Living Heritage: Our values, beliefs and ways of life shape our sense of identity, belonging and place, connecting past, present and future.
Kristin Catherwood | fromthegap.com

Standard Judging Rubric

Standard Regional Heritage Fair Judging Rubric

Download the Microsoft Word edition here, and download the French version here.

___________  Regional Heritage Fair

Month/Day/Year

Title of Project:

«Project Name»

Project # «Project Number»

Delegate Name:

«First name» «Last name»

 

Accumulated Points

Creativity

Points =  ________/10

Organization 

Points = ________/10 

Interview

Points = ________/10 

Historical Thinking

Points = ________/10

Total

_________/40              

 

 

 

 

 

 

 

 

Judging Rubric

Creativity:

5   5.5   6   6.5   7   7.5   8   8.5   9   9.5   10  //  10.5   11

5 – 6.5: Limited creativity in design and/or presentation; does not attempt to attract viewers.

Ask yourself: If I was not required to judge this project, would I stop to look? (Note, is this due to external factors such as location of the display?)

7 – 8: Moderate creativity in design and/or presentation; some attempt to attract viewers.

Ask yourself: Would I stop to look or read about this topic even if I were not interested in the topic, or if I had no clue about what the topic was?

8.5 – 9.5: Creative in design and/or presentation; serious attempt to attract viewers.

Ask yourself: If the project failed to captivate me, is this due to factors outside of the student’s control, including my personal biases and knowledge?

10+: Creativity in design and/or presentation stands out; successfully attracts and holds attention of viewers.

Ask yourself: Are my personal biases, knowledge, and experience with the topic or student(s) responsible for how much I enjoyed this presentation?

 

Organization: 

5   5.5   6   6.5   7   7.5   8   8.5   9   9.5   10  //  10.5   11

5 – 6.5: Demonstrates limited planning and processing of the project; demonstrates limited organization skills.

Ask yourself: What outside factors might have contributed to a student’s project seeming disorganized? Did I ask the right questions? Did I misinterpret their topic?

7 – 8: Demonstrates somewhat effective planning and processing of the project; demonstrates somewhat effective organizational skills.

Ask yourself: Did the student adequately convey the topic to the best of their expected grade level?

8.5 – 9.5: Demonstrates considerably effective planning and processing of the project; demonstrates considerably effective organizational skills.

Ask yourself: Did the student adequately convey the topic, their research process, and their conclusions, to the best of their expected grade level?

10+: Demonstrates highly effective planning and processing of the project; demonstrates highly effective organizational skills.

Ask yourself: Did the student adequately convey the topic, their research process, and their conclusions, exceeding the best of their expected grade level?

 

 

Interview:             

Please Note: Accents, speech impediments, requiring an interpreter (i.e. for sign language), etc., should not be a factor when evaluating a student’s communication skills.

5   5.5   6   6.5   7   7.5   8   8.5   9   9.5   10  //  10.5   11

5 – 6.5: Expresses ideas on the topic with limited clarity; shows limited understanding of and/or interest in the topic.

Ask yourself: Am I asking the right questions? Are my questions worded in such a way as to be confusing? (Keep in mind the age and grade of the student.)

7 – 8: Expresses ideas on the topic with some clarity; shows basic understanding of and/or moderate interest in the topic OR shows high level of interest and knowledge but clarity of expression is somewhat limited.

Ask yourself: Am I asking the right questions? Is the student reacting to my perceived lack of interest by going off on tangents? Are my questions worded in such a way as to be confusing?

8.5 – 9.5: Expresses ideas on the topic with significant clarity; shows significant understanding of and/or significant interest in the topic.

Ask yourself: Am I satisfied that the student covered the topic and any questions that I asked? No matter what the topic, was the presentation easy to follow? Was it enjoyable?

10+: Expresses ideas on the topic with high degree of clarity; shows excellent understanding of and/or a highly-articulate level of interest in the topic.

Ask yourself: Did I learn something new? Was the presentation enjoyable? Was I entertained as well as informed? Did the student respond to my questions with relative ease?

 

Historical Thinking:

5   5.5   6   6.5   7   7.5   8   8.5   9   9.5   10  //  10.5   11

Six Elements of Historical Thinking:

  1. Historical Significance
  2. Use of Primary Sources
  3. Cause & Consequence
  4. Continuity & Change
  5. Historical Perspectives
  6. Ethical Dimension

5 – 6.5: Limitedly effective in demonstrating how their topic is significant to Canadian heritage and/or the world at large.

Ask yourself: Am I keeping in mind the age and grade level of the student? Did I ask the right questions?

7 – 8: Basically effective in demonstrating how their topic is significant to Canadian heritage and/or the world at large.

Ask yourself: Am I keeping in mind the grade level of the student and the scope of the topic? Did I ask the right questions? Did the student have some ideas that you feel they were not able to articulate properly, but were headed in the right direction?

8.5 – 9.5: Significantly effective in demonstrating how their topic is significant to Canadian heritage and/or the world at large.

Ask yourself: Am I keeping in mind the grade level of the student and the scope of the topic? Did I ask the right questions?

10+: Highly effective in demonstrating how their topic is significant to Canadian heritage and/or the world at large.

 

 

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