GENERIC ASSESSMENT MASTERS
Generic Assessment Master G-1: Checklist: Group Work
Generic Assessment Master G-2: Rubric: Research Report
Generic Assessment Master G-3: Rubric: Case Analysis
Generic Assessment Master G-4: Checklist: Debate Evaluation
Generic Assessment Master G-5: Rubric: Visual Display
Generic Assessment Master G-6: Rubric: Letter to the Editor
Generic Assessment Master G-7: Rubric: Oral Presentation
Generic Assessment Master G-8: Rubric: Creating a Pamphlet
Generic Assessment Master G-9: Rubric: Assessing an Editorial
Generic Assessment Master G-10: Rubric: Case Presentation
Generic Assessment Master G-11: Rubric: Essay
Generic Assessment Master G-12: Rubric: Current Events Report
Generic Assessment Master G-13: Rubric: Interview
Generic Assessment Master G-14: Checklist: Creating a Brochure
Generic Assessment Master G-15: Rubric: Role Play
Generic Assessment Master G-16: Rubric: Mock Trial
Generic Assessment Master G-17: Rubric: Position Paper
CHAPTER ASSESSMENT MASTERS
Assessment Master I-1: Rubric: Creative Legal Theme Presentation
Assessment Master 1-1: Rubric: Survivor Island Legal Code
Assessment Master 1-2: Rubric: Analysis of an Aboriginal Nation’s Laws
Assessment Master 1-3: Rubric: Article on Laws That Appear to Discriminate
Assessment Master 1-4: Rubric: Applying Personal Ethics
Assessment Master 2-1: Rubric: Comparison of Punishment for Possession of Illegal Drugs
Assessment Master 2-2: Rubric: Summaries of Private Law Situations in Print Media
Assessment Master 3-1: Checklist: Group Assessment of Town-Hall Meeting
Assessment Master 3-2: Rubric: Student Reflection on Town-Hall Meeting
Assessment Master 6-1: Rubric: School Code of Conduct
Assessment Master 6-2: Checklist: Identifying Elements of a Crime
Assessment Master 7-1: Rubric: Court Observation
Assessment Master 7-2: Rubric: Choosing a Jury
Assessment Master 8-1: Rubric: Research on Bail Hearings
Assessment Master 8-2: Rubric: Research on Forensic Science
Assessment Master 8-3: Checklist: Police Report
541
Assessment Master 9-1: Checklist: Impaired Driving Presentation
Assessment Master 10-1: Checklist: Newspaper Article Report
Assessment Master 10-2: Rubric: Defences and Amendments
Assessment Master 11-1: Checklist: Sentencing
Assessment Master 12-1: Checklist: Issues Concerning the Youth Criminal Justice Act
Assessment Master 12-2: Checklist: How Some Aboriginal Communities Deal with Youth Crime
Assessment Master 13-1: Checklist: Pleadings—Statement of Claim/Defence
Assessment Master 14-1: Checklist: Liability In-service
Assessment Master 14-2: Rubric: Liability In-service
Assessment Master 15-1: Rubric: Defences to Intentional Interference—Statutory Authority
Assessment Master 15-2: Rubric: Defamatory Cartoons
Assessment Master 16-1: Rubric: A Written Presentation
Assessment Master 16-2: Rubric: Job Description of a Mediator
Assessment Master 16-3: Rubric: Report Comparing Marriage Laws
Assessment Master 16-4: Rubric: Writing a Feature Article
Assessment Master 17-1: Rubric: Child Support Enforcement System
Assessment Master 17-2: Rubric: Letter to a Member of Parliament on How Child Custody
Should Be Determined
Assessment Master 17-3: Rubric: Poster-Board Display on Problem of Non-Payment of Child Support
Assessment Master 18-1: Checklist: Contract Analysis
Assessment Master 18-2: Rubric: Contract Dispute—Contract Writer
Assessment Master 18-3: Rubric: Contract Dispute—Lawyer
Assessment Master 18-4: Checklist: Misrepresentation Role Play
Assessment Master 19-1: Checklist: Contracts Essay
542 Assessment Masters
Generic Assessment Master G-1
CHECKLIST: GROUP WORK
Group Members: __________________________________________________________________________
_______________________________________________________________________________________
Date: _____________________________________________
Criteria
Assessor:
 Self
 Peer
 Teacher
Assessment
Name:
Name:
Name:
Name:
• offers ideas, information, and expertise that
the group can use
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
• shows an understanding of main ideas and
supports information offered by others (e.g.,
by asking relevant questions)
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
• challenges and extends the ideas of others
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
• shows critical listening skills by making
connections to ideas from group members
and by evaluating implicit and explicit ideas
(e.g., noting ambiguities or biases)
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
• shows sensitivity and respect for others,
including those with diverse points of view
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
• facilitates group processes by working
toward consensus, resolving conflicts, and
accepting group decisions
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
• completes assigned tasks and fulfills roles
as required
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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543
Generic Assessment Master G-2
RUBRIC: RESEARCH REPORT
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding of
the topic
 demonstrates
limited knowledge
and understanding
of the topic
 demonstrates
some knowledge
and understanding
of the topic
 demonstrates
considerable
knowledge and
understanding of
the topic
 demonstrates
thorough
knowledge and
understanding of
the topic
• formulation of
questions
 formulates
questions with
limited relevance
and depth
 formulates
questions with
some relevance
and depth
 formulates
questions with
considerable
relevance and
depth
 effectively
formulates
relevant, insightful
questions
• ethical use of
sources
 makes limited use
of credible
sources
 makes some use
of credible
sources
 makes
considerable use
of credible
sources
 makes highly
effective use of
credible sources
• analysis of the topic
 provides little
explanation or
analysis
 provides some
explanation or
analysis
 provides
considerable
explanation or
analysis
 provides a
thorough
explanation or
analysis
• use of supporting
detail
 uses supporting
detail with limited
effectiveness
 uses supporting
detail with some
effectiveness
 uses supporting
detail with
considerable
effectiveness
 uses supporting
detail with a high
degree of
effectiveness
• development
 develops ideas
with limited logic
 develops ideas
with some logic
 develops ideas
logically
 develops ideas
with logic and
insight
• making connections
 makes limited
connections or
generalizations
 makes some
connections or
generalizations
 makes useful
connections or
generalizations
 makes many
insightful
connections and
generalizations
• clarity
 communicates
with limited clarity
 communicates
with some clarity
 communicates
with considerable
clarity
 communicates
with a high degree
of clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
544
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Generic Assessment Master G-3
RUBRIC: CASE ANALYSIS
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• case details
 shows limited
understanding of
details related to
the case
 shows some
understanding of
details related to
the case
 shows
considerable
understanding of
details related to
the case
 shows a thorough
understanding of
details related to
the case
• legal considerations
of case (criteria for
judgment)
 demonstrates
limited
understanding of
legal
considerations
 demonstrates
some
understanding of
legal
considerations
 demonstrates
considerable
understanding of
legal
considerations
 demonstrates a
thorough
understanding of
legal
considerations
• analysis
 analyzes various
perspectives of
the case with
limited
effectiveness
 analyzes various
perspectives of
the case with
some
effectiveness
 analyzes various
perspectives of
the case with
considerable
effectiveness
 analyzes various
perspectives of
the case
thoroughly and
effectively
• decision
 identifies the
judge’s reasoning
on the legal
question with
limited accuracy
 identifies the
judge’s reasoning
on the legal
question with
some accuracy
 identifies the
judge’s reasoning
on the legal
question with
considerable
accuracy
 identifies the
judge’s reasoning
on the legal
question with a
high degree of
accuracy
• legal terms and
concepts
 applies legal
terms and
concepts with
limited
understanding
 applies legal
terms and
concepts with
some
understanding
 applies legal
terms and
concepts with
understanding
 applies legal
terms and
concepts
effectively
• legal, social, or
historical
significance
 makes few
relevant
connections to
other similar
situations
 makes some
relevant
connections to
other similar
situations
 makes several
relevant
connections to
other similar
situations
 makes many
relevant and
insightful
connections to
other similar
situations
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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545
Generic Assessment Master G-4
CHECKLIST: DEBATE EVALUATION
Group Members: __________________________________________________________________________
_______________________________________________________________________________________
Date: _____________________________________________
Criteria
Assessor:
Assessment
• presents correct and relevant information
0 1 2 3 4
• states position clearly
0 1 2 3 4
• organizes and presents ideas logically
0 1 2 3 4
• sets out opening statement in a logical manner
0 1 2 3 4
• presents arguments and ideas in a convincing
manner
0 1 2 3 4
• speaks in a clear voice and projects well
0 1 2 3 4
• makes eye contact with team and audience
members
0 1 2 3 4
• links laws effectively to specific arguments
