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Service Learning Project Rubric

This document provides information about service learning projects. It defines service learning as combining service in the community with student learning to benefit both. It describes three levels of service - direct, indirect, and advocacy. It also explains how students will be evaluated using a rubric that assesses the quality of the project and the student's participation. Scores from parts I and II of the rubric will be combined for individual or group project grades.

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2K views4 pages

Service Learning Project Rubric

This document provides information about service learning projects. It defines service learning as combining service in the community with student learning to benefit both. It describes three levels of service - direct, indirect, and advocacy. It also explains how students will be evaluated using a rubric that assesses the quality of the project and the student's participation. Scores from parts I and II of the rubric will be combined for individual or group project grades.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Civics

Mr. Morrissey

Name _________________________

Service Learning Project


WHAT IS SERVICE LEARNING?
Service Learning combines service to the community with student learning in a
way that improves both the student and the community.
According to the National and Community Service Trust Act of 1993, Service
Learning:
Is a method whereby students learn and develop through active
participation in thoughtfully organized service that is conducted in and
meets the needs of communities;
Is coordinated with a school and the community;
Helps foster civic responsibility;
Is integrated into and enhances the academic and technical curriculum of
the students;
Provides structured time for students to reflect on the service experience.
The Service Learning Rubric, developed as the performance assessment tool, is
based upon this definition. This rubric should be used for students and teachers to
design, implement and evaluate service learning projects.
LEVELS OF SERVICE
Direct Service: Students have face-to-face contact with the service recipients.
For example: tutoring; serving meals at a homeless shelter; working with the
elderly in a nursing home, etc.
Indirect Service: Students perform a service without having face-to-face contact
with the recipient. Usually resources are channeled to help alleviate a problem.
For example: food & clothing drives; walk-a-thons or fundraisers; environmental
projects, etc.
Advocacy: Students educate others about a particular issue with the goal being to
eliminate the cause of a particular problem. For example: writing letters to
legislators or editors; preparing and displaying posters, plays, or other educational
materials for others, etc.
SCORING WITH THE RUBRIC
The rubric is divided into two parts. Part I assists with evaluating the quality of the
project. Part II assists with evaluating the quality of individual student
participation.
Here is how you will be graded using the Service Learning Project Evaluation
Rubric:
Group service learning projects:
The group project will be evaluated using Part I.
Part Is score will be transferred onto each group members evaluation form.
(The score will be the same for all group members.)

Each member of the group will be individually graded using Part II.
A total score will be compiled by adding Part I and Part II.

Individual service learning projects:


Student will be graded using Parts I and II of the rubric.
A total score will be compiled by adding Part I and Part II.

Service Learning Project Evaluation Rubric


Adapted from rubric framework developed by Dr. Mary J. Seike, UNI
and the Ohio Department of Education, Family and Consumer Sciences Education

Student Name
Group Members
Title of Project

Service Learning combines service to the community with student learning in a way that improves both the
student and the community. According to the National and Community Service Trust Act of 1993, Service
Learning:
Is a method whereby students learn and develop through active participation in thoughtfully organized
service that is conducted in and meets the needs of communities;
Is coordinated with a school and the community;
Helps foster civic responsibility;

Is integrated into and enhances the academic and technical curriculum of the students;
Provides structured time for students or participants to reflect on the service experience.

4
Strong
Impact

3
Good
Impact

2
Some
Impact

1
Minimal
Impact

Meet actual
community
needs

Determined by
current research
conducted or
discovered by
student(s) with
teacher
assistance where
appropriate

Determined by
past research
discovered by
student(s) with
teacher
assistance where
appropriate

Determined by
making a guess at
what community
needs may be

Community needs
secondary to what
teacher wants to
do OR considers
only student(s)
needs

Coordinated in
collaboration
with community

Active, direct
collaboration with
community by
student(s) and
teacher

Community
members act as
consultants in the
project
development

Community
members are
informed of the
project directly

Community
members are
coincidentally
informed or not at
all knowledgeable

Improve quality
of life for
person(s)
served

Facilitate change
or insight; Help
alleviate suffering;
Solve a problem;
Meet a need or
address an issue

Changes enhance
an already good
community
situation

Changes mainly
decorative, but
new and unique
benefits realized
in community

Changes mainly
decorative, of
limited benefit, or
are not new and
unique

Photos Included

Photographic
evidence
demonstrating
active citizenship

---

---

---

PART I

Score, Part I

Score

4
Strong
Impact

3
Good
Impact

2
Some
Impact

1
Minimal
Impact

Facilitate active
student
reflection

Student thinks,
shares, and
produces
reflective products
individually and as
group member

Student thinks,
shares, and
produces
individual OR
group-generated
reflective
products, but not
both

Student reflects
orally but
produces no
reflective products

Student ran out of


time for true
reflection; Just
provided a
summary of
events

Use new
academic skill/
knowledge in
real world
settings to
extend beyond
the classroom

Student has direct


application of new
skill or knowledge
(academic and
technical) in
service to
community

Student has some


active application
of new skill or
knowledge
(academic and
technical)

Student less
involved than
other group
members OR
Student provides
little service to
community

Skill and
knowledge used
mostly in the
organization; No
active community
service
experience

Help develop
sense of caring
for and about
others

Reflections show
affective growth
regarding self in
community and
the importance of
service

Reflections show
generic growth
regarding the
importance of
service

Reflections
restricted to pros
and cons of
particular service
project regarding
the community

Reflections limited
to self-centered
pros and cons of
the service project

Student
ownership of
project

Student involved
in all aspects of
project planning
and decision
making

Student involved
in most (more
than 50%) of
project planning
and decision
making

Student involved
in some (less than
50%) of project
planning and
decision making

Student does not


plan or make
decisions about
the project

PART II

Score

Score, Part II

Part I Score:
Part II Score:
Total Score:
Maximum
Comments:

of

32

Points

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