Washington Best Practices in Service Learning
Goal 3: Exploring the Context
Unit: Madrona Corps
Subject area: Civics
Integrated subjects: Communication skills, civics
Teacher: Wendy Ewbank
School: Madrona K-8 School, Edmonds School District
EwbankW@edmonds.edu
Grade level: 8
Abstract: Students in Wendy Ewbank’s social studies
class study a civic issue and provide 32 hours of service during their semester
course. Not only does Wendy do a fine job of teaching civic skills ( See Goal
2) but she structures her activities so students develop problem solving and
thinking skills as they reflect upon their service experiences. Below are just
a few of the questions and the rubric she uses to guide and assess quality reflection.
- What did being a volunteer mean to you before Madrona Corps and what does
it mean now that you have finished?
- What strengths or weaknesses have you discovered about yourself now that
you have volunteered in a different environment other than school? (For example,
you’re more patient than you thought, you developed your leadership
skills, or maybe you found out you don’t work will with the population
you worked with as much as you thought you would.)
- Do you have any suggestions for improvement of your site or the Madrona
Corps program?
Assessment: Reflection Rubric for Madrona Corps Assessment
The following rubric is used to assess the quality of student thinking at
these levels.
Level 4 — Outstanding Achievement
- Content: Clearly demonstrates how the student's individual learning objectives
were met. Educates the viewer/reader about the school/community being served
through this project.
- Mode of Presentation: Product effectively communicates the realities of
the volunteer site; gives the reader/viewer an accurate "picture"
of the people, duties, challenges and successes. Creative, innovative treatment
of clientele and content.
- Depth of Reflection: Demonstrates evidence of personal growth (i.e. self
esteem, leadership, decision-making, conflict resolution), broadening of skill
base and understanding of the organization and its mission. Honestly appraises
strengths and weaknesses; offers suggestions for improvement of program (for
self and others).
Level 3 — Adequate Achievement
- Content: Demonstrates how most of the student's individual learning objectives
were met. Gives some background information about the school/community being
served through this project.
- Mode of Presentation: Product effectively communicates the realities of
the volunteer site; gives the reader/viewer an accurate "picture"
of the people, duties, challenges and successes.
- Depth of Reflection: Demonstrates evidence of personal growth, broadening
of skill base and
understanding of the organization and its mission. Honestly appraises strengths
and weaknesses (of self and program).
Level 2 — Rudimentary Achievement
- Content: Demonstrates how some of the student's learning objectives were
met. Gives little or no background information about the school or community
being served.
- Mode of Presentation: Product does not convey a clear or accurate "picture"
of the volunteer site (its people, student duties, challenges, etc.).
- Depth of Reflection: Demonstrates little evidence of personal growth, broadening
of student's skill base, or understanding of the organization and its mission.
Level One — Minimal Achievement
- Content: Does not demonstrate whether the student's learning objectives
were met. Gives no
information about the school or community being served.
- Mode of Presentation: Product gives a misleading picture of the volunteer
site; is difficult for
reader/viewer to follow.
- Depth of Reflection: Demonstrates no evidence of personal growth, broadening
of skill base or understanding of the organization and mission.
