Evaluation and Assessment

Rubrics are a valuable assessment tool for evaluating a child’s learning in areas which are complex and open-ended, as will be many of the activities presented in this handbook. If children are involved with not only the choice of activity, choosing the direction it will take can become a part of the positive interaction (peace-building) between teacher and child or children as they work together to structure a Rubric appropriate to their needs. As a consequence the children will take responsibility for their learning, will become empowered by being included in the process and everyone will have a definite understanding of the purpose of the activity and its possible outcomes.

The Rubric potential dimensions presented below are an example of a possible evaluation process that could be used for assessing either individual or group performances relative to any of the activities' processes. Please note that the indicators specifically relate to peace-building outcomes not directly to Literacy, Studies of the Environment, Science, Ethics and Values Education, Mathematics or Music and Drama or the ICTs curriculum. Contact the foundation at www.tlpeace.org.au if you wish to have more information about peace-building outcomes.

The dimensions chosen also reflect the foundation's purposes in supporting the development of critical, creative and transformative thinking processes deemed necessary for peace-building. The dimensions will need to be adapted to suit the activities chosen.

Simple benchmarks have been identified for each dimension.

Self and peer assessment processes are encouraged by the foundation.

Below are useful Internet sites that provide information about creating Rubrics for all curriculum areas.

http://www.tcet.unt.edu/START/instruct/general/rubrics.htm

http://webquest.sdsu.edu/rubrics/rubrics.html

http://www.teachervision.fen.com/teaching-methods/rubrics/4522.html

http://www.relearning.org/resources/PDF/rubric_sampler.pdf

Rubrics for Peace-building

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
CRITICAL Identify peace-building elements in the story.	Identify some of the elements that define this story as a peace-building story.	Simply describe the different peace-building elements reflecting a basic understanding of their purpose in relation to the story plot.	Clearly identify using examples the peace-building elements within the story and explain why the story, including the ending is peace-building.	Clearly identify using examples the peace-building elements within the story and explain why the story, including the ending is peace-building and compare it to other stories.
CRITICAL Identify transformative aspects of the story.	Identify one transformative section of the story.	Identify one transformative section of the story and give reasons for it being so.	Identify a few transformative sections of the story and give reasons for them being so in relation to peace-building.	Identify the most significant transformative sections of the story and give reasons for them being so and explain their significance to the story in relation to peace-building.
CREATIVE Choose an appropriate medium to present information researched and discussed to an appropriate audience.	Information articulated in the simplest form with the support of probing questions.	Information presented simply with a few pictures and writing.	Audience considered and appropriate medium used such as a webpage, journal article with pictures, Powerpoint presentation or posters clearly presenting all the important information gathered.	Various audiences considered and appropriate media used such as webpages, journal articles with pictures, Powerpoint presentation or posters clearly presenting all the important information gathered highlighting pertinent issues.
CREATIVE Create a peace-building story reflecting similar themes to those presented in the story.	Simply alter details or characters in the story and retell it	Construct a simple peace-building story with different characters that basically reflects the themes involved.	Construct a detailed peace-building story that presents similar themes and has a realistic peace-building ending.	Construct a detailed and uniquely imaginative peace-building story with characters that present all the themes involved. The story needs to have a realistic peace-building ending.
TRANSFORMATIVE Create a new character who will become the hero in your peace-building story that explores pertinent world issues.	Simply describe the character and the heroic endeavours he would undertake in your story.	Construct a simple peace-building story that is different in relation to themes, plot, setting and characters to the story presented.	Construct a detailed peace-building story that is different in relation to themes, plot, setting and characters to the story presented.	Construct a detailed peace-building story that is different in relation to themes, plot, setting and characters to the story presented and are notably innovative and imaginative.
TRANSFORMATIVE Become involved with or create a community service project that is peace-building.	Identify, research and make connections with a local community service project that is peace-building.	Identify, research and make connections with a few local community service projects that are peace-building and choose to become involved with one.	Identify, research and make connections with a few local and international community service projects that are peace-building and choose to become involved with one and inform others of your research.	Identify a community project in need of your support and make connections with similar local and international community service projects that are peace-building with similar and become involved with them for the benefit of your local project.

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