RUBRIC FOR THE PEER ASSIGNMENT OF THE FINAL PROJECT: Learn by teaching others

how to learn

THE COMMENTS IN GREEN GIVE OUR EVALUATIONS FOR THE PROJECT:

Success on the AP Test: A Veteran’s Guide, by Eric Winsor

Overview

Step 1: Review the Cover sheet (only applicable if your peer included one)

The cover sheet provides you with:

 An overview of the project.

 An explanation of how the project can or will be used in the project author’s life.

 A list of the 3 or more topics from the course the project addresses.

 If the project does not include citations, a brief justification of that decision. (Do not put the citations
in the cover sheet.)

 Optionally, any other illustrations or explanations as to how the project meets the requirements of
the grading rubric.

There is no grade associated with the cover sheet; however you are welcome to provide feedback
specifically on the cover sheet in the text area below if one was provided with the project.

(If you don't have anything to add, type N/A or no comment into the text box.)

N/A (there was no coversheet on this project)

Step 2: Review the Project

During the grading phase, you will be supplied with either a PDF containing this student’s final
project, or a link to a webpage where you can view the project submission. Please take time to
carefully review the project in full before returning to this screen to enter your scores and feedback. It
may be helpful for you to print a copy of the rubric to have with you as you review the project. Once
you have finished your preliminary review of the project, you may need to switch between the
application or browser window or tab that contains the project and this browser tab that contains the
evaluation form.

(If you don't have anything to add, type N/A or no comment into the text box.)
 N/A (no comments at this stage)

Step 3: Identify the Topics

This project requires that each student includes some of the major topics covered in this course.
Those topics include:

 Focused and diffuse modes of thinking.

 Key techniques proven by research to help students learn most efficiently

 Illusions of learning

 Memory

 Chunking

 Sleep

 Metaphor, story, and visualization in learning

 Transfer of ideas and concepts from one area to another

 Deliberate practice

 Interleaving

 Procrastination

 Testing

 Mindset

 Working with others in learning

 Cultural similarities and differences in learning

 Life-long learning and broadening your passions

 Learning independently

Which three of the above topics does the final project you reviewed address the most? We'll call
these "Topic A," Topic B," and "Topic C." The project may have referenced additional topics, which
is fine, but you will take a look at how well the project addressed these 3 topics. Any comments
about the topics covered by the project? (If you don't have anything to add, type N/A or no comment
within the box.)

This is an excellent project that includes several key topics from Learning How to Learn.
The three topics covered in most depth are: illusions of competence (Who you gonna recall?
 and Sleight of Mind), spaced repetition (Repetition… in space!), and testing (Step 4: The
Test), as well as an honourable mention for eating your frogs first (Jumping into studying).

Step 4: Evaluate and Provide Feedback

For each of the following grading categories, identify how well the project met the requirement
according to the standards listed. Keep in mind that some projects may not follow the examples we
gave of a paper, website, video documentary, etc. That is perfectly fine. Read the standards we
have given to form an understanding of the quality we are expecting and then use your best
judgment to fairly evaluate the project. In the feedback areas, be sure to provide helpful comments
on what you liked about the project in each area and how the project might be improved. Remember,
we really want everyone to be able to use this project in their lives and you can help by providing
suggestions for improvement, even if you score the project as excellent.

Criteria #1: Coverage

According to the rubric below, how well did the author of the project do in this area?

 Poor (0 points)

No one topic is addressed substantially in the project

 Fair (1 point)

At least 1 of Topic A, Topic B, and Topic C is addressed substantially in the project. That is, the
target audience of the project is left with a good understanding of the key points of the topic.

 Good (2 points)

At least 1 of Topic A, Topic B, and Topic C is addressed substantially in the project. That is, the
target audience of the project is left with a good understanding of the key points of that topic. In
addition, all 3 of Topic A, Topic B, and Topic C were at least minimally addressed in the project. That
is, the target audience of the project is well informed on at least 1 point for each topic.

 Excellent (3 points)

All 3 of Topic A, Topic B, and Topic C were addressed substantially in the project. That is, the target
audience of the project is left with a good understanding of the key points of each topic.

