Political Activism Evaluation Rubric

Category	Unacceptable	Acceptable	Admirable	Exceptional	Your score
Effort	Actively avoids jobs when possible. Complains about others. Has large set of excuses.	Reluctantly works when asked. Seeks easiest duties. Sometimes works to completion.	Willingly takes on jobs when asked. Works to completion. Will work long hours when required.	Volunteers for jobs no matter how difficult. Always works to completion. Willing to work long hours.	1 2 3 4
Engagement	Waits for direction. Knows little of what is going on or objectives. Cannot describe where group is in process.	Seeks direction, but does not initiate action. Objectives seen as poorly defined external requirements. May know where group is.	Sometimes initiates action and always works well with direction. Generally knows the specific objectives and where group is.	Enthusiastically initiates action. Personalizes the task and takes ownership of the objectives. Always knows where group is.	1 2 3 4
Intellectual Contribution	Has little to no grasp of context. Sees task as isolated with no connection to past or future ideas.	Aware of overall context, but makes no connections on own. Can recite connections of others but rarely can support them.	Usually understands overall context of task and asks questions about context. Makes connections on own and understands overall goal.	Understands overall context of the task. Contributes ideas and proposals. Connects to ideas past and future.	1 2 3 4
Organization and time management	Always postpones work until deadline. Has no organization for files or notebooks.	Begins work early when required to do so, but usually postpones. May lose work overnight.	Will begin work early in process, but tends to increase effort toward deadline. Has adequate file system.	Begins immediately. Connects work to assignment not to deadline. Has organized file systems.	1 2 3 4
Planning	Has no plan, notion of the magnitude of the work. Is always late. Often a “no show” for group work session.	Plan dominated by an early postponement and deadline related push. May be “no show” at start of task. Rarely meets intermediate deadlines.	Makes plan, but does not always follow it. May need help allotting time. May miss intermediate deadlines; work may pile up toward end of allotted time.	Conceptualizes task and plans execution as a rational, sequenced process. Almost always meets the set intermediate deadlines, overcomes problems.	1 2 3 4
Quality of Questions	Rarely asks questions. Or most queries are “What do I do next?”	Asks questions about deadlines, procedures, and directions or for help with little specificity. Few or no proposals of ideas or actions.	Often has specific queries, but they may need amplification. Proposals of ideas or actions are more tentative.	Most or all queries are specific or take the form of “right on” proposals of ideas or courses of action. Has quick answers to others questions.	1 2 3 4
Understanding of the process	Avoids teacher. Sees task as burden to fill class time with no value. Sees group as free ride.	Sees task as burden, but is somewhat invested in process. Asks, “ Do we have to…?”	Sees task as a school requirement to be filled, but sees some value in work. Sees teacher as evaluator and helper.	Sees opportunity in task for doing and learning. Sees value in the work. Sees teacher as colleague/mentor.	1 2 3 4
Understanding of the task	Has little idea of nature of task or procedure. Asks for direction rather than overall clarification.	Knows name of task and general outcome, but little idea of the procedural pathway to completion.	Has general idea of nature and procedure for task. May proceed with fuzzy idea of outcome or pathway to completion.	Has clear idea of nature and procedure for task or asks for clarification before launching effort. Continuously clarifies as task unfolds.	1 2 3 4

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