CMS Graduation Project 20082009

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CMS Graduation Project2008-2009
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The Graduation Project is a culminating activity
in which the student has the opportunity to
demonstrate a synthesis of knowledge derived from
a research based paper and product.
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CMS Score Scale for Evaluating the Product and
the Oral Presentation

• Score Point 4
• Score Point 3
• Score Point 2
• Score Point 1
• Nonscorable
• Score Point 0 (no show)

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Score Point 4 Presentation

• Reflects a synthesis of knowledge gained from the
  research and the creation of the product
• Convinces the audience of the student's expertise
  and comprehension of the topic
• Contains an introduction which focuses the
  attention of the audience and clearly conveys the
  purpose of the presentation
• Contains a body which includes sufficient,
  appropriate, and clear examples that demonstrate
  knowledge of topic
• Contains a sense of closure
• The presentation is appropriate for the intended
  audience
• Student maintains poise throughout, uses
  appropriate speaking techniques, and demonstrates
  a command of language
• References to the product, if used, enhance the
  presentation
• Student responds confidently and accurately to
  extemporaneous questions

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Score Point 3 Presentation

• Reflects a synthesis of knowledge gained from the
  research and the creation of the product in most
  aspects
• Convinces the audience of the student's expertise
  and comprehension of the topic, although minor
  flaws may exist
• Contains an introduction which focuses the
  attention of the audience and conveys the purpose
  of the presentation
• Contains a body which includes sufficient,
  appropriate, and clear examples that demonstrate
  knowledge of topic, but there may be some
  unevenness of development
• Conveys essential and critical ideas, although
  there may be minor deviations that affect the
  sense of unity and coherence
• Contains a sense of closure
• The presentation has a reasonable sense of
  audience
• Student maintains poise throughout, uses
  appropriate speaking techniques, and demonstrates
  a command of language, although some minor flaws
  may exist
• References to the product, if used, enhance the
  presentation
• Student responds with adequate confidence and
  accuracy to extemporaneous questions

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Score Point 2 Presentation

• May reflect some synthesis of knowledge gained
  from the research and the creation of the product
  , but it may lack clarity and logic
• May show that the student has gained some
  knowledge from the research, but the ideas may
  not be elaborated
• The introduction may not convey a clear purpose
  or direction of the presentation
• The body may not be fully developed
• May lack a sense of closure
• The presentation may reflect little sense of
  audience
• Student's sense of poise, appropriate speaking
  techniques, and command of language may be
  marginal
• References to the product, if used, may detract
  from the presentation
• Student responds with some confidence and
  accuracy to extemporaneous questions

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Score Point 1 Presentation

• May reflect little synthesis of knowledge gained
  from the research and the creation of the product
  
• May show that the student has little
  comprehension of the topic
• The introduction may not convey a clear purpose
  or direction of the presentation.
• The body may not be fully developed
• May lack a sense of closure
• The presentation may reflect little sense of
  audience
• Student may lack a sense of poise, appropriate
  speaking techniques, and command of language
• References to the product, if used, may detract
  from the presentation
• Student responds with little confidence and
  accuracy to extemporaneous questions

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Score Point 0 Presentation

• The student did not make a presentation.

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Score Point NS Presentation

• The student demonstrates no expertise in the
  presentation and no expertise in answers to
  extemporaneous questions

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Score Point 4 Product

• Reflects an appropriate and logical
  outgrowth/extension of the research-based essay
• Demonstrates application of acquired knowledge
  from the research and maintains attention to the
  thesis or focus
• Evidences inventiveness/creativity in its
  concept(s)
• Demonstrates care and attention to detail in its
  design, and is student generated
• Aesthetically pleasing, while conveying a sense
  of completeness

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Score Point 3 Product

• Reflects an appropriate and logical
  outgrowth/extension of the research-based essay
  in most aspects
• Demonstrates application of acquired knowledge
  from the research, but may have minor deviations
  from the thesis or focus
• Evidences inventiveness/creativity in its
  concept(s) but may lack imagination
• Demonstrates care and attention to detail in its
  design, although some minor flaws may exist, and
  is student generated
• Predominately aesthetically pleasing, while
  conveying a sense of almost total completeness

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Score Point 2 Product

• Reflects an outgrowth/extension of the
  research-based essay
• Demonstrates application of acquired knowledge
  from the research, but may only have limited
  connection to the thesis or focus
• May lack depth and imagination in its concept(s)
• Demonstrates some care and attention to detail in
  its design and is student generated
• May have flawed aesthetic appeal and lack a sense
  of completeness

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Score Point 1 Product

• May reflect an outgrowth/extension of the
  research-based essay
• Demonstrates little application of acquired
  knowledge from the research and may have limited
  connection to the thesis or focus
• Fails to exhibit inventiveness/creativity in its
  concept(s)
• Demonstrates little care and attention to detail
  in its design and is student generated
• Design/format detracts from its overall
  effectiveness and may lack a sense of completeness

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Score Point 0 Product

• The student did not submit a product, or the
  product is not the work of the student.

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Score Point NS Product

• The product shows no student effort, design, or
  creativity and may be merely a copy of existing
  drafts, charts, photos, or illustrations.