EXCELLENT
 Criteria #2: Learning and the Project Goal (if you are unsure in grading, please use the higher grade
you are thinking of)

 Poor (0 points)

Project appears incomplete and without much substance

 Fair (1 point)

Project is complete but the following description applies:

Shows a listing of topics related to learning, rather than discussion

Makes ineffective use of the format chosen (whether that format is a text document, a video, a
website, or something else)

 Good (2 points)

Project is complete but successfully addresses only 1 of the following:

Shows a depth of understanding of topics related to learning

Makes effective use of the format chosen (whether it be a text document, video, website, or
something else).

 Excellent (3 points)

Project is complete and successfully addresses both of the following:

Shows a depth of understanding of topics related to learning

Makes effective use of the format chosen (whether it be a text document, video, website, or
something else).

EXCELLENT

Criteria #3: Accuracy and Basis in Research

 Poor (0 points)

Most assertions or explanations are largely inaccurate

Assertions of fact and explanations related to how to learn effectively are somewhat accurate, but
somewhat misleading. In addition, if it is appropriate to use citations (eg yes for a policy paper or
textbook, no for a children’s book or game – use your judgment), such citations are sparse or
missing.

 Good (2 points)

Assertions of fact and explanations related to how to learn effectively are mostly accurate and mostly
clear. In addition, if it is appropriate to use citations (e.g. yes for a policy paper or textbook, no for a
children’s book or game – use your judgment), original sources for each fact are cited using a
consistent format.

 Excellent (3 points)

Assertions of fact and explanations related to how to learn effectively are accurate and clear to the
intended audience. In addition, if it is appropriate to use citations (e.g. yes for a policy paper or
textbook, no for a children’s book or game – use your judgment), original sources for each fact are
cited using a consistent format.

GOOD

Criteria #4: Professionalism

 Poor (0 points)

The project is nearly impossible to review due to poor writing and a disorganized layout.

 Fair (1 point)

If media elements are used (e.g. photos, graphs, audio or video clips), the author demonstrates
he/she has permission to use only a few of the copyrighted elements included in the project. This is
made clear via a caption or some other reference for each element.

AND

The project is poorly organized and difficult to follow and has a large number of spelling and
grammar issues.

 Good (2 points)
 If media elements are used (e.g. photos, graphs, audio or video clips), the author demonstrates
he/she has permission to use most copyrighted elements included in the project. This is made clear
via endnotes, footnotes, captions, closing credits, or some other reference for each element.

AND

The project is somewhat organized, somewhat easy to understand, and often follows the relevant
rules of spelling and grammar.

 Excellent (3 points)

If media elements are used, (e.g. photos, graphs, audio or video clips), the author demonstrates
he/she has permission to use each copyrighted element included in the project. This is made clear
via endnotes, footnotes, captions, closing credits, or some other reference for each element.

AND

The project is well-organized, well-written and produced, easy to understand, and follows the
relevant rules of spelling and grammar.

EXCELLENT

Criteria #5: Applicability and Extension

 Poor (0 points) Project has no potential use outside of this course

 Fair (1 point) Project does not seem useful for the author’s intended use.

 Good (2 points) Project could serve the author’s intended use without much modification needed.

 Excellent (3 points) Project clearly can be used beyond the scope of this course. Author’s intended
use for the project seems able to be accomplished.

EXCELLENT

Overall evaluation/feedback

Please write here any other comments, feedback, encouragement, etc. that you feel might be helpful
to the author of this work.

I enjoyed reading this very well-written and engaging article, and I particularly like that Eric
has shown his readers a very practical approach to study. Rather than simply summarising
the course content, Eric has developed an easy-to-follow plan for succeeding on the AP Test.
Along with the all-important “start early” and other suggestions on how to study in the lead-
up to the test, following Eric’s dos and don’ts for the day before and day of the test will help
his readers to perform at their best.

This is not a criticism of the project—it does a great job addressing the required number of
course topics!—but students may find interleaving a useful addition to the study plan. It’s a
powerful tool that, while it might seem harder work at the time, can really enhance learning.