SDS 220R: Past and Present Childhoods Workshop Grading Rubric PDF

SDS 220R: Past and Present Childhoods Workshop ============================================== Group: 6 -------- Topic: Child & Youth Mental Health ---------------------------------- Group Members: Addisyn, Mi, Tobi, Aysha, Breanna ------------------------------------------------ Grading Rubric -...

SDS 220R: Past and Present Childhoods Workshop ============================================== Group: 6 -------- Topic: Child & Youth Mental Health ---------------------------------- Group Members: Addisyn, Mi, Tobi, Aysha, Breanna ------------------------------------------------ Grading Rubric -------------- Below is a single-column rubric of evaluation. Single column rubrics provide criteria for the equally weighted expectations of your assignment to meet the A range (i.e. 8 out of 10). Your grade will vary based on whether evaluation criteria has been met, requires improvement, or exceeds expectations. \*Note for Workshops Part 2: During Week 11, students will individually view and respond to at least 4 workshops. Those responses are not part of this evaluation but will be evaluated as part of your engagement portfolio for the course. +-----------------------+-----------------------+-----------------------+ | Areas for Improvement | Criteria | Exceeds Expectations | +=======================+=======================+=======================+ | Don't pad your | The workshop | | | bibliography with | generally offers an | | | sources that are not | informative and | | | directly related to | engaging historical | | | your topic | understanding of a | | | | pressing issue facing | | | Making workshop | young people today in | | | tighter/more cohesive | North America. The 10 | | | and less repetitive | to 15-minute | | | so that it could be a | accessible | | | bit shorter (it took | presentation (e.g. | | | more than 15 minutes | podcast, PowerPoint, | | | to work through the | YouTube video) draws | | | content) | upon academic | | | | research and uses | | | Bring in historical | persuasive | | | images as well as the | illustrations (e.g. | | | stock ones | facts, stories, | | | | images). | | | | | | | | Informative, draws on | | | | academic research, | | | | connects past to | | | | present, has a | | | | unified visual | | | | language | | +-----------------------+-----------------------+-----------------------+ | This element is | The workshop clearly | | | missing from the | articulates why | | | workshop. You imply | historical | | | that knowing the past | understanding is | | | patterns of | important for | | | discrimination can | addressing the | | | help inform more | selected pressing | | | just/helpful policies | issue for children | | | today, but this is | and youth today. | | | not explicitly stated | | | | anywhere in the | | | | presentation. | | | +-----------------------+-----------------------+-----------------------+ | At times this | The workshop examines | | | component was | how the issue has | | | repetitive | remained similar or | | | | changed over time by | | | | comparing different | | | | time periods and | | | | different childhoods | | | | during the 20^th^ | | | | century. | | +-----------------------+-----------------------+-----------------------+ | | The workshop | | | | demonstrates | | | | awareness of | | | | historical | | | | perspectives in | | | | addressing the issue | | | | by acknowledging | | | | diverse contexts and | | | | viewpoints over time. | | +-----------------------+-----------------------+-----------------------+ | | The workshop includes | | | | 2-3 critical | | | | questions that | | | | encourage peers to | | | | further connect | | | | understandings of the | | | | past and present, as | | | | well as possible | | | | future | | | | considerations, in | | | | addressing the issue | | | | for children and | | | | youth. | | +-----------------------+-----------------------+-----------------------+