different strategies for different situations.

Your self evaluation of your Thinking Flexibly in this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Thinking about Thinking (Metacognition)

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but student’s Metacognition during this project has gone beyond the criteria for a “4”. q Student demonstrated exceptional awareness and understanding of why s/he does or thinks about things in a certain way. q Student was always trying to find ways to improve self-understanding.	Thinking About Thinking (Metacognition) During this project, student: q Always took time to step back and think about actions taken. q Often thought about what went wrong or right, or what could have been done differently or better. q Imagined new ways of doing things. q Visualized actions before taking them.	A few minor issues with Metacognition that may be described below.	Some larger issues with student Metacognition that may be described below.		Several large issues with student Metacognition.
		Possible problems with Metacognition during this project: q Student may not have taken time to step back and think about actions taken. q Student may not have given much thought about what went wrong or right, or what could have been done differently or better. q Student may not have taken time to imagine new ways of doing things. q Student may not have visualized actions before taking them.

Your self evaluation of your Thinking about Thinking (Metacognition) in this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Striving for Accuracy

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but student’s Striving for Accuracy during this project has gone beyond the criteria for a “4”. q Student’s work was a model for always striving for accuracy. Accuracy (content and appearance) in student work is exceptional. Student’s work seems to attract attention from others who marvel that a middle school student did it. q Student may have demonstrated leadership in helping others to strive for accuracy.	Striving for Accuracy During this project, Student: q Always made sure that information presented was accurate. q Never allowed work to be handed in with spelling mistakes or other mechanical (language) issues. q Always made sure that work presented or handed in was the best that it could be (complete, corrected, tidy…) q Always accurately followed the school’s system for providing credit for sources used in obtaining information, as well as when borrowing the ideas and work of others. q Always strived to develop professional work. q Used criteria to improve work. q Followed directions with accuracy and understanding	A few minor issues with Striving for Accuracy that may be described below.	Some larger issues with student Striving for Accuracy that may be described below.		Several large issues with student Striving for Accuracy.
		Possible problems with Striving for Accuracy during this project: q Student may have been more interested in handing in the assignment (getting rid of it) than in doing a good job. q Student may not have made sure that information presented was accurate. q Student may have handed in work with spelling mistakes or other mechanical issues. q Student may not always have made sure that work presented or handed in was the best that it could be (complete, corrected, not sloppy…) q Student may not have accurately followed the school’s system for providing credit for sources used in obtaining information, as well as when borrowing the ideas and work of others. q Student did not always strive to develop professional work. q Student may not have used the criteria provided to improve work. q Student may not have followed directions with accuracy and understanding.

Your self evaluation of your Striving for Accuracy during this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Questioning and Posing Problems

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but Questioning during this project has gone beyond the criteria for a “4”. q Student’s questioning was not only intended to shed light on issues and problems, but also resulted in effective solutions. q Questions often revealed the heart of issues and problems. q Student approached information provided with a critical mind.	Questioning and Posing Problems During this project, Student: q Always asked questions that were appropriate for dealing with issues and problems. q Questions were focused on the heart of the issues and problems and were always meant to help the process of learning. q Did not believe everything that was presented to them. Student often asked, inside his/her head: ð How do you know that’s true? ð How reliable is that source of data? ð Who’s point of view is this information coming from?	A few minor issues with Questioning that may be described below.	Some larger issues with student Questioning that may be described below.		Several large issues with student Questioning.
		Possible problems with Questioning during this project: q Student may not have asked questions that were appropriate for dealing with issues and problems. q Student may not have asked questions that were focused on the heart of the issues and problems or were not always meant to help the process of learning. q Student may not have questioned (inside his/her head) the statements of others – seldom questioning accuracy, reliability, or point of view.

Your self evaluation of your Questioning during this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Applying Past Knowledge to New Situations

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but Applying Past Knowledge during this project has gone beyond the criteria for a “4”. q Demonstrates leadership by modeling a continuous awareness of how seemingly separate events in our lives are actually connected, and using this awareness to improve new activities or products. q Helps others to see how past knowledge can help in this new situation.	Applying Past Knowledge to New Situations During this project, Student: q Regularly thought about strategies that were learned in previous lessons, projects and experiences for use in this new situation. q Regularly tried to use skills and knowledge gained from other (seemingly unrelated) experiences. q Always learned from experience, seldom having to be taught or experience the handling of a problem twice to gain success.	A few minor issues with Applying Past Knowledge that may be described below.	Some larger issues with student Applying Past Knowledge that may be described below.		Several large issues with student Applying Past Knowledge.
		Possible problems with Applying Past Knowledge during this project: q Student may have approached a problem or task as if never having done anything like it ever before (even though something quite similar or exactly the same had been done in the last few years). q Student may not have thought about other experiences that might help in a new activity. Student may have kept experiences and events separate, not allowing the lessons from one activity to help in another. q Student may not have learned from experience, having to repeat what was taught or experienced in order to succeed.