0 1 2 3 4
• adheres to rules of debate (e.g., timing,
following moderator’s directions)
0 1 2 3 4
• participates co-operatively with other team
members
0 1 2 3 4
 Self
 Peer
 Teacher
Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
546
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Generic Assessment Master G-5
RUBRIC: VISUAL DISPLAY
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• clear explanation of
the topic
 demonstrates
limited
understanding of
the topic
 demonstrates
some
understanding of
the topic
 demonstrates
considerable
understanding of
the topic
 demonstrates a
thorough
understanding of
the topic
• conveying a logical
overall message or
point of view
 selects and
combines images
and other material
with limited logic
and insight
 selects and
combines images
and other material
with some logic
and insight
 selects and
combines images
and other material
with considerable
logic and insight
 selects and
combines images
and other material
with a high degree
of logic and insight
• organization and
appearance
 visual impact is
limited
 visual impact
contributes
somewhat to the
message
 visual impact
enhances the
message
 visual impact
powerfully
enhances the
message
• ability to conduct
research
 research is limited
 research is
partially complete
and appropriate
 research is
complete and
appropriate
 research is
thorough and
effective
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
547
Generic Assessment Master G-6
RUBRIC: LETTER TO THE EDITOR
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding of
topic
 demonstrates
limited
understanding of
the topic
 demonstrates
some
understanding the
of topic
 demonstrates
considerable
understanding of
the topic
 demonstrates a
thorough
understanding of
the topic
• analysis
 provides limited
analysis
 provides some
analysis
 provides
considerable
analysis
 provides thorough
analysis
• use of supporting
detail
 uses evidence to
support position
with limited
effectiveness
 uses evidence to
support position
with some
effectiveness
 uses evidence
effectively to
support position
 uses evidence
effectively and
convincingly to
support position
• clarity
 communicates
facts and ideas
with limited clarity
 communicates
facts and ideas
with some clarity
 communicates
facts and ideas
with considerable
clarity
 communicates
facts and ideas
with a high degree
of clarity
• terms and concepts
 uses few
appropriate legal
terms and
concepts
 uses some legal
terms and
concepts
appropriately
 uses most legal
terms and
concepts
appropriately
 uses legal terms
and concepts
appropriately and
effecfively
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
548
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Generic Assessment Master G-7
RUBRIC: ORAL PRESENTATION
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding of
topic
 demonstrates
limited
understanding of
the topic
 demonstrates
some
understanding of
the topic
 demonstrates
considerable
understanding of
the topic
 demonstrates a
thorough
understanding of
the topic
• use of research
sources
 makes limited use
of credible
sources
 makes some use
of credible
sources
 makes
considerable use
of credible
sources
 makes highly
effective use of
credible sources
• justification and
support
 developes ideas
and arguments
with limited
justification and
support
 developes ideas
and arguments
with some
justification and
support
 developes ideas
and arguments
with considerable
justification and
support
 developes ideas
and arguments
with highly
effective
justification and
support
• logical conclusions
 draws conclusions
about the topic
with limited logic
 draws conclusions
about the topic
with some logic
 draws conclusions
about the topic
with considerable
logic
 draws conclusions
about the topic
with a high degree
of logic and
effectiveness
• oral communication
skills
 communicates
facts and ideas
with limited
effectiveness
 communicates
facts and ideas
with some
effectiveness
 communicates
facts and ideas
with considerable
effectiveness
 communicates
facts and ideas
with a high degree
of effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
549
Generic Assessment Master G-8
RUBRIC: CREATING A PAMPHLET
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• explanation of the
topic
 shows limited
understanding of
the topic; some
key points have
been left out
 shows some
understanding of
the topic; some
key points have
been left out
 shows
considerable
understanding of
the topic; all key
points have been
included
 shows a thorough
understanding of
the topic; all key
points and
additional
information have
been included
• conveying logical
and convincing
information
 selects and
combines images
and other material
with limited logic
and insight
 selects and
combines images
and other material
with some logic
and insight
 selects and
combines images
and other material
with considerable
logic and insight
 selects and
combines images
and other material
with a high degree
of logic and insight
• ability to apply legal
terms
 applies legal
terms with a
limited degree of
effectiveness
 applies legal
terms with some
degree of
effectiveness
 applies legal
terms with a
considerable
degree of
effectiveness
 applies legal
terms with a high
degree of
effectiveness
• presentation (e.g.,
organization,
graphics)
 presentation of the
pamphlet does not
contribute to the
message; may
detract
 presentation of the
pamphlet is
appropriate for the
message; does
not detract
 presentation of the
pamphlet
enhances the
message
 presentation of the
pamphlet has a
powerful impact
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
550
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Generic Assessment Master G-9
RUBRIC: ASSESSING AN EDITORIAL
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• facts and details of
the issue
 demonstrates
limited
understanding of
the facts and
issue in the
editorial
 demonstrates
some
understanding of
the facts and
issue in the
editorial
 demonstrates
considerable
understanding of
the facts and
issue in the
editorial
 demonstrates a
thorough
understanding of
the facts and
issue in the
editorial
• use of legal terms
in the editorial
 uses accurate and
appropriate legal
terms in a limited
manner
 uses accurate and
appropriate legal
terms to some
degree
 uses accurate and
appropriate legal
terms
 uses accurate and
appropriate legal
terms in a highly
effective manner
• logical, critical
assessment of the
issue
 develops position
with limited
effectiveness and
supporting
evidence
 develops position
with some
effectiveness and
supporting
evidence
 develops position
with considerable
effectiveness and
supporting
evidence
 develops position
with a high degree
of effectiveness
and strong
supporting
evidence
• clarity of
presentation
 presents ideas
with limited clarity
 presents ideas
with some clarity
 presents ideas
with considerable
clarity
 presents ideas
with a high degree
of clarity and
effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
551
Generic Assessment Master G-10
RUBRIC: CASE PRESENTATION
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• case details
 demonstrates
limited knowledge
of details related
to the case
 demonstrates
some knowledge
of details related
to the case
 demonstrates
considerable
knowledge of
details related to
the case
 demonstrates a
thorough
knowledge of
details related to
the case
• legal considerations
of case (criteria for
judgment)
 demonstrates
limited
understanding of
legal
considerations
 demonstrates
some
understanding of
legal
considerations
 demonstrates
considerable
understanding of
legal
considerations
 demonstrates a
thorough
understanding of
legal
considerations
• case decision
 identifies the
judge’s reasoning
on the legal
question with
limited accuracy
 identifies the
judge’s reasoning
on the legal
question with
some accuracy
 identifies the
judge’s reasoning
on the legal
question
accurately
 identifies the
judge’s reasoning
on the legal
question
accurately and
with insight
• legal terms and
concepts
 shows little
understanding of
relevant legal
terms and
concepts
 shows some
understanding of
relevant legal
terms and
concepts
 shows
understanding of
relevant legal
terms and
concepts
 uses relevant
legal terms and
concepts
effectively
• legal, social, or
historical
significance
 makes few
relevant
connections to
other situations
 makes some
relevant
connections to
other situations
 makes several
relevant and
logical
connections to
other situations
 always makes
relevant, logical,
and insightful
connections to
other situations
• communication
 communicates
ideas with limited
clarity and
effectiveness
 communicates
ideas with some
clarity and
effectiveness
 communicates
ideas with
considerable
clarity and
effectiveness
 communicates
ideas with a high
degree of clarity
and effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
552
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Generic Assessment Master G-11
RUBRIC: ESSAY
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding of
the topic
 demonstrates
limited
understanding of
the topic
 demonstrates
some
understanding of
the topic
 demonstrates
considerable
understanding of
the topic
 demonstrates a
thorough
understanding of
the topic
• justification and
support
 develops ideas
and arguments
with limited
justification and
supporting
evidence
 develops ideas
and arguments
with some
justification and
supporting
evidence
 develops ideas
and arguments
with considerable
justification and
supporting
evidence
 develops ideas
and arguments
with highly
