| 1 |
*Identify and/or describe social and emotional learning skills (e.g. growth mindset, self-efficacy, self-management, and social awareness, etc.). |
| 6 |
*Set personal, academic and/or career goals and identify steps to achieve them. |
| 7 |
*Identify skills and successes to build confidence. |
| 8 |
*Respond to personal problems with self-efficacy, e.g. confidence, action, resilience and persistence. |
| 9 |
Give advice using self-efficacy concepts, eg. confidence, action, resilience and persistence. |
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Each attribute is correctly identified in a phrase(s) or sentence(s). There may be errors, but they do not interfere with meaning.
|
2 |
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Each attribute is correctly identified in a word(s), phrase(s) or sentence(s). There may be errors that interfere with meaning, but the response can be understood with inference.
|
1 |
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Response is inappropriate, incomprehensible, or incorrect or there is no response.
|
0 |
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|
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|
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Response is clear and complete. There may be errors, but they do not interfere with meaning.
|
2 |
|
Response has correct content. It may be partially complete. There may be errors that interfere with meaning, but the response can be understood with inference.
|
1 |
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Response is inappropriate, incomprehensible, or incorrect.
|
0 |
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|
|
|
|
Addresses 3 elements of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).
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14 |
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Addresses at least 2 elements of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).
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12 |
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Addresses at least 2 elements of the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in loosely-organized paragraph(s).
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10 |
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Addresses at least 1 element of the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in paragraph(s).
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8 |
|
Nothing written or content is incomprehensible or inappropriate.
|
0 |
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Almost no errors in grammar, structure, spelling, capitalization, or punctuation.
|
2 |
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Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.
|
1 |
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Errors make the writing difficult to understand even with inference.
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0 |
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|
|
Advice is appropriate, clear, persuasive and has correct content. Four (4) pieces of advice are offered. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required.
|
18 |
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Advice is appropriate, clear, persuasive and has correct content. At least 4 pieces of advice are offered. One or two ideas may not be well stated. Contains relevant detail. May require minimal inference, but meaning is clear.
|
16 |
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Advice is appropriate and has correct content and has some persuasiveness. At least 3 pieces of advice are offered. A few ideas may not be well stated. Contains some relevant detail. May require some inference, but meaning is clear.
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14 |
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Advice is appropriate and has correct content but may lack persuasiveness and/or clarity. At least 2 pieces of advice are offered. Some ideas may not be well stated. Contains some relevant detail. May lack appropriate or sufficient detail. May require inference, but meaning is clear.
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12 |
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Nothing said or content is incomprehensible or inappropriate.
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0 |
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Each appropriate presentation characteristic
|
1 |
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Each inappropriate or absent presentation characteristic
|
0 |
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