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Board Procedures

• The student will enter the room and set up
  his/her product.
• The student will then begin the presentation
  portion of his/her project.
• During the presentation, the student may describe
  the process behind the creation of his/her
  product, but this should not be a show and tell.
• After the presentation, the student will leave
  the room and the board will grade the product.

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Suggested Outline for Presentation Speeches

• Student Version

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Introduction

• Student will introduce himself/herself and the
  topic.
• Student will describe why he/she chose the topic.
• Student may or may not mention his/her mentor.

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Research and Preparation

• Student will briefly describe the research
  process and time frame involved.
• Student may discuss any obstacles and/or valuable
  resources.

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Body

• Student will summarize research and findings.
• Student may or may not show the product.
• If the product is included, the student may refer
  to the product or use it as a visual aid only.
  Reference to the product should not exceed 1
  minute.

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Closing

• Student may state how or why the project was
  beneficial.
• Student may include what he/she would do
  differently.
• Student will thank the panel.
• Student will ask for questions from the board.

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Poise

• Student should be appropriately dressed.
• Student may use notecards for his/her speech.
• Student may or may not use podium.
• Student should make eye contact with each board
  member.
• Student should not rush or fidget.

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Product Overview

• The most important consideration is that the
  student used the knowledge acquired in his/her
  paper to create a high quality product.

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Reminders When Scoring Products

• Any product can receive any score. No one form
  (e.g. models, posters, videos, books) is superior
  to another.
• All products should be measured against the score
  scale. One product may not be compared to
  another.
• Every point in the score scale has a wide range.
  There are basically only four points in the score
  scale. (NS and O occur infrequently.)

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Reminders continued...

• For every point, there are lows and highs. In
  making a decision, the evaluator must identify
  the defining descriptors in the score scale. For
  example, a high 2 will be superior to a low 2,
  but there will be factors in the score scale
  which prevent it from being scored a 3.
• Evaluators must remain objective. Students
  deserve a score which accurately reflects the
  expectations established in the score scale.
  Resist the temptation to feel sorry for a student
  or worry about the consequences of the score you
  assign.

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Role of Lead Teacherand Role of Time Keeper
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Dos and Donts
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Dos

• Ask questions based only on the students
  presentation and product.
• Phrase questions simply and directly.
• Help the student use the information garnered
  from the project.
• Ask specific questions but also broader, general
  ones such as, What was the most valuable part of
  your project? or What would you have done
  differently?.

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Dos continued...

• Watch the time, and allow the discussion of
  scores to reach conclusion in a timely fashion.
  The board is limited to 15 minutes for the
  presentation, questions and scoring, and 15
  minutes for the product.
• Be co-operative with fellow board members in
  achieving consensus in a short period of time.
  The faculty member on the board is the
  facilitator in arriving at consensus score for
  the presentation.

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Dos continued...

• Use the scoring rubric carefully and
  consistently.
• Offer the student brief congratulatory comments
  if you feel he/she deserves such at the end of
  the presentation.

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Donts

• Do not make a presentation yourself even if the
  topic of the students presentation is an area of
  your expertise.
• Do not try to save the student, i.e., try to put
  an answer into the students mouth. If a student
  does not seem able to answer smoothly and
  appropriately after a few moments, the board
  should simply move on to another question.

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Donts continued..

• Do not monopolize the questioning.
• Do not digress from the content of the students
  presentation. This includes asking personal
  questions which may be inappropriate.
• Do not feel uncomfortable if the student pauses
  several seconds before answering.
• Do not eat or sleep.

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Thank you for participating on Ardrey Kell High
Schools Senior Boards!
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Role of Lead Teacher

• You will receive the appropriate folder and room
  assignment from the information table in the
  mall.
• The outside of the folder will have the names of
  the students and the times of their
  presentations.
• Remind community members of the scoring rubrics
  since some may not have received training.
• Invite the student in to begin the presentation.

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Lead Teacher Role Continued

• When the student has finished the presentation,
  ask the first extemporaneous question.
• The first question should put the student at
  ease.
• We must be sure that each board member has a
  score in mind before any discussion takes place.
  Then arrive at one consensus score.

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Role of the Time Keeper

• Record the start time for the presentation.
• Students have 10 minutes to complete their
  presentations. At 7 minutes, hold up the sign for
  three minutes left. At 8 minutes, hold up the
  sign for two minutes left. At 9 minutes, hold up
  the 1 minute sign. At 10 minutes, hold up
  Stop. Allow approximately 2 minutes for
  extemporaneous questions.
• The student should then leave the room and
  scoring may begin.
• During the scoring process, please make sure the
  student cannot hear the board.
• When the presentation has been scored, begin the
  product scoring. Remember, the board is limited
  to 30 minutes per student.

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Role of Community Member

• You will receive your room assignment from the
  information table in the mall.
• When you reach your assigned board room, the AKHS
  staff member will review the scoring rubrics and
  facilitate the beginning of the product grading
  (15 minutes) and the presentation portion (6-8
  minutes).
• Approximately 3 minutes will be allotted for
  extemporaneous questions. Please adhere to this
  time frame.
• The remainder of the time will be used for
  presentation scoring.