effective
justification and
supporting
evidence
• ethical uses of
sources
 displays limited
use and
documentation of
credible sources
 displays some use
and
documentation of
credible sources
 displays
considerable use
and
documentation of
credible sources
 displays highly
effective use and
documentation of
credible sources
• clarity and
effectiveness
 presents ideas
and information
with limited clarity
 presents ideas
and information
with some clarity
 presents ideas
and information
with considerable
clarity
 presents ideas
and information
with a high degree
of clarity and
effectiveness
• application of legal
terms
 includes limited
appropriate
application of legal
terminology
 includes some
appropriate
application of legal
terminology
 includes
considerable
appropriate
application of legal
terminology
 includes
extensive,
effective
application of legal
terminology
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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553
Generic Assessment Master G-12
RUBRIC: CURRENT EVENTS REPORT
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• article summary
 sets out facts and
issues with limited
clarity; may be
incomplete
 sets out facts and
issues with some
clarity
 clearly sets out
facts and issues
 clearly and
effectively sets out
facts and issues
• logical analysis
 develops analysis
with limited
justification and
support
 develops analysis
with some
justification and
support
 develops analysis
with considerable
justification and
support
 develops analysis
with highly
effective
justification and
support
• clarity
 presents ideas
and information
with limited clarity
 presents ideas
and information
with some clarity
 presents ideas
and information
with considerable
clarity
 presents ideas
and information
with a high degree
of clarity
• ability to apply
current events
report criteria
 three or more
articles are
missing;
prescribed format
has not been
followed
 two articles are
missing;
prescribed format
has been followed
in part
 one article is
missing;
prescribed format
has been followed
 all articles are
included;
prescribed format
has been followed
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
554
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Generic Assessment Master G-13
RUBRIC: INTERVIEW
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding of
the topic
 demonstrates
limited
understanding of
the topic
 demonstrates
some
understanding of
the topic
 demonstrates
considerable
understanding of
the topic
 demonstrates a
thorough
understanding of
the topic
• background
research
 questions show
limited research
 questions show
some research
 questions show
considerable
research
 questions show
highly effective, indepth research
• relevant,
meaningful
questions
 questions have
limited relevance
and are seldom
meaningful
 questions are
somewhat
relevant and
meaningful
 questions are
relevant and
meaningful
 questions are
highly relevant
and are often
insightful, leading
to a deeper
meaning
• logical conclusions
 presents few
relevant issues to
draw logical
conclusions
 presents some
relevant issues to
draw logical
conclusions
 presents several
relevant issues to
draw logical
conclusions
 presents highly
relevant issues to
draw logical and
insightful
conclusions
• communication
 communicates
with limited
effectiveness
 communicates
with some
effectiveness
 communicates
with considerable
effectiveness
 communicates
with a high degree
of effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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555
Generic Assessment Master G-14
CHECKLIST: CREATING A BROCHURE
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• defines the topic clearly
0 1 2 3 4
• provides legally accurate and relevant information
0 1 2 3 4
• presents relevant legal facts and issues in a
thorough, logical manner
0 1 2 3 4
• provides current, well-documented information that
comes from a variety of sources
0 1 2 3 4
• includes relevant examples and applies principles to
everyday experiences
0 1 2 3 4
• presents material clearly and logically
0 1 2 3 4
• uses a format that engages the audience and
enhances communication of legal information
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
556
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Generic Assessment Master G-15
RUBRIC: ROLE PLAY
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• legal terms
 seldom uses
appropriate legal
terms
 sometimes uses
appropriate legal
terms
 uses appropriate
legal terms in
most cases
 always uses
appropriate legal
terms
• understanding of
concepts and
principles
 shows limited
understanding of
relevant concepts
and principles
 shows some
understanding of
relevant concepts
and principles
 shows
considerable
understanding of
relevant concepts
and principles
 shows a thorough
understanding of
relevant concepts
and principles
• relevant content
 develops little of
the required
content; may
provide content
that is not relevant
 develops some
relevant content
 develops
considerable
relevant content
 develops relevant
content thoroughly
and effectively
• logical development
 develops the
situation with
limited logic
 develops and
resolves the
situation with
some logic
 develops and
resolves the
situation with
considerable logic
 develops and
resolves the
situation with a
high degree of
logic and insight
• accurate
predictions about
outcomes or
consequences
 shows limited
effectiveness in
predicting
outcomes or
consequences
 shows some
effectiveness in
predicting
outcomes or
consequences
 shows
considerable
effectiveness in
predicting
outcomes or
consequences
 shows a high
degree of
effectiveness in
predicting
outcomes or
consequences
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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557
Generic Assessment Master G-16
RUBRIC: MOCK TRIAL
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• court procedure
 demonstrates little
awareness of
court procedure
 demonstrates
some awareness
of court procedure
 demonstrates
considerable
awareness of
court procedure
 demonstrates a
sharp awareness
of court procedure
• case details
 provides few
relevant facts
 provides some
relevant facts
 provides several
relevant facts
 provides many
relevant facts
• analysis of direct
examination or
cross-examination
 presents few
insights and little
logical analysis of
material presented
 presents some
insights and
logical analysis of
material presented
 presents logical
insights and
analysis of
material presented
 presents many
valuable insights
and logical
analysis of
material presented
• use of evidence
 provides few
specific details
and limited
accurate evidence
 provides some
specific details
and accurate
evidence
 provides several
specific details
and considerable
accurate evidence
 consistently
provides highly
specific details
and accurate
evidence
• clarity of ideas
 articulates ideas
with limited clarity
 articulates ideas
with some clarity
 articulates ideas
clearly and
persuasively
 articulate ideas
with strong
purpose and
persuasion
• command of
courtroom
language
 displays limited
use of appropriate
courtroom
language
 displays some use
of appropriate
courtroom
language
 displays
considerable use
of appropriate
courtroom
language
 displays highly
effective use of
appropriate
courtroom
language
• professional
conduct
 shows limited
respect for the
mock trial exercise
 shows some
respect for the
mock trial exercise
 shows
considerable
respect for the
mock trial exercise
 shows a high level
of respect for the
mock trial exercise
• character role play
 displays limited
ability to define
the character
 displays some
ability to define
the character
 displays
considerable
ability to define
the character
 displays superior
ability to define
the character
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
558
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Generic Assessment Master G-17
RUBRIC: POSITION PAPER
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• current law
 demonstrates
limited
understanding of
current law
 demonstrates
some
understanding of
current law
 demonstrates
considerable
understanding of
current law
 demonstrates a
thorough
understanding of
current law
• position
 focuses paper
around a thesis or
position that has
limited logic and
relevance
 focuses paper
around a thesis or
position that has
some logic and
relevance
 focuses paper
around a thesis or
position that has
considerable logic
and relevance
 focuses paper
around a logical,
relevant, and often
challenging thesis
or position
• analysis
 provides limited
analysis of the
topic
 provides some
analysis of the
topic
 provides
considerable
analysis of the
topic
 provides a
thorough analysis
of the topic
• use of supporting
detail
 uses limited
relevant evidence
 uses some
relevant evidence
 uses considerable
relevant evidence
 uses extensive,
highly effective
supporting
evidence
• legal terms and
concepts
 applies legal
terms and
concepts with
limited
understanding and
effectiveness
 applies legal
terms and
concepts with
some
understanding and
effectiveness
 applies legal
terms and
concepts with
considerable
understanding and
effectiveness
 applies legal
terms and
concepts with a
high degree of
understanding and
effectiveness
• clarity
 communicates
facts and ideas
with limited clarity
 communicates
facts and ideas
with some clarity
 communicates
facts and ideas
with considerable
clarity
 communicates
facts and ideas
with a high degree
of clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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559
Assessment Master I-1
RUBRIC: CREATIVE LEGAL THEME PRESENTATION
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding the
theme
 shows limited
understanding of
the legal theme
 shows some
understanding of
the legal theme
 shows clear
understanding of
the legal theme
 shows a thorough,
insightful
understanding of
the legal theme
• facts and
information
 includes limited
relevant and
accurate
information
 includes some
relevant and
accurate
information
 includes
considerable
relevant and
accurate
information
 includes a great
deal of relevant
and accurate
information
• analysis and critical
thinking
 demonstrates
limited analysis
and critical
thinking
 demonstrates
some analysis and
critical thinking
 demonstrates
competent
analysis and
critical thinking
 demonstrates
sophisticated
analysis and
critical thinking
• connections
 makes limited
connections
among various
elements
 makes some
effective
connections
among various
elements
 makes several
effective
connections
among various
elements
 makes highly
effective and
thoughtful
connections
among various
elements
• presentation
 presentation
conveys legal
theme with limited
effectiveness
 presentation
conveys legal
theme with some
effectiveness
 presentation
conveys legal
theme with
considerable
effectiveness
 presentation
conveys legal
theme in a highly
effective manner
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
560
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Assessment Master 1-1
RUBRIC: SURVIVOR ISLAND LEGAL CODE
Group Members: __________________________________________________________________________
_______________________________________________________________________________________
Date: _____________________________________________
Assessor:
 Self
 Peer
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• need for rules
 shows limited
understanding of
the need for rules
 shows some
understanding of
the need for rules
 shows
considerable
understanding of
the need for rules
 shows a thorough
understanding of
the need for rules
• issues necessary
for survival as a
society
 legal code
addresses few
issues necessary
for survival as a
society
 legal code
addresses some
issues necessary
for survival as a
society
 legal code
addresses many
issues necessary
for survival as a
society
 legal code
thoroughly
addresses most
issues necessary
for survival as a
society
• logic underlying the
legal code
 legal code
demonstrates
limited logic
 legal code
demonstrates
some logic
 legal code
demonstrates
considerable logic
 legal code
demonstrates a
high degree of
logic
• clearly stated rules
 legal code
communicates
rules with limited
clarity
 legal code
communicates
rules with some
clarity
 legal code
communicates
rules with
considerable
clarity
 legal code
communicates
rules with a high
degree of clarity
• applying system of
law to create legal
code
 displays a limited
ability in applying
the elements of a
system of law
 displays some
ability in applying
the elements of a
system of law
 displays
considerable
ability in applying
the elements of a
system of law
 displays superior
ability in applying
the elements of a
system of law
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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561
Assessment Master 1-2
RUBRIC: ANALYSIS OF AN ABORIGINAL NATION’S LAWS
(Looking Back #11, p. 32)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• research
 conducts and
documents limited
research
 conducts and
documents some
relevant research
 conducts and
documents
appropriate
research
 conducts and
documents
superior research
• laws of the nation
 demonstrates
limited
understanding of
the nation’s laws
 demonstrates
some
understanding of
the nation’s laws
 demonstrates
considerable
understanding of
the nation’s laws
 demonstrates a
thorough
understanding of
the nation’s laws
• beliefs/values of the
nation
 demonstrates
limited
understanding of
the nation’s
beliefs/values
 demonstrates
some
understanding of
the nation’s
beliefs/values
 demonstrates
considerable
understanding of
the nation’s
beliefs/values
 demonstrates a
thorough
understanding of
the nation’s
beliefs/values
• linking the nation’s
values with its laws
 links values and
laws with limited
effectiveness and
insight
 links values and
laws with some
effectiveness and
insight
 links values and
laws with
considerable
effectiveness and
insight
 links values and
laws with a high
degree of
effectiveness and
insight
• logical analysis of
reasons for linking
values and laws
 offers limited
logical analysis
 offers some
logical analysis
 offers
considerable
logical analysis
 offers a thorough,
highly effective
analysis
• logical conclusions
 draws conclusions
with limited logic
 draws conclusions
with some logic
 draws conclusions
with considerable
logic
 draws conclusions
with a high degree
of logic
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
562
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Assessment Master 1-3
RUBRIC: ARTICLE ON LAWS THAT APPEAR TO DISCRIMINATE
(Looking Back #14, p. 32)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• research and
documentation
 conducts and
documents limited
research
 conducts and
documents some
research
 conducts and
documents
appropriate
research
 conducts and
documents
superior research
• the meaning of
discrimination
 demonstrates
limited
understanding
 demonstrates
some
understanding
 demonstrates
considerable
understanding
 demonstrates a
thorough
understanding
• punishments
imposed for
breaking the law
 provide limited
description of the
punishments
imposed
 provides some
description of the
punishments
imposed
 provides adequate
description of the
punishments
imposed
 provides thorough
description of the
punishments
imposed
• selecting a group
discriminated
against
 shows little depth
of understanding
in selection of
group
 shows some
understanding in
selection of group;
tends to make an
“obvious” choice
 shows sound
understanding in
selection of group
 shows insight and
thoughtfulness in
selection of group
• explanation of the
basis of the
discrimination
 provides little
accurate
explanation of the
basis of
discrimination
 provides some
accurate
explanation of the
basis of
discrimination
 explains the basis
of discrimination
adequately
 explains the basis
of discrimination
thoroughly
• use of supporting
evidence
 uses supporting
evidence with
limited
effectiveness
 uses supporting
evidence with
some
effectiveness
 uses supporting
evidence with
considerable
effectiveness
 uses supporting
evidence with a
high degree of
effectiveness
• communication of
legal information
 communicates
with limited clarity
 communicates
with some clarity
 communicates
with considerable
clarity
 communicates
with a high degree
of clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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563
Assessment Master 1-4
RUBRIC: APPLYING PERSONAL ETHICS
(Law and Morality—Ethics Exercise, p. 33)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• legal issue
 demonstrates
limited
understanding of
the legal issue
 demonstrates
some
understanding of
the legal issue
 demonstrates
considerable
understanding of
the legal issue
 demonstrates a
thorough
understanding of
the legal issue
• options for course
of action
 displays limited
ability to identify a
reasonable option
 displays some
ability to identify a
reasonable option
 identifies one or
more reasonable
options
 identifies one or
more highly
effective or
creative options
• implications of a
particular course of
action
 shows limited
consideration of
the implications of
a course of action
 shows some
consideration of
the implications of
a course of action
 shows logical
consideration of
the implications of
a course of action
 shows thorough,
insightful
consideration of
the implications of
a course of action
• principles of justice
(fairness, equality,
and individual
rights)
 offers little logical
analysis of
whether course of
action is
consistent with
principles of
justice
 offers some
logical analysis of
whether course of
action is
consistent with
principles of
justice
 offers logical
analysis of
whether course of
action is
consistent with
principles of
justice
 offers highly
insightful analysis
of whether course
of action is
consistent with
principles of
justice
• personal biases
and prejudices in
relation to other
points of view
 shows limited
insight into own
personal biases
and prejudices
 shows some
insight into own
personal biases
and prejudices
 shows
considerable
insight into own
personal biases
and prejudices
 shows a high
degree of insight
into own personal
biases and
prejudices
• community
standards
 applies community
standards with
limited
effectiveness
 applies community
standards with
some
effectiveness
 applies community
standards with
considerable
effectiveness
 applies community
standards with a
high degree of
effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
564
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Assessment Master 2-1
RUBRIC: COMPARISON OF PUNISHMENT FOR POSSESSION OF
ILLEGAL DRUGS
(Looking Back #10, p. 48)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• punishments for
illegal drug
possession
 demonstrates
limited
understanding of
punishments for
illegal drug
possession
 demonstrates
some
understanding of
punishments for
illegal drug
possession
 demonstrates
considerable
understanding of
punishments for
illegal drug
possession
 demonstrates a
thorough
understanding of
punishments for
