DCIS Senior Presentation Rubric – ISSN Global Leadership STUDENT______REVIEWER______

Scoring Dimension / Emerging (1) / Developing (2) / Proficient (3) / Advanced (4)
INVESTIGATE THE WORLD
Students investigate the world by asking questions, analyzing and synthesizing evidence, and drawing well-founded conclusions.
Evidence to Consider:
  • DCIS courses & college courses
  • Notable academic artifacts (i.e. Passages)
  • Local/regional, national or global issues
  • Travel
  • Internships/jobs
  • Sports and/or clubs
/ Describes research/inquiry in a general way.
Demonstrates FEW (0 – 1) of the following and:
  • Poses specific researchable questions on a local, regional and/or global issue.
  • Selects and analyzes a variety of international and domestic sources to identify evidence that addresses a global question
  • Develops a clear, evidence-based position in response to a global question and can offer defensible conclusions.
/ Displays skills in some of the steps of the research/inquiry process.
Demonstrates MOST (2) of the following and:
  • Poses specific researchable questions on a local, regional and/or global issue.
  • Selects and analyzes a variety of international and domestic sources to identify evidence that addresses a global question
  • Develops a clear, evidence-based position in response to a global question and can offer defensible conclusions.
/ Demonstrates college-ready mastery of research/inquiry skills.
Demonstrates ALL (3) of the following and:
  • Poses specific researchable questions on a local, regional and/or global issue.
  • Selects and analyzes a variety of international and domestic sources to identify evidence that addresses a global question
  • Develops a clear, evidence-based position in response to a global question and can offer defensible conclusions.
/ Demonstrates habits of a lifelong inquirer and college-level researcher.
Demonstrates ALL (3) of the following and:
  • Poses specific researchable questions on a local, regional and/or global issue.
  • Selects and analyzes a variety of international and domestic sources to identify evidence that addresses a global question
  • Develops a clear, evidence-based position in response to a global question and can offer defensible conclusions.

RECOGNIZE PERSPECTIVES
Students recognize, articulate, and apply an understanding of different perspectives, including their own.
Evidence to Consider:
  • DCIS courses & college courses
  • Notable academic artifacts (i.e. Passages)
  • World language
  • Local/regional, national or global issues
  • Travel
  • Internships/jobs
  • Sports and/or clubs
/ Describes personal ideas and those of others without linking them to perspectives.
Demonstrates FEW (0 – 1) of the following and:
  • Expresses a clear and specific personal perspective on a topic or idea and supports it with evidence and details.
  • Explains the perspective of others and distinguish another’s perspective from my own.
  • Explains how access to knowledge, technology and resources influence perspectives.
/ Identifies perspectives in academic work and well as personal experience.
Demonstrates MOST (2) of the following and:
  • Expresses a clear and specific personal perspective on a topic or idea and support sit with evidence and details.
  • Explains the perspective of others and distinguish another’s perspective from my own.
  • Explains how access to knowledge, technology and resources influence perspectives.
/ Analyzes perspectives in academic work as well as personal reflection.
Demonstrates ALL (3) of the following and:
  • Expresses a clear and specific personal perspective on a topic or idea and support sit with evidence and details.
  • Explains the perspective of others and distinguish another’s perspective from my own.
  • Explains how access to knowledge, technology and resources influence perspectives.
/ Thoughtfully articulates and analyzes personal perspectives and those of others.
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Demonstrates ALL (3) of the following and:
  • Expresses a clear and specific personal perspective on a topic or idea and supports it with evidence and details.
  • Explains the perspective of others and distinguish another’s perspective from my own.
  • Explains how access to knowledge, technology and resources influence perspectives.

COMMUNICATE IDEAS
Students select and apply appropriate tools/strategies to communicate and collaborate effectively, meeting the needs and expectations of diverse individuals and groups.
Evidence to Consider:
  • Involvement & engagement of the audience
  • Voice projection
  • Length 20 – 30 minutes
  • DCIS courses college courses
  • World language featured
  • Notable academic artifacts (i.e. Passages)
  • Reflections
/ Presentation lacks energy and a clear identity.
Demonstrates FEW (0-3) of the following and:
  • Anticipates how diverse audiences will interpret communication and applies this understanding to meeting an audience’s needs.
  • Uses behavior, language and strategies to communicate and collaborate with diverse audiences.
  • Selects and uses resources to communicate and collaborate effectively.
  • Presents for a minimum of 20 minutes and a maximum of 30 minutes.
  • Theme is appropriate and has a strong connection to presenter.
  • World language – Student can present on a wide variety of familiar topics using connected sentences.
/ Presentation is inconsistent, with a mix of strengths and weaknesses.
Demonstrates MOST (4-5) of the following and:
  • Anticipates how diverse audiences will interpret communication and applies this understanding to meeting an audience’s needs.
  • Uses behavior, language and strategies to communicate and collaborate with diverse audiences.
  • Selects and uses resources to communicate and collaborate effectively.
  • Presents for a minimum of 20 minutes and a maximum of 30 minutes.
  • Theme is appropriate and has a strong connection to presenter.
  • World language – Student can present on a wide variety of familiar topics using connected sentences.
/ Presentation is excellent. Student communicates clearly, using stories/examples to provide depth.
Demonstrates ALL (6) of the following and:
  • Anticipates how diverse audiences will interpret communication and applies this understanding to meeting an audience’s needs.
  • Uses behavior, language and strategies to communicate and collaborate with diverse audiences.
  • Selects and uses resources to communicate and collaborate effectively.
  • Presents for a minimum of 20 minutes and a maximum of 30 minutes.
  • Theme is appropriate and has a strong connection to presenter.
  • World language – Student can present on a wide variety of familiar topics using connected sentences.
/ Presentation is exemplary, dynamic and thoroughly engaging.
Demonstrates ALL (6) of the following and:
  • Anticipates how diverse audiences will interpret communication and applies this understanding to meeting an audience’s needs.
  • Uses behavior, language and strategies to communicate and collaborate with diverse audiences.
  • Selects and uses resources to communicate and collaborate effectively.
  • Present for a minimum of 20 minutes and a maximum of 30 minutes.
  • Theme is appropriate and has a strong connection to presenter.
  • World language – Student can present on a wide variety of familiar topics using connected sentences.

