Generic Assessment Master g-2: Rubric: Research Report



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Generic Assessment Masters
Generic Assessment Master G-1: Checklist: Group Work

Generic Assessment Master G-2: Rubric: Research Report

Generic Assessment Master G-3: Rubric: Case Analysis

Generic Assessment Master G-4: Checklist: Debate Evaluation

Generic Assessment Master G-5: Rubric: Visual Display

Generic Assessment Master G-6: Rubric: Letter to the Editor

Generic Assessment Master G-7: Rubric: Oral Presentation

Generic Assessment Master G-8: Rubric: Creating a Pamphlet

Generic Assessment Master G-9: Rubric: Assessing an Editorial

Generic Assessment Master G-10: Rubric: Case Presentation

Generic Assessment Master G-11: Rubric: Essay

Generic Assessment Master G-12: Rubric: Current Events Report

Generic Assessment Master G-13: Rubric: Interview

Generic Assessment Master G-14: Checklist: Creating a Brochure

Generic Assessment Master G-15: Rubric: Role Play

Generic Assessment Master G-16: Rubric: Mock Trial

Generic Assessment Master G-17: Rubric: Position Paper
Chapter Assessment Masters
Assessment Master I-1: Rubric: Creative Legal Theme Presentation
Assessment Master 1-1: Rubric: Survivor Island Legal Code

Assessment Master 1-2: Rubric: Analysis of an Aboriginal Nation’s Laws

Assessment Master 1-3: Rubric: Article on Laws That Appear to Discriminate

Assessment Master 1-4: Rubric: Applying Personal Ethics


Assessment Master 2-1: Rubric: Comparison of Punishment for Possession of Illegal Drugs

Assessment Master 2-2: Rubric: Summaries of Private Law Situations in Print Media


Assessment Master 3-1: Checklist: Group Assessment of Town-Hall Meeting

Assessment Master 3-2: Rubric: Student Reflection on Town-Hall Meeting


Assessment Master 6-1: Rubric: School Code of Conduct

Assessment Master 6-2: Checklist: Identifying Elements of a Crime


Assessment Master 7-1: Rubric: Court Observation

Assessment Master 7-2: Rubric: Choosing a Jury


Assessment Master 8-1: Rubric: Research on Bail Hearings

Assessment Master 8-2: Rubric: Research on Forensic Science

Assessment Master 8-3: Checklist: Police Report

Assessment Master 9-1: Checklist: Impaired Driving Presentation


Assessment Master 10-1: Checklist: Newspaper Article Report

Assessment Master 10-2: Rubric: Defences and Amendments


Assessment Master 11-1: Checklist: Sentencing
Assessment Master 12-1: Checklist: Issues Concerning the Youth Criminal Justice Act

Assessment Master 12-2: Checklist: How Some Aboriginal Communities Deal with Youth Crime


Assessment Master 13-1: Checklist: Pleadings—Statement of Claim/Defence
Assessment Master 14-1: Checklist: Liability In-service

Assessment Master 14-2: Rubric: Liability In-service


Assessment Master 15-1: Rubric: Defences to Intentional Interference—Statutory Authority

Assessment Master 15-2: Rubric: Defamatory Cartoons


Assessment Master 16-1: Rubric: A Written Presentation

Assessment Master 16-2: Rubric: Job Description of a Mediator

Assessment Master 16-3: Rubric: Report Comparing Marriage Laws

Assessment Master 16-4: Rubric: Writing a Feature Article


Assessment Master 17-1: Rubric: Child Support Enforcement System

Assessment Master 17-2: Rubric: Letter to a Member of Parliament on How Child Custody

Should Be Determined

Assessment Master 17-3: Rubric: Poster-Board Display on Problem of Non-Payment of Child Support


Assessment Master 18-1: Checklist: Contract Analysis

Assessment Master 18-2: Rubric: Contract Dispute—Contract Writer

Assessment Master 18-3: Rubric: Contract Dispute—Lawyer

Assessment Master 18-4: Checklist: Misrepresentation Role Play


Assessment Master 19-1: Checklist: Contracts Essay
Generic Assessment Master G-1

Checklist: Group Work

Group Members:

Date: Assessor:  Self  Peer  Teacher




Criteria__Assessment_____Name'>Criteria

Assessment




Name:


Name:

Name:

Name:

• offers ideas, information, and expertise that the group can use

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

• shows an understanding of main ideas and supports information offered by others (e.g., by asking relevant questions)

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

• challenges and extends the ideas of others


0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

• shows critical listening skills by making connections to ideas from group members and by evaluating implicit and explicit ideas (e.g., noting ambiguities or biases)

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

• shows sensitivity and respect for others, including those with diverse points of view

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

• facilitates group processes by working toward consensus, resolving conflicts, and accepting group decisions

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

• completes assigned tasks and fulfills roles as required

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

0  1  2  3  4

Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully

Suggestions for improvement:



