Example 4-H Advanced Feedback Sheet and Rubric
or view the example below:
Maine 4-H Advanced Record Sheet – Feedback Sheet
4-H Member: Chris Clover | 4-H Age: 17 | Project Area: Horse
Indicate which level is demonstrated in the project record reflection form. Complete one feedback form for each project reported completed.
| Indicators |
Emerging
1 |
Developing
2 |
Proficient
3 |
Distinguished
4 |
| My 4-H Club Meetings & Events |
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2 |
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| Annual Project Record: Section 1 – Project Goals & Learning Plan |
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3 |
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| Annual Project Record: Section 2- Learning Experiences |
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4 |
| Annual Project Record: Section 2- Project Experiences |
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2 |
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| Annual Project Record: Section 3 -Expenses and Income/Value |
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3 |
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| Annual Project Record: Section 4- Reflecting on Your Project – Advice |
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3 |
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| Annual Project Record: Section 4- Reflecting on Your Project – Future Plans |
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3 |
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| Annual Project Record: Section 5- Community Service, Citizenship & Leadership Activities |
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4 |
Annual Project Record: Section 6 – Expression
Not received |
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3 |
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| Section 7-4-H Life skills Comparison: Head |
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3 |
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| Section 7-4-H Life skills Comparison: Heart |
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3 |
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| Section 7-4-H Life skills Comparison: Hands |
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3 |
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| Section 7-4-H Life skills Comparison: Health |
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3 |
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| Presentation |
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3 |
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Evaluator’s Comments:
My 4-H Club Meetings & Events
Good meeting attendance and activity variety. Don’t forget to sign record/ask club leader to sign record.
Annual Project Record: Section 1 – Project Goals & Learning Plan
Well done. Two or more action steps would have earned “Distinguished.”
Annual Project Record: Section 2 – Learning and Project Experience
Thorough descriptions of learning experiences and project activities. Experience section didn’t clearly show how learning could be/was applied outside of 4-H.
Annual Project Record: Section 3 – Expenses and Income/Value
You mention riding apparel in your record but not on this page of record.
Annual Project Record: Section 4 – Advice and Future Plans
Well written. In future records, include a more overall description of the project, specifics you would share with someone not very aware of horse projects.
Annual Project Record: Section 5 – Community Service, Citizenship & Leadership Activities
Great variety in activities, service, and citizenship, and great descriptions of what you did and who benefitted — including yourself!
Annual Project Record: Section 6 – Expression
Not submitted. In future, provide with record.
Section 7: 4-H Life Skills Comparison
Well done. A couple comparisons only had one difference — two would have earned “Distinguished.”
Presentation
Expression Page likely would have earned “Distinguished” due to the creative aspect.
Evaluator Initials: LP
Thank you! A great project.
Maine 4-H Advanced Record Form – Rubric
Section 1 of 4
| Indicators |
Emerging (1) |
Developing (2) |
Proficient (3) |
Distinguished (4) |
| My 4-H Club, Meetings & Events
Signatures |
 Member knows the name of their 4-H club
Member identifies one activity participated in in 4-H.
Member attends 50% or fewer of meetings |
 Member knows the name of their 4-H club.
Member identifies two activities completed in 4-H.
5!
Member attends at 65% of club meetings. 80%
|
Member knows the name of their 4-H club.
Member identifies three 4-H events and meetings.
Member has attended 80% of club meetings.
 Page 1 of the record is complete including signatures.
← |
Member knows the name of their 4-H club.
Member identifies four or more 4-H events and meetings.
Member attends more than 80% of club meetings.
Page 1 of the record is complete including signatures. |
| Annual Project Record
Section 1: Project Goals & Learning Plan |
Member meets one or fewer of the following:
Identified one project goal.
Used a life skill when stating learning goal.
Identified one thing they plan to do to meet their goal. |
Member meets two of the following:
Identified two project goals.
Used life skills when stating learning goal.
Identified two things they plan to do to meet their goal. |
Identified two project goals.
Used life skills when stating learning goal.
Identified two things they plan to do to meet their goal.
|
Project goals are identified and described. Life skills are connected to outcomes.
