Civics
Mr. Morrissey
Name _________________________
Service Learning Project
WHAT IS SERVICE LEARNING?
Service Learning combines service to the community with student learning in a
way that improves both the student and the community.
According to the National and Community Service Trust Act of 1993, Service
Learning:
Is a method whereby students learn and develop through active
participation in thoughtfully organized service that is conducted in and
meets the needs of communities;
Is coordinated with a school and the community;
Helps foster civic responsibility;
Is integrated into and enhances the academic and technical curriculum of
the students;
Provides structured time for students to reflect on the service experience.
The Service Learning Rubric, developed as the performance assessment tool, is
based upon this definition. This rubric should be used for students and teachers to
design, implement and evaluate service learning projects.
LEVELS OF SERVICE
Direct Service: Students have face-to-face contact with the service recipients.
For example: tutoring; serving meals at a homeless shelter; working with the
elderly in a nursing home, etc.
Indirect Service: Students perform a service without having face-to-face contact
with the recipient. Usually resources are channeled to help alleviate a problem.
For example: food & clothing drives; walk-a-thons or fundraisers; environmental
projects, etc.
Advocacy: Students educate others about a particular issue with the goal being to
eliminate the cause of a particular problem. For example: writing letters to
legislators or editors; preparing and displaying posters, plays, or other educational
materials for others, etc.
SCORING WITH THE RUBRIC
The rubric is divided into two parts. Part I assists with evaluating the quality of the
project. Part II assists with evaluating the quality of individual student
participation.
Here is how you will be graded using the Service Learning Project Evaluation
Rubric:
Group service learning projects:
The group project will be evaluated using Part I.
Part Is score will be transferred onto each group members evaluation form.
(The score will be the same for all group members.)
Each member of the group will be individually graded using Part II.
A total score will be compiled by adding Part I and Part II.
Individual service learning projects:
Student will be graded using Parts I and II of the rubric.
A total score will be compiled by adding Part I and Part II.
Service Learning Project Evaluation Rubric
Adapted from rubric framework developed by Dr. Mary J. Seike, UNI
and the Ohio Department of Education, Family and Consumer Sciences Education
Student Name
Group Members
Title of Project
Service Learning combines service to the community with student learning in a way that improves both the
student and the community. According to the National and Community Service Trust Act of 1993, Service
Learning:
Is a method whereby students learn and develop through active participation in thoughtfully organized
service that is conducted in and meets the needs of communities;
Is coordinated with a school and the community;
Helps foster civic responsibility;
Is integrated into and enhances the academic and technical curriculum of the students;
Provides structured time for students or participants to reflect on the service experience.
4
Strong
Impact
3
Good
Impact
2
Some
Impact
1
Minimal
Impact
Meet actual
community
needs
Determined by
current research
conducted or
discovered by
student(s) with
teacher
assistance where
appropriate
Determined by
past research
discovered by
student(s) with
teacher
assistance where
appropriate
Determined by
making a guess at
what community
needs may be
Community needs
secondary to what
teacher wants to
do OR considers
only student(s)
needs
Coordinated in
collaboration
with community
Active, direct
collaboration with
community by
student(s) and
teacher
Community
members act as
consultants in the
project
development
Community
members are
informed of the
project directly
Community
members are
coincidentally
informed or not at
all knowledgeable
Improve quality
of life for
person(s)
served
Facilitate change
or insight; Help
alleviate suffering;
Solve a problem;
Meet a need or
address an issue
Changes enhance
an already good
community
situation
Changes mainly
decorative, but
new and unique
benefits realized
in community
Changes mainly
decorative, of
limited benefit, or
are not new and
unique
Photos Included
Photographic
evidence
demonstrating
active citizenship
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PART I
Score, Part I
Score
4
Strong
Impact
3
Good
Impact
2
Some
Impact
1
Minimal
Impact
Facilitate active
student
reflection
Student thinks,
shares, and
produces
reflective products
individually and as
group member
Student thinks,
shares, and
produces
individual OR
group-generated
reflective
products, but not
both
Student reflects
orally but
produces no
reflective products
Student ran out of
time for true
reflection; Just
provided a
summary of
events
Use new
academic skill/
knowledge in
real world
settings to
extend beyond
the classroom
Student has direct
application of new
skill or knowledge
(academic and
technical) in
service to
community
Student has some
active application
of new skill or
knowledge
(academic and
technical)
Student less
involved than
other group
members OR
Student provides
little service to
community
Skill and
knowledge used
mostly in the
organization; No
active community
service
experience
Help develop
sense of caring
for and about
others
Reflections show
affective growth
regarding self in
community and
the importance of
service
Reflections show
generic growth
regarding the
importance of
service
Reflections
restricted to pros
and cons of
particular service
project regarding
the community
Reflections limited
to self-centered
pros and cons of
the service project
Student
ownership of
project
Student involved
in all aspects of
project planning
and decision
making
Student involved
in most (more
than 50%) of
project planning
and decision
making
Student involved
in some (less than
50%) of project
planning and
decision making
Student does not
plan or make
decisions about
the project
PART II
Score
Score, Part II
Part I Score:
Part II Score:
Total Score:
Maximum
Comments:
of
32
Points