Generic Assessment Master G-2

Rubric: Research Report

Student: Date:

Assessor:  Self  Peer  Teacher




Criteria

Level 1


Level 2


Level 3


Level 4

• understanding of the topic

 demonstrates limited knowledge and understanding of the topic

 demonstrates some knowledge and understanding of the topic

 demonstrates considerable knowledge and understanding of the topic

 demonstrates thorough knowledge and understanding of the topic

• formulation of questions


 formulates questions with limited relevance and depth

 formulates questions with some relevance and depth

 formulates questions with considerable relevance and depth

 effectively formulates relevant, insightful questions

• ethical use of sources

 makes limited use of credible sources

 makes some use of credible sources

 makes considerable use of credible sources

 makes highly effective use of credible sources

• analysis of the topic

 provides little explanation or analysis

 provides some explanation or analysis

 provides considerable explanation or analysis

 provides a thorough explanation or analysis

• use of supporting detail

 uses supporting detail with limited effectiveness

 uses supporting detail with some effectiveness

 uses supporting detail with considerable effectiveness

 uses supporting detail with a high degree of effectiveness

• development

 develops ideas with limited logic

 develops ideas with some logic

 develops ideas logically

 develops ideas with logic and insight

• making connections

 makes limited connections or generalizations

 makes some connections or generalizations

 makes useful connections or generalizations

 makes many insightful connections and generalizations

• clarity

 communicates with limited clarity

 communicates with some clarity

 communicates with considerable clarity

 communicates with a high degree of clarity

Suggestions for improvement:

Generic Assessment Master G-3

Rubric: Case Analysis

Student: Date:

Assessor:  Self  Peer  Teacher




Criteria

Level 1


Level 2


Level 3


Level 4


• case details

 shows limited understanding of details related to the case

 shows some understanding of details related to the case

 shows considerable understanding of details related to the case

 shows a thorough understanding of details related to the case

• legal considerations of case (criteria for judgment)

 demonstrates limited understanding of legal considerations

 demonstrates some understanding of legal considerations

 demonstrates considerable understanding of legal considerations

 demonstrates a thorough understanding of legal considerations

• analysis

 analyzes various perspectives of the case with limited effectiveness

 analyzes various perspectives of the case with some effectiveness

 analyzes various perspectives of the case with considerable effectiveness

 analyzes various perspectives of the case thoroughly and effectively

decision

 identifies the judge’s reasoning on the legal question with limited accuracy

 identifies the judge’s reasoning on the legal question with some accuracy

 identifies the judge’s reasoning on the legal question with considerable accuracy

 identifies the judge’s reasoning on the legal question with a high degree of accuracy

• legal terms and concepts

 applies legal terms and concepts with limited understanding

 applies legal terms and concepts with some understanding

 applies legal terms and concepts with understanding

 applies legal terms and concepts effectively

• legal, social, or historical significance

 makes few relevant connections to other similar situations

 makes some relevant connections to other similar situations

 makes several relevant connections to other similar situations

 makes many relevant and insightful connections to other similar situations

Suggestions for improvement:

Generic Assessment Master G-4

Checklist: Debate Evaluation

Group Members:

Date: Assessor:  Self  Peer  Teacher




Criteria

Assessment

Comments

• presents correct and relevant information


0 1 2 3 4




• states position clearly


0 1 2 3 4




• organizes and presents ideas logically


0 1 2 3 4




• sets out opening statement in a logical manner


0 1 2 3 4




• presents arguments and ideas in a convincing manner

0 1 2 3 4




• speaks in a clear voice and projects well


0 1 2 3 4




• makes eye contact with team and audience members

0 1 2 3 4




• links laws effectively to specific arguments



0 1 2 3 4




• adheres to rules of debate (e.g., timing, following moderator’s directions)

0 1 2 3 4




• participates co-operatively with other team members

0 1 2 3 4




Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully

Suggestions for improvement:



Generic Assessment Master G-5

Rubric: Visual Display

Student: Date:

Assessor:  Self  Peer  Teacher




Criteria

Level 1


Level 2


Level 3


Level 4


• clear explanation of the topic

 demonstrates limited understanding of the topic

 demonstrates some understanding of the topic

 demonstrates considerable understanding of the topic

 demonstrates a thorough understanding of the topic

• conveying a logical overall message or point of view

 selects and combines images and other material with limited logic and insight

 selects and combines images and other material with some logic and insight

 selects and combines images and other material with considerable logic and insight

 selects and combines images and other material with a high degree of logic and insight

• organization and appearance

 visual impact is limited

 visual impact contributes somewhat to the message

 visual impact enhances the message

 visual impact powerfully enhances the message

• ability to conduct research

 research is limited

 research is partially complete and appropriate

 research is complete and appropriate

 research is thorough and effective

Suggestions for improvement:



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