More than two goals are identified.
More than two action steps are identified in detail. |
| Annual Project Record
Section 2: Learning Experiences |
Member meets one or fewer of the following:
Learning experiences are identified.
At least 3 learning experiences are identified,
Includes at least one individual, one club, and one county/state/national/global experience. |
Member meets two of the following:
Learning experiences are identified and described.
At least 5 learning experiences are identified,
Includes at least one individual, one club, and one county/state/national/global experience. |
Learning experiences are identified and described.
At least 6 learning experiences are identified,
Includes at least one individual, one club, and one county/state/national/global experience. |
Learning experiences are identified and described. Experiences are connected to life skills.
More than 6 learning experiences are identified.
Includes multiple individual, club, and county/state national/global experiences.
|
| Annual Project Record
Section 2: Project Experience |
Member meets two or fewer of the following:
Identifies knowledge and skills learned in project.
Includes mistakes and what learned as a result.
Identifies problems and how they were solved.
Applies learning to life outside of 4-H project work.
|
Member meets three or fewer of the following:
Identifies knowledge and skills learned in project.
Includes mistakes and what learned as a result.
Identifies problems and how they were solved.
Applies learning to life outside of 4-H project work.
OK
|
Identifies knowledge and skills learned in project.
Includes mistakes and what learned as a result.
Identifies problems and how they were solved.
Applies learning to life outside of 4-H project work.
OK |
States knowledge and skills learning in project, with clear connection to life skills.
Explains mistakes and uses growth mindset for how to overcome in the future.
Explains how problem solving was utilized and impacted project outcome. |
| Annual Project Record
Section 3: Expenses and Income/Value |
Member meets one or fewer of the following:
Documented some expenses and some income for project.
Provided limited explanations for items. |
Documented some expenses and some income for project.
Provided limited explanations for items. |
Documented expenses and income for project.
Documented profit/loss for project.
Provided detail explanations for items.
- clarify “value”
- “clothing for events” — riding apparel?
|
Summarized in detail all expenses and all income for project.
Calculated the total expense and income for the project.
Total profit/loss for the project is provided. |
| Annual Project Record
Section 4: Reflecting on Your Project – Advice |
Some information provided about project.
Some overview of project but limits details. |
Introduces project concept to another member.
Identifies some information needed for project completion. |
Is able to describe project to another member.
Identifies key information needed for project completion.
Could include more of an overall review and apply to outside 4-H.
|
Clearly articulates knowledge gained in project.
Identifies potential resources for other project members.
Identifies potential key concepts to focus on in project area. |
| Annual Project Record
Section 4: Reflecting on Your Project – Future Plans |
Project plan and goals are beginning.
Limited connection between goals and current project work. |
Begins to identify goals for future project work.
Some connection between goals and current project work. |
Describes project influence.
Identifies specifics goals for future project work.
|
Clearly articulates project goals and steps needed for future.
References knowledge/skills gained in current 4-H year to develop future goals. |
| Annual Project Record
Section 5: Community Service, Citizenship & Leadership Activities |
Member begins to identify a community service project
Member begins to identify a citizenship activity
Member begins to identify a leadership activity. |
Member partially completes one community service project. Either defines their role, what they did and/or who it benefited.
Member partially completes a citizenship activity and/or a leadership activity. |
Identifies one Community Service project. Is able to define their role, what they did and who it benefited.
Identifies one citizenship activity. Is able to define their role.
Identifies one leadership activity. Is able to define their role. |
Member completes a combination of 5 or more activities, with a minimum of one in each category. |
Maine 4-H Advanced Record Form Expression Page – Rubric
Section 2 of 4
| Indicators |
Emerging (1) |
Developing (2) |
Proficient (3) |
Distinguished (4) |
| Section 6: 4-H Expression
No points, not submitted. |
Meets format guidelines.
Introduces member and why they are in 4-H.
Describes one of members “sparks.”
Uses life skill and is able to connect learning to other activities. |
Meets format guidelines.
Describes one of members experiences in 4-H and connects to life skills learned.
Describes use of life skill and is able to connect learning to leadership, citizenship and/or community service. |
Meets format guidelines.