TAKE ACTION
Students translate their ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to improve conditions.
Evidence to Consider:
  • DCIS courses & college courses
  • Notable academic artifacts (i.e. Passages)
  • World language
  • Local/regional, national or global issues
  • Travel
  • Internships/jobs
  • Sports and/or clubs
  • School & community service
  • Extracurricular activities
  • Authentic applications of learning
  • Reflection(s) on ability to promote and/or influence change
/ Describes little to no mention of service or experiences in taking action.
Demonstrates FEW(0 – 1) of the following and:
  • Identifies and creates opportunities to take action to improve conditions based on evidence.
  • Thinks about previous approaches, different perspectives, and evaluates the consequences of possible actions.
  • Thinks about whether their actions can lead to future action and advocacy.
/ Describes some experiences participating in service and other forms of taking action.
Demonstrates MOST(2) of the following and:
  • Identifies and creates opportunities to take action to improve conditions based on evidence.
  • Thinks about previous approaches, different perspectives, and evaluates the consequences of possible actions.
  • Thinks about whether their actions can lead to future action and advocacy.
/ Collaborates and explains actions taken which have led to significant change.
Demonstrates ALL (3) of the following and:
  • Identifies and creates opportunities to take action to improve conditions based on evidence.
  • Thinks about previous approaches, different perspectives, and evaluates the consequences of possible actions.
  • Thinks about whether their actions can lead to future action and advocacy.
/ Demonstrates mature ownership in collaborating with others to effect significant change.
Demonstrates ALL (3) of the following and:
  • Identifies and creates opportunities to take action to improve conditions based on evidence.
  • Thinks about previous approaches, different perspectives, and evaluates the consequences of possible actions.
  • Thinks about whether their actions can lead to future action and advocacy.

PERSONAL GROWTH AND REFLECTION
Students reflect on and evaluate personal and academic growth, providing clear evidence/examples and identifying major influences.
Evidence to consider:
  • Explanation of personal and academic growth
  • Understanding of influences on growth and sources of motivation
  • Appropriate professional demeanor in presentation itself (respect for the occasion, high expectations for themselves and others, focus on demonstrating proficiency)
/ Presentation lacks evidence of careful reflection on personal and/or academic growth.
Student demonstrates FEW(0 – 2) of the following and:
  • Explains personal strengths and weaknesses supported by evidence.
  • Focuses on several key academic experiences and their impact.
  • Identifies key areas of personal growth, linking them to events and experiences
  • Maintains a professional demeanor.
/ Examples of personal and/or academic growth are included but not in depth.
Student demonstrates MOST (3) of the following and:
  • Explains personal strengths and weaknesses supported by evidence.
  • Focuses on several key academic experiences and their impact.
  • Identifies key areas of personal growth, linking them to events and experiences
  • Maintains a professional demeanor.
/ Convincing evidence of personal and academic growth.
Student demonstrates ALL (4) of the following and:
  • Explains personal strengths and weaknesses supported by evidence.
  • Focuses on several key academic experiences and their impact.
  • Identifies key areas of personal growth, linking them to events and experiences
  • Maintains a professional demeanor.
/ Demonstrates mature understanding of their personal and academic growth.
Student demonstrates ALL(4) of the following and:
  • Explains personal strengths and weaknesses supported by evidence.
  • Focuses on several key academic experiences and their impact.
  • Identifies key areas of personal growth, linking them to events and experiences
  • Maintains a professional demeanor.

Scoring:Please keep in mind that the goal is for students to be proficient, not necessarily advanced.
*Students are required to receive a minimum of 13 points in order to pass.
*Students are required to be proficient (or advanced) in a minimum of three categories to pass.
Total Score: ____/ 15___
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