illegal drug
possession
• analysis
 provides limited
analysis and
comparison of
laws
 provides some
analysis and
comparison of
laws
 provides
considerable
analysis and
comparison of
laws
 provides a
thorough analysis
and comparison of
laws
• research into other
domestic laws of
selected countries
 report shows
limited research
into other
domestic laws
 report shows
some research
into other
domestic laws
 report shows
considerable
research into
other domestic
laws
 report shows a
high degree of
research into
other domestic
laws
• clarity
 communicates
facts and ideas
with limited clarity
 communicates
facts and ideas
with some clarity
 communicates
facts and ideas
with considerable
clarity
 communicates
facts and ideas
with a high degree
of clarity
• examples of people
who have been
prosecuted
 examples given
show little
understanding of
the topic
 examples given
show some
understanding of
the topic
 examples given
show considerable
understanding of
the topic
 examples given
show a high level
of understanding
of the topic
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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565
Assessment Master 2-2
RUBRIC: SUMMARIES OF PRIVATE LAW SITUATIONS IN PRINT
MEDIA
(Looking Back #12, p. 48)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• categories of
private law
 demonstrates
limited
understanding of
the categories of
private law
 demonstrates
some
understanding of
the categories of
private law
 demonstrates
considerable
understanding of
the categories of
private law
 demonstrates a
thorough
understanding of
the categories of
private law
• interpretation of
articles
 demonstrates
limited ability to
interpret and
summarize
articles accurately
 demonstrates
some ability to
interpret and
summarize
articles accurately
 demonstrates
considerable
ability to interpret
and summarize
articles accurately
 demonstrates a
superior ability to
interpret and
summarize
articles accurately
• clarity
 summarizes
articles with
limited clarity
 summarizes
articles with some
clarity
 summarizes
articles clearly
 summarizes
articles with a high
degree of clarity
and insight
• covering a variety
of categories of
private law
 includes limited
variety in
coverage of
categories
 includes some
variety in
coverage of
categories
 includes
considerable
variety in
coverage of
categories
 includes extensive
variety, covering
all categories
• relating article to
private law
 shows limited
effectiveness in
relating article to
private law
 shows some
effectiveness in
relating article to
private law
 shows
considerable
effectiveness in
relating article to
private law
 shows superior
effectiveness in
relating article to
private law
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
566
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Assessment Master 3-1
CHECKLIST: GROUP ASSESSMENT OF TOWN-HALL MEETING
(Looking Back #17, p. 71)
Group Members: __________________________________________________________________________
_______________________________________________________________________________________
Date: _____________________________________________
Criteria
Assessment
• presents correct and relevant
information
0 1 2 3 4
• states position clearly
0 1 2 3 4
• delivers a creative opening statement
0 1 2 3 4
• presents ideas in an organized and
logical manner
0 1 2 3 4
• presents arguments and ideas
persuasively
0 1 2 3 4
• links laws directly to points of argument
0 1 2 3 4
• introduces issues that are relevant and
related to the topic
0 1 2 3 4
Assessor:
 Self
 Peer
 Teacher
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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567
Assessment Master 3-2
RUBRIC: STUDENT REFLECTION ON TOWN-HALL MEETING
(Looking Back #17, p. 71)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• town-hall meeting
process
 demonstrates
limited
understanding of
the process
 demonstrates
some
understanding of
the process
 demonstrates
considerable
understanding of
the process
 demonstrates a
thorough
understanding of
the process
• analysis of
amendment
 analyzes impact of
amendment with
limited
effectiveness
 analyzes impact of
amendment with
some
effectiveness
 analyzes impact of
amendment with
considerable
effectiveness
 analyzes impact of
amendment with a
high degree of
effectiveness
• concerns of the
group represented
 shows little insight
into the concerns
of the group
 shows some
insight into the
concerns of the
group
 shows
considerable
insight into the
concerns of the
group
 shows a high
degree of insight
into the concerns
of the group
• making predictions
 shows limited
insight in making
predictions about
the consequences
of the meeting’s
results
 shows some
insight in making
predictions about
the consequences
of the meeting’s
results
 shows
considerable
insight in making
predictions about
the consequences
of the meeting’s
results
 shows a high
degree of insight
in making
predictions about
the consequences
of the meeting’s
results
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
568
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Assessment Master 6-1
RUBRIC: SCHOOL CODE OF CONDUCT
(Extension Activity 2, Chapter 6)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• relevant facts
 addresses few
relevant facts
related to school
code
 addresses some
relevant facts
related to school
code
 addresses several
relevant facts
related to school
code
 addresses many
relevant facts
related to school
code
• criteria to improve
school code of
conduct
 uses limited
criteria to improve
school code of
conduct
 uses some logical
criteria to improve
school code of
conduct
 uses logical
criteria to improve
school code of
conduct
 uses logical,
insightful criteria
to improve school
code of conduct
• presentation of
ideas
 shares ideas with
limited clarity and
persuasiveness
 shares ideas with
some clarity and
persuasiveness
 shares ideas with
considerable
clarity and
persuasiveness
 shares ideas with
superior clarity
and
persuasiveness
• connection
between changes
to school code and
improvement in
school climate
 links few, if any,
code changes to
improvement in
school climate
 links some code
changes to
improvement in
school climate
 links several code
changes to
improvement in
school climate
 effectively links all
code changes to
improvement in
school climate
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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569
Assessment Master 6-2
CHECKLIST: IDENTIFYING ELEMENTS OF A CRIME
Extension Activity 3, Chapter 6
Group Members: __________________________________________________________________________
_________________________________________
Date: _____________________________________________
Criteria
Assessment
• accurately identifies actus reus
0 1 2 3 4
• accurately identifies mens rea
0 1 2 3 4
• identifies appropriate criminal
offence
0 1 2 3 4
• links decision to the elements of
the crime
0 1 2 3 4
• communicates decision in an
articulate and persuasive manner
0 1 2 3 4
Case: ___________________________________
Assessor:
 Self
 Peer
 Teacher
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
570
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The right to reproduce this page is restricted to the purchasing school.
Assessment Master 7-1
RUBRIC: COURT OBSERVATION
Extension Activity 1, Chapter 7
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding court
participants’ roles
 records limited
accurate
information about
participants’ roles
 records accurate
information about
some participants’
roles
 records complete
and accurate
information about
most participants’
roles
 records complete
and accurate
information about
all participants’
roles
• analysis of
performance (with
supporting
evidence)
 offers limited
logical analysis of
participants’
performances
 offers logical
analysis of some
participants’
performances
 offers logical
analysis of many
participants’
performances
 offers logical
analysis of most
or all participants’
performances
• clarity of report
 communicates
information and
ideas with limited
clarity
 communicates
information and
ideas with some
clarity
 communicates
information and
ideas with
considerable
clarity
 communicates
information and
ideas with a high
degree of clarity
• drawing logical
conclusions
 draws few logical
conclusions
 draws some
logical
conclusions
 draws several
logical
conclusions
 draws many
logical
conclusions
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
571
Assessment Master 7-2
RUBRIC: CHOOSING A JURY
(Extension Activity 3, Chapter 7)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• relevant concepts
 considers few
relevant factors
when selecting
jurors
 considers some
relevant factors
when selecting
jurors
 considers several
relevant factors
when selecting
jurors
 considers most or
all relevant factors
when selecting
jurors
• logical justification
 provides limited
logical justification
for choice of jurors
 provides some
logical justification
for choice of jurors
 provides
considerable
logical justification
for choice of jurors
 provides highly
logical and
insightful
justification for
choice of jurors
• making predictions
 predicts juror
behaviour with
limited insight
 predicts juror
behaviour with
some insight
 predicts juror
behaviour with
considerable
insight
 predicts juror
behaviour with a
high degree of
insight
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
572
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The right to reproduce this page is restricted to the purchasing school.