Describes multiple experiences in 4-H and connects to several life skills learned.
Describes use of more than one life skill and is able to clearly connect learning to leadership, citizenship and/or community service. |
Meets format guidelines.
Describes 4-H experience and is able to connect to future goals.
Connect 4-H experiences to community, country and world around us.
Describes several life skills and is able to clearly connect learning to leadership, citizenship and/or community service. |
Maine 4-H Advanced Section 7: 4-H Life Skills Comparison – Rubric
Section 3 of 4
| Indicators |
Emerging (1) |
Developing (2) |
Proficient (3) |
Distinguished (4) |
| Head |
Member meets one or fewer of the following:
Describes how head quadrant was used and answers if easy or hard.
Describes why they did this project and what was learned, using Head quadrant.
Describes how project is important and how head quadrant helped this.
Identifies specific part of quadrant using (check box). |
Member meets two or fewer of the following:
Describes how head quadrant was used and answers if easy or hard.
Describes why they did this project and what was learned, using Head quadrant.
Describes how project is important and how head quadrant helped this.
Identifies specific part of quadrant using (check box). |
Describes how head quadrant was used and answers if easy or hard.
Describes why they did this project and what was learned, using Head quadrant.
Describes how project is important and how head quadrant helped this.
Identifies specific part of quadrant using (check box).
|
Uses detail to describe how head quadrant was used and answers if easy or hard.
Uses details to describe why they did this project and what was learned, using Head quadrant.
Uses detail to how project is important and how head quadrant helped this.
Identifies specific part of quadrant using (check box). |
| Heart |
Member meets one or fewer of the following:
Describes how heart quadrant was used and answers if easy or hard.
Describes why they did this project and what was learned, using Heart quadrant.
Describes how project is important and how heart quadrant helped this.
Identifies specific part of quadrant using (check box). |
Member meets two or fewer of the following:
Describes how heart quadrant was used and answers if easy or hard.
Describes why they did this project and what was learned, using Heart quadrant.
Describes how project is important and how heart quadrant helped this.
Identifies specific part of quadrant using (check box). |
Describes how heart quadrant was used and answers if easy or hard.
Describes why they did this project and what was learned, using Heart quadrant.
Describes how project is important and how heart quadrant helped this.
Some
Identifies specific part of quadrant using (check box).
|
Uses detail to describe how heart quadrant was used and answers if easy or hard.
Uses details to describe why they did this project and what was learned, using Heart quadrant.
Uses detail to describe how project is important and how heart quadrant helped this.
Identifies specific part of quadrant using (check box). |
| Hands |
Member meets one or fewer of the following:
Describes how Hands quadrant was used and answers if easy or hard.
Describes why they did this project & what was learned, using Hands quadrant.
Describes how project is important and how hands quadrant helped this.
Identifies specific part of quadrant using (check box). |
Member meets two or fewer of the following:
Describes how Hands quadrant was used and answers if easy or hard.
Describes why they did this project & what was learned, using Hands quadrant.
Describes how project is important and how hands quadrant helped this.
Identifies specific part of quadrant using (check box). |
Describes how Hands quadrant was used and answers if easy or hard.
Describes why they did this project & what was learned, using Hands quadrant.
Describes how project is important and how hands quadrant helped this.
Identifies specific part of quadrant using (check box).
|
Uses detail to describe how Hands quadrant was used and answers if easy or hard.
Uses detail to describe why they did this project & what was learned, using Hands quadrant.
Uses detail to describe how project is important and how hands quadrant helped this.
Identifies specific part of quadrant using (check box). |
| Health |
Member meets one or fewer of the following:
Describes how Health quadrant was used and answers if easy or hard.
Describes why they did this project & what was learned, using Health quadrant.
Describes how project is important and how Health quadrant helped this.
Identifies specific part of quadrant using (check box).
|
Member meets two or fewer of the following:
Describes how Health quadrant was used and answers if easy or hard.
Describes why they did this project & what was learned, using Health quadrant.
Describes how project is important and how health quadrant helped this.
Identifies specific part of quadrant using (check box). |
Describes how Health quadrant was used and