|Rubric Rating||Video Examples|
|Highest Rating: Presenters discuss causes of problem and situate problem in a broader policy or social context--this connection is clear and explicit.
Example: An example of this includes situating a discussion of high school “dropout” rates within broader discussions of systemic racism and/or the ways that racism functions in schools. Another example of this may be connecting their local problem to issues and movements addressing similar problems across the country
|This is exemplary because it names the problem as: Balancing the water budget. The team also provided convincing evidence of the extent of the problem: the scarcity of water in is an immediate issue in California but also will become a significant concern in 40 out of 50 other states across the country.|
|Mid-level Rating: Presenters attempt to situate the problem in a broader context. This discussion is unclear in places and the observer is uncertain how connections are being made.
Example: Students who attempt to situate their problem in a broader context, but the connections do not seem to match up. For example, students who discuss high school “dropout” rates might present disparities across various student races and ethnic groups and then move to a discussion of college readiness without any discussion of race or ethnicity.
This example is high quality because it identifies the problem as: Food option in our community drastically affect eating habits, thus causing diabetes and obesity. This presentation was rated as high quality but not exemplary because: the explanation only provides some evidence of the extent of the problem i.e. “highest diabetes and obesity rates in our nation’s capital.” “The number of liquor and corner stores vs healthy food stores in the community.” One personal story about one of the presenters mother having diabetes.
|Lower-Level Rating: Presentation does not offer interpretation of cause of the problem or what is contributing to it; problem is treated in isolation or without consideration of context.
Example: Students analysis of dropout rates as a focal problem is limited to student performance. Students give no attention to school context, societal, or systemic factors.
|This example is mid-low quality because it is unclear what is contributing to racial bias, increased discipline for students of color in schools, and tense relationships between police and students of color in the LA area. The students address the research question by highlighting data collected from their survey. The survey data is analyzed through a theoretical framework that looks at racial bias. However, it is unclear how racial bias within particular contexts and systems.|
|Lowest-Level Rating:Presentation does not identify a problem or it identifies so many that the observer is unclear about the focus of the presentation.
Example: Students discuss low performance of test scores, but do not directly state that it is a problem. Or students might begin discussing dropout rates and then transition to identifying student college rates and high stakes testing performance as problems as well.
|No video in doc.|