Assessment Master 8-1
RUBRIC: RESEARCH ON BAIL HEARINGS
(Looking Back #8, p. 214)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• knowledge of when
and how bail
hearings are held
 describes with
limited accuracy
when and how bail
hearings are held
 describes with
some accuracy
when and how bail
hearings are held
 describes with
considerable
accuracy when
and how bail
hearings are held
 describes with a
high degree of
thoroughness and
accuracy when
and how bail
hearings are held
• ethical use of
credible sources
 uses credible
sources in a
limited, ineffective,
or unethical
manner
 uses credible
sources in a
somewhat
effective and
ethical manner
 uses credible
sources in an
effective and
ethical manner
 uses credible
sources in a highly
effective and
ethical manner
• communicating
information
 communicates
information with
limited clarity
 communicates
information with
some clarity
 communicates
information with
considerable
clarity
 communicates
information with a
high degree of
clarity
• making logical
generalizations
 offers limited
synthesis of the
information
presented to
develop logical
generalization(s)
 offers some
synthesis of the
information
presented to
develop logical
generalization(s)
 synthesizes the
information
presented to
develop logical
generalization(s)
 offers highly
effective synthesis
of the information
presented to
develop logical
generalization(s)
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
573
Assessment Master 8-2
RUBRIC: RESEARCH ON FORENSIC SCIENCE
(Looking Back #11, p. 215)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• accurate
information
 provides accurate
information about
few, if any, of the
following:
- type of work
- education
- instruments used
- how scientists
aid police
- a specific case
 provides accurate
information about
some of the
following:
- type of work
- education
- instruments used
- how scientists
aid police
- a specific case
 provides accurate
information about
most of the
following:
- type of work
- education
- instruments used
- how scientists
aid police
- a specific case
 provides thorough,
complete, and
accurate
information about
all or almost all of
the following:
- type of work
- education
- instruments used
- how scientists
aid police
- a specific case
• research
 uses sources that
have limited
relevance and
currency
 uses sources that
have some
relevance and
currency
 uses sources that
are relevant and
current
 uses sources that
are relevant and
current; may
cross-check with
several sources
• making conclusions
or generalizations
 offers limited
conclusions or
generalizations
 offers some
conclusions or
generalizations
 offers logical
conclusions or
generalizations
 offers logical and
insightful
conclusions or
generalizations
• conveying
information on
forensic science
 presents
information with
limited clarity
 presents
information with
some clarity
 presents
information with
considerable
clarity
 presents
information with a
high degree of
clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
574
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Assessment Master 8-3
CHECKLIST: POLICE REPORT
(Looking Back #12, p. 215; Extension Activi ty 3, Chapter 8)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• uses correct legal terminology
0 1 2 3 4
• gives a clear description of the crime scene
0 1 2 3 4
• provides a thorough list of evidence collected
and tests to be conducted
0 1 2 3 4
• makes logical, clearly stated assumptions
about the suspect
0 1 2 3 4
• presents ideas clearly and logically
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
575
Assessment Master 9-1
CHECKLIST: IMPAIRED DRIVING PRESENTATION
(Extension Activity 4, Chapter 9)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• identifies the topic clearly
0 1 2 3 4
• provides legally accurate and relevant information
about impaired driving legislation
0 1 2 3 4
• provides current, well-documented information that
comes from a variety of sources
0 1 2 3 4
• includes relevant examples and applies principles to
everyday experiences
0 1 2 3 4
• uses a format that engages the audience and
enhances the communication of legal data
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
576
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
Assessment Master 10-1
CHECKLIST: NEWSPAPER ARTICLE REPORT
(Looking Back #11, p. 271)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• provides a clear, logical summary
0 1 2 3 4
• identifies the correct defence and provides a
complete definition
0 1 2 3 4
• gives cogent reasons to explain why the
defence succeeded or failed
0 1 2 3 4
• provides a logical, persuasive analysis of how
the defence could have presented a stronger
case
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
577
Assessment Master 10-2
RUBRIC: DEFENCES AND AMENDMENTS
(Looking Back #12, p. 271)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• naming and
explaining the
meaning of five
defences
 accurately names
and explains the
meaning of one
defence
 accurately names
and explains the
meaning of two or
three defences
 accurately names
and explains the
meaning of four
defences
 accurately names
and explains the
meaning of all five
defences
• developing a logical
amendment
 develops an
amendment that
has limited logic
 develops an
amendment that
has some logic
 develops an
amendment that
has considerable
logic
 develops an
amendment that is
highly logical and
insightful
• offering logical
reasons for the
amendment
 develops reasons
with limited logic
and effectiveness
 develops reasons
with some logic
and effectiveness
 develops reasons
with considerable
logic and
effectiveness
 develops reasons
with a high degree
of logic and
effectiveness
• connecting the
amendment to one
or more of the
concerns given
 makes
connections with
limited logic and
effectiveness
 makes
connections with
some logic and
effectiveness
 makes
connections with
considerable logic
and effectiveness
 makes
connections with a
high degree of
logic and
effectiveness
• communicating
ideas clearly
 communicates
ideas with limited
clarity
 communicates
ideas with some
clarity
 communicates
ideas with
considerable
clarity
 communicates
ideas with a high
degree of clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
578
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
Assessment Master 11-1
CHECKLIST: SENTENCING
(Extension Activities 1, 2, and 4, Chapter 11)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• defines the topic clearly
0 1 2 3 4
• provides legally accurate and correct
information about sentencing options and
goals
0 1 2 3 4
• presents relevant legal facts and issues about
sentencing in a thorough, comprehensive
manner
0 1 2 3 4
• provides current, well-documented information
that comes from a variety of sources
0 1 2 3 4
• includes relevant examples
0 1 2 3 4
• links sentencing goals and mitigating and
aggravating factors to various sentencing
options
0 1 2 3 4
• uses a format that engages the audience and
enhances the communication of legal data
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
579
Assessment Master 12-1
CHECKLIST: ISSUES CONCERNING THE YOUTH CRIMINAL JUSTICE
ACT
(Looking Back #11, p. 329)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• provides relevant and accurate
information about age, publication of
identity, and role of the victim
0 1 2 3 4
• presents detailed and up-to-date
information about controversial issues
surrounding the Act
0 1 2 3 4
• draws logical conclusions pertaining to
controversial aspects of the Act
0 1 2 3 4
• clearly communicates reasons for
controversy
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
580
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The right to reproduce this page is restricted to the purchasing school.
Assessment Master 12-2
CHECKLIST: HOW SOME ABORIGINAL COMMUNITIES DEAL WITH
YOUTH CRIME
(Looking Back #13, p. 329)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• provides accurate and relevant
information about measures taken in
some Aboriginal communities
0 1 2 3 4
• effectively summarizes why measures in
some Aboriginal communities differ from
those in non-Aboriginal communities
0 1 2 3 4
• draws logical conclusions about how
some Aboriginal communities deal with
youth crime
0 1 2 3 4
• organizes and presents material clearly
and logically
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
581
Assessment Master 13-1
CHECKLIST: PLEADINGS—STATEMENT OF CLAIM/DEFENCE
(Looking Back #8, p. 361; #10, p. 362)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• correctly identifies the legal conflict
0 1 2 3 4
• uses proper legal terminology
0 1 2 3 4
• clearly states legal arguments supporting
the client’s position
0 1 2 3 4
• organizes legal arguments in a logical
manner
0 1 2 3 4
• applies a thorough understanding of civil
procedure by requesting appropriate
remedies
0 1 2 3 4
• presents arguments persuasively and
justifies the claim
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
582
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
Assessment Master 14-1
CHECKLIST: LIABILITY IN-SERVICE
(Extension Activity 5, Chapter 14)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• defines the topic clearly
0 1 2 3 4
• provides legally accurate and relevant
information about torts
0 1 2 3 4
• presents relevant legal facts and issues
regarding liability in a thorough,
comprehensive manner
0 1 2 3 4
• provides current, well-documented
information that comes from a variety of
sources.
0 1 2 3 4
• includes relevant examples and applies
principles to everyday experiences
0 1 2 3 4
• organizes and presents material logically
and persuasively
0 1 2 3 4
• uses a format that engages the audience
and enhances the communication of legal
data
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
583
Assessment Master 14-2
RUBRIC: LIABILITY IN-SERVICE
(Extension Activity 5, Chapter 14)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• facts and terms
 provides few
relevant facts
related to tort law
 provides some
relevant facts
related to tort law
 provides several
relevant facts
related to tort law
 provides many
highly relevant
facts related to tort
law
• concepts,
principles, and
theories
 demonstrates
limited
understanding of
liability
 demonstrates
some
understanding of
liability
 demonstrates
considerable
understanding of
liability
 demonstrates a
high degree of
understanding of
liability
• analysis
 uses limited
criteria to analyze
areas of tort law
 uses some logical
criteria to analyze
areas of tort law
 uses logical
criteria to analyze
areas of tort law
 uses logical
criteria to analyze
and provide
insight into areas
of tort law
• use of evidence
 few sources are
appropriate and
well documented
 some sources are
appropriate and
well documented
 most sources are
appropriate and
well documented
 all sources are
appropriate and
well documented
• clarity
 communicates
with limited clarity
and logic
 communicates
with some clarity
and logic
 communicates
with considerable
clarity and logic
 communicates
with a high degree
of clarity and logic
• connection of area
of tort law to
personal
experience
 develops a limited
connection to
personal
experience
 develops a
connection to
personal
experience with
some logic
 develops a logical
connection to
personal
experience
 develops an
insightful, highly
thoughtful
connection to
personal
experience
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
584
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
Assessment Master 15-1
RUBRIC: DEFENCES TO INTENTIONAL INTERFERENCE—
STATUTORY AUTHORITY
(Extension Activity 3, Chapter 15)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• information on
nuisance actions
 demonstrates
limited knowledge
of the elements of
a nuisance action
 demonstrates
some knowledge
of the elements of
a nuisance action
 demonstrates
considerable
knowledge of the
elements of a
nuisance action
 demonstrates a
thorough
knowledge of the
elements of a
nuisance action
• information on
defences to a
nuisance action
 demonstrates
limited knowledge
of defences to a
nuisance action
 demonstrates
some knowledge
of defences to a
nuisance action
 demonstrates
considerable
knowledge of
defences to a
nuisance action
 demonstrates a
thorough
knowledge of
defences to a
nuisance action
• exploring limitations
 explores the
limitations of the
statutory authority
defence with little
effectiveness
 explores the
limitations of the
statutory authority
defence with
some
effectiveness
 explores the
limitations of the
statutory authority
defence with
considerable
effectiveness
 explores the
limitations of the
statutory authority
defence with a
high degree of
effectiveness
• strategy
 communicates
strategy with
limited clarity and
effectiveness
 communicates
strategy with
some clarity and
effectiveness
 communicates
strategy with
considerable
clarity and
effectiveness
 communicates
strategy with a
high degree of
clarity and
effectiveness
• probing the defence
 applies knowledge
of statute and
case law to probe
the defence in a
limited manner
 applies of statute
and case law to
probe the defence
with some
effectiveness
knowledge
 applies knowledge
of statute and
case law to probe
the defence with
considerable
effectiveness
 applies knowledge
of statute and
case law to probe
the defence in a
highly effective
manner
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
585
Assessment Master 15-2
RUBRIC: DEFAMATORY CARTOONS
(Extension Activity 4, Chapter 15)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• identifying the
people and the
situation
 identifies the
people and the
situation with
limited accuracy
 identifies the
people and the
situation with
some accuracy
 identifies the
people and the
situation with
considerable
accuracy
 identifies the
people and the
situation with a
high degree of
accuracy and
thoroughness
• elements of a libel
action
 shows limited
knowledge of the
elements of a libel
action
 shows some
knowledge of the
elements of a libel
action
 shows
considerable
knowledge of the
elements of a libel
action
 shows a thorough
knowledge of the
elements of a libel
action
• logical analysis
 develops ideas
and arguments
with limited
justification and
support
 develops ideas
and arguments
with some
justification and
support
 develops ideas
and arguments
with considerable
justification and
support
 develops ideas
and arguments
with highly
effective
justification and
support
• logical connections
 makes logical
connections to few
elements of
defamation law
 makes logical
connections to
some elements of
defamation law
 makes logical
connections to
several elements
of defamation law,
including defences
 makes logical
connections to
most elements of
defamation law,
including defences
• presentation of
ideas using an
essay format
 communicates
ideas with limited
clarity and
effectiveness
 communicates
ideas with some
clarity and
effectiveness
 communicates
ideas with
considerable
clarity and
effectiveness
 communicates
ideas with a high
degree of clarity
and effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
586
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The right to reproduce this page is restricted to the purchasing school.
Assessment Master 16-1
RUBRIC: A WRITTEN PRESENTATION
(Looking Back #5, p. 434)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• facts related to
marriage law
 shows limited
understanding of
facts related to
marriage law
 shows some
understanding of
facts related to
marriage law
 shows
considerable
understanding of
facts related to
marriage law
 shows a thorough
understanding of
facts related to
marriage law
• analysis
 develops
arguments and
uses supporting
evidence with
limited
effectiveness
 develops
arguments and
uses supporting
evidence with
some degree of
effectiveness
 develops
arguments and
uses supporting
evidence with a
considerable
degree of
effectiveness
 develops
arguments and
uses supporting
evidence with a
high degree of
effectiveness
• legal terms
 uses legal terms
with limited
accuracy and
effectiveness
 uses legal terms
with some
accuracy and
effectiveness
 uses legal terms
with considerable
accuracy and
effectiveness
 uses legal terms
with a high degree
of accuracy and
effectiveness
• application of
concepts to opinion
about proposed bill
 applies legal
concepts with
limited
effectiveness
 applies legal
concepts with
some degree of
effectiveness
 applies legal
concepts with a
considerable
degree of
effectiveness
 applies legal
concepts with a
high degree of
effectiveness
• clarity
 presents ideas
with limited clarity
 presents ideas
with some clarity
 presents ideas
clearly
 presents ideas
effectively; makes
an impact
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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587
Assessment Master 16-2
RUBRIC: JOB DESCRIPTION OF A MEDIATOR
(Looking Back #8, p. 434)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• qualifications and
responsibilities
 shows limited
understanding of
qualifications and
responsibilities of
a mediator
 shows some
understanding of
qualifications and
responsibilities of
a mediator
 shows
considerable
understanding of
qualifications and
responsibilities of
a mediator
 shows a thorough
understanding of
qualifications and
responsibilities of
a mediator
• developing a job
description
 shows limited
logic and insight in
developing a clear
job description
 shows some logic
and insight in
developing a clear
job description
 shows logic and
insight in
developing a clear
job description
 shows a high
degree of logic
and insight in
developing a clear
job description
• linking the role of
mediator to the job
description
 links the role of
mediator to the job
description with
limited
effectiveness
 links the role of
mediator to the job
description with
some degree of
effectiveness
 links the role of
mediator to the job
description with a
considerable
degree of
effectiveness
 links the role of
mediator to the job
description with a
high degree of
effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
588
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Assessment Master 16-3
RUBRIC: REPORT COMPARING MARRIAGE LAWS
(Looking Back #9, p. 434)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• essential and
formal
requirements of
marriage
 shows limited
understanding of
essential and
formal
requirements of
marriage
 shows some
understanding of
essential and
formal
requirements of
marriage
 shows
considerable
understanding of
essential and
formal
requirements of
marriage
 shows a thorough
understanding of
essential and
formal
requirements of
marriage
• use of legal terms
 shows limited
knowledge of
relevant legal
terms
 shows some
knowledge of
relevant legal
terms
 shows
considerable
knowledge of
relevant legal
terms
 shows a thorough
knowledge of
relevant legal
terms
• research of
marriage laws
 gathers limited
accurate and
relevant
information
 gathers some
accurate and
relevant
information
 gathers a
considerable
amount of
accurate and
relevant
information
 gathers thorough,
detailed, accurate,
and relevant
information
• comparing
essential and
formal
requirements of
marriage in two
countries
 develops few
logical
comparisons
between Canada
and the
Netherlands
 develops some
logical
comparisons
between Canada
and the
Netherlands
 develops many
logical
comparisons
between Canada
and the
Netherlands
 develops many
logical, thorough,
and often
insightful
comparisons
between Canada
and the
Netherlands
• presentation
 communicates
with limited clarity
 communicates
with some clarity
 communicates
clearly
 communicates
with a high degree
of clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
589
Assessment Master 16-4
RUBRIC: WRITING A FEATURE ARTICLE
(Extension Activity 1, Chapter 16)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• relevant facts
 provides few
relevant facts
related to
marriage laws
 provides some
relevant facts
related to
marriage laws
 provides several
relevant facts
related to
marriage laws
 provides many
highly relevant
facts related to
marriage laws
• legal requirements
of marriage
 demonstrates
limited
understanding of
legal requirements
of marriage
 demonstrates
some
understanding of
legal requirements
of marriage
 demonstrates
considerable
understanding of
legal requirements
of marriage
 demonstrates a
thorough
understanding of
legal requirements
of marriage
• analysis of
marriage laws
 explanation of
marriage laws
shows limited
logic and analysis
 explanation of
marriage laws
shows some logic
and analysis
 explanation of
marriage laws
shows
considerable logic
and analysis
 explanation of
marriage laws
shows highly
developed logic
and analysis
• making connections
 applies knowledge
to a specific
example with
limited
effectiveness
 applies knowledge
to a specific
example with
some
effectiveness
 applies knowledge
to a specific
example with
considerable
effectiveness
 applies knowledge
to a specific
example with a
high degree of
effectiveness
• presentation
 format and style
offer little support
to communication
of the legal
content
 format and style
are somewhat
appropriate for
communicating
the legal content
 format and style
are appropriate for
communicating
the legal content
 format and style
enhance
communication of
the legal content;
make an impact
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
590
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The right to reproduce this page is restricted to the purchasing school.
Assessment Master 17-1
RUBRIC: CHILD SUPPORT ENFORCEMENT SYSTEM
(Looking Back #8, p. 4)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• knowledge of the
components of a
child support
enforcement
system
 shows limited
understanding of
the components of
a child support
enforcement
system
 shows some
understanding of
the components of
a child support
enforcement
system
 shows
understanding of
the components of
a child support
enforcement
system
 shows a thorough
understanding of
the components of
a child support
enforcement
system
• critical thinking
skills
 demonstrates
limited skill in
creating an
inexpensive and
effective system
 demonstrates
some skill in
creating an
inexpensive and
effective system
 demonstrates
considerable skill
in creating an
inexpensive and
effective system
 demonstrates
exceptional skill in
creating an
inexpensive and
effective system
• linking the role of
social worker to the
enforcement of
child support
 shows limited
logic in linking the
role of social
worker to the
enforcement of
child support
 shows some logic
in linking the role
of social worker to
the enforcement
of child support
 shows
considerable logic
in linking the role
of social worker to
the enforcement
of child support
 shows insight and
logic in linking the
role of social
worker to the
enforcement of
child support
• clarity
 communicates
facts and ideas
with limited clarity
 communicates
facts and ideas
with some clarity
 communicates
facts and ideas
with considerable
clarity
 communicates
facts and ideas
with a high degree
of clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
591
Assessment Master 17-2
RUBRIC: LETTER TO A MEMBER OF PARLIAMENT ON HOW CHILD
CUSTODY SHOULD BE DETERMINED
(Looking Back #10, p. 459)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• facts and terms
 demonstrates
limited
understanding of
facts and terms
related to child
custody
 demonstrates
some
understanding of
facts and terms
related to child
custody
 demonstrates
considerable
understanding of
facts and terms
related to child
custody
 demonstrates a
thorough
understanding of
facts and terms
related to child
custody
• development of
argument
 shows limited
effectiveness in
using supporting
evidence to
develop a
persuasive
argument
 shows some
effectiveness in
using supporting
evidence to
develop a
persuasive
argument
 shows
considerable
effectiveness in
using supporting
evidence to
develop a
persuasive
argument
 shows a high
degree of
effectiveness in
using supporting
evidence to
develop a
persuasive
argument
• appropriate tone
and language for
the purpose and
the audience
 chooses often
inappropriate tone
and language
 chooses
somewhat
appropriate tone
and language
 chooses
appropriate tone
and language
 chooses highly
effective tone and
language
• legal terms and
concepts
 applies legal
terms and
concepts with
limited
understanding and
effectiveness
 applies legal
terms and
concepts with
some
understanding and
effectiveness
 applies legal
terms and
concepts with
considerable
understanding and
effectiveness
 applies legal
terms and
concepts with a
high degree of
understanding and
effectiveness
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
592
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
Assessment Master 17-3
RUBRIC: POSTER-BOARD DISPLAY ON PROBLEM OF NONPAYMENT OF CHILD SUPPORT
(Looking Back #11, p. 459)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• understanding the
problem of nonpayment of child
support
 shows limited
understanding of
the problem
 shows some
understanding of
the problem
 shows
considerable
understanding of
the problem
 shows a thorough
understanding of
the problem
• inquiry skills
 legal research has
been conducted
with limited
effectiveness
 legal research has
been conducted
with some
effectiveness
 legal research has
been conducted
with considerable
effectiveness
 legal research has
been conducted
with a high degree
of effectiveness
• logical conclusions
 draws conclusions
about the problem
with limited logic
 draws conclusions
about the problem
with some logic
 draws conclusions
about the problem
with considerable
logic
 draws conclusions
about the problem
with a high degree
of logic
• solution to the
problem
 provides no ideas
for a workable
solution to the
problem
 provides one idea
for a workable
solution to the
problem
 provides some
ideas for a
workable solution
to the problem
 provides several
creative ideas for
a workable
solution to the
problem
• presentation
enhances message
 creates a display
that is ineffective
in delivering the
information and
ideas
 creates a display
that is somewhat
effective in
delivering the
information and
ideas
 creates a display
that is effective in
delivering the
information and
ideas
 creates a display
that delivers the
information and
ideas with a
strong impact
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
593
Assessment Master 18-1
CHECKLIST: CONTRACT ANALYSIS
(Extension Activity 1, Chapter 18)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• displays a thorough knowledge of the
obligations of the offeror and the offeree
0 1 2 3 4
• presents obligations clearly and logically
0 1 2 3 4
• expresses points concisely and in the
student’s own words
0 1 2 3 4
• applies a thorough understanding of contract
rights and responsibilities to the example of a
video rental contract
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
594
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
Assessment Master 18-2
RUBRIC: CONTRACT DISPUTE—CONTRACT WRITER
(Extension Activity 2, Chapter 18)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• offeror’s and
offeree’s
obligations
 demonstrates
limited
understanding of
parties’ obligations
 demonstrates
some
understanding of
parties’ obligations
 demonstrates
considerable
understanding of
parties’ obligations
 demonstrates a
thorough
understanding of
parties’ obligations
• use of legal terms
 displays limited
use of accurate
and appropriate
legal terms
 displays some use
of accurate and
appropriate legal
terms
 displays
considerable use
of accurate and
appropriate legal
terms
 displays precise,
effective use of
accurate and
appropriate legal
terms
• varying the terms of
the contract to
render the contract
uncertain
 changes one
detail with limited
effectiveness
 changes one or
more details with
some
effectiveness
 changes one or
more details
effectively
 changes several
details with a high
degree of
effectiveness
• writing changes to
the contract
 writes changes
with limited clarity
 writes changes
with some clarity
 writes changes
with clarity
 writes with a high
degree of clarity
• contract law
 applies knowledge
of contract law
with limited
creativity
 applies knowledge
of contract law
with some
creativity
 applies knowledge
of contract law
with considerable
creativity
 applies knowledge
of contract law
with a high degree
of creativity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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The right to reproduce this page is restricted to the purchasing school.
595
Assessment Master 18-3
RUBRIC: CONTRACT DISPUTE—LAWYER
(Extension Activity 2, Chapter 18)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Level 1
Level 2
Level 3
Level 4
• offeror’s and
offeree’s
obligations
 demonstrates
limited
understanding of
parties’ obligations
 demonstrates
some
understanding of
parties’ obligations
 demonstrates
considerable
understanding of
parties’ obligations
 demonstrates a
thorough
understanding of
parties’ obligations
• legal analysis used
to recognize
changes made to
the contract
 legal analysis of
the altered
contract
demonstrates
limited logic
 legal analysis of
the altered
contract
demonstrates
some logic
 legal analysis of
the altered
contract
demonstrates
considerable logic
 legal analysis of
the altered
contract
demonstrates a
high degree of
logic
• contract law
 applies knowledge
of contract law
with limited
effectiveness
 applies knowledge
of contract law
with some
effectiveness
 applies knowledge
of contract law
with considerable
effectiveness
 applies knowledge
of contract law
with a high degree
of effectiveness
• clarity of analysis
 communicates
analysis with
limited clarity
 communicates
analysis with
some clarity
 communicates
analysis with
considerable
clarity
 communicates
analysis with a
high degree of
clarity
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
596
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
Assessment Master 18-4
CHECKLIST: MISREPRESENTATION ROLE PLAY
(Extension Activity 3, Chapter 18)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• demonstrates knowledge of the
misrepresentation through performance of the
role play
0 1 2 3 4
• demonstrates an understanding of the
difference between sales talk and
misrepresentation through performance or
discussion of the performance
0 1 2 3 4
• presents and discusses the misrepresentation
accurately and logically
0 1 2 3 4
• explains misrepresentation clearly and shares
findings with the class
0 1 2 3 4
• in discussion of scenarios, makes connections
between misrepresentation and other aspects
of contract law (e.g., illegality of the contract)
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© Pearson Education Canada 2003. LAW IN ACTION.
The right to reproduce this page is restricted to the purchasing school.
597
Assessment Master 19-1
CHECKLIST: CONTRACTS ESSAY
(Looking Back #7, p. 513)
Student: __________________________________________
Assessor:
 Self
 Peer
Date: ___________________________________________
 Teacher
Criteria
Assessment
• demonstrates an understanding of
consumer protection legislation and the
sales contract
0 1 2 3 4
• selects key sections of consumer
protection legislation and the sales
contract
0 1 2 3 4
• provides a logical commentary that is
based on the legislation and the sales
contract
0 1 2 3 4
• makes logical and convincing
suggestions for strengthening
consumer protection, or presents a
persuasive endorsement of current
protections
0 1 2 3 4
• structures the essay effectively, with an
introduction, body, and conclusion
0 1 2 3 4
Notes/Comments
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Suggestions for improvement: _______________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
598
© Pearson Education Canada 2003. LAW IN ACTION.
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