Your self evaluation of your Applying Past Knowledge during this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Thinking & Communicating with Accuracy & Precision

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but Thinking & Communicating with Accuracy & Precision during this project has gone beyond the criteria for a “4”. q Language is extremely clear and specific. q It is very easy to visualize what the student is saying, for the student has expressed himself or herself in a very logical (if appropriate) and specific manner, which paints a clear picture. q When describing something, very little is left to chance.	Thinking and Communicating with Accuracy and Precision During this project, Student: q Always tried to use precise and specific language to describe issues, problems, and solutions. q Often backed up judgments with explanations and examples. q Often used examples to make a point.	A few minor issues with Thinking & Communicating with Accuracy & Precision that may be described below.	Some larger issues with student Thinking & Communicating with Accuracy & Precision that may be described below.		Several large issues with student Thinking & Communicating with Accuracy & Precision.
		Possible problems with Thinking & Communicating with Accuracy & Precision during this project: q The student’s use of language may not have been clear or specific. q The student’s use of language may leave to chance the ability of others to fully understand what is being said. q Student might be heard using vague words such as “weird” or “good” to describe something; they may name specific objects as “stuff” or “thinger”. q Student may judge something as “its better” or “it sucks” without explaining what exactly is meant. Student may not go into specifics to help the audience understand what exactly “sucks” or is “better” about it?

Your self evaluation of your Thinking & Communicating with Accuracy & Precision during this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Creating, Imagining, Innovating

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but Creating, Thinking, and Innovating during this project has gone beyond the criteria for a “4”. q Student modeled creativity and innovation in this project by always trying to go beyond the criteria and beyond the “normal”. q Student may have assisted others to become more innovative, creative, and imaginative in this project.	Creating, Imagining, Innovating During this project, Student: q Tried to see problems, objects, and events from different perspectives. q Imagined what s/he wanted to create before creating it. q Stayed open to constructive criticism. q Tried to find ways to improve the project being worked on or her/his skills.	A few minor issues with Creating, Thinking, and Innovating that may be described below.	Some larger issues with student Creating, Thinking, and Innovating that may be described below.		Several large issues with student Creating, Thinking, and Innovating.
		Possible problems with Creating, Thinking, and Innovating during this project: q Student may not have tried to see problems, objects, and events from different points of view, q Student may not have imagined what s/he wanted to create before creating it, q Student may not have tried to go beyond the “normal” q Student may not have been open to constructive criticism. q Student may not have tried to find ways to improve the project being worked on or her/his skills.

Your self evaluation of your Creating, Thinking, and Innovating during this project is (circle one)

5 4 3 2 1 less than 1

Project Evaluation for Responding with Wonderment and Awe

5	4 Start Here	3	2	1
All descriptors for a “4” are in place, but student Response during this project has gone beyond the criteria for a “4”. q Student modeled a response to the project that was genuinely enthusiastic. q Student continued to express interest throughout the project and was always completely engrossed in the experience. q Student may have helped others to respond to project with a positive attitude.	Responding with Wonderment and Awe During this project, Student: q Has or demonstrated development of an “I can” attitude, and an “I enjoy” attitude. Student appeared to enjoy a challenge and figuring things out; enjoyed learning something new. q Was willing to become completely engrossed in the project. q Always expressed interest and was easily “captured” by the project. q Was willing to delve into a problem or task, even if s/he originally thought it might be “boring” or “too hard”.	A few minor issues with Student Response to project that may be described below.	Some larger issues with student with Student Response to project that may be described below.		Several large issues with Student Response to project.
		Possible problems with Student Response to project during this project: q Student may have approached this project with a clear resistance to “having to think”. q Student attitude may have been lacking interest in project, even before fully understanding or engaging in the project. q Student may not have demonstrated a willingness to become engrossed in the project.

Your self evaluation of your Responding with Wonderment and Awe during this project is (circle one)

5 4 3 2 1 less than 1