Evaluation
Introduction Task Process Evaluation Conclusion Teacher Notes

The Mongoose and the Iguana     ©Ann Mason May 2006

 

  1. The Rubric potential dimensions presented below are an example of a possible evaluation process that could be used for assessing either individual or group performance relative to the activity's 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 or the ICTs. Contact the foundation at www.tlpeace.org.au if you wish to have more information about peace-building outcomes.

  2. 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.

  3. Simple benchmarks have been identified for each dimension.

  4. Self and peer assessment processes are encouraged by the foundation.

 

 

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

CRITICAL

Identify peace-building elements in stories.

 

Determine the difference between a peace-building ending to a story and one that is not.

Simply describe the different peace-building elements reflecting a basic understanding of their purpose in a story plot.

Clearly identify the peace-building elements within a story and create possible peace-building alternative endings.

Describe clearly the peace-building elements within a story and create many possible peace-building alternative plots and endings for the story.

 

CRITICAL

Identify the problem involved with introducing a species to a sensitive environment.

 

 

Name the introduced species and simply describe its impact upon the environment into which it is introduced.

Describe the impact the introduced species has had, the reasons for its introduction and present one solution being trialled.

Describe in detail the impact the introduced species has had, the reasons for its introduction and comment upon any present solutions’ success.

Explore in detail and evaluate the reasons why the introduced species has had an impact while presenting alternative solutions for the problem.

 

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 created.

Various audiences considered and appropriate media used such as webpages, journal articles with pictures, Powerpoint presentation or posters clearly presenting all the important information created highlighting possible solutions.

 
 TRANSFORMATIVE

Create a peace-building story ending to The Mongoose and the Iguana.

Simply alter details in one peace-building ending provided.

Construct a simple peace-building ending that is different to the ones presented.

Construct an expanded peace-building ending that is considerably different to any presented.

Construct a few expanded peace-building endings that are notably different and imaginative.

 
 TRANSFORMATIVE

Create a peace-building story reflecting the issues involved with introducing species to sensitive environments.

Simply alter details in the peace-building story provided.

Construct a simple peace-building story that basically is reflects the issues involved.

Construct a detailed peace-building story that presents all the issues involved with realistic peace-building endings.

Construct a detailed and uniquely imaginative peace-building story that presents all the issues involved with realistic peace-building endings.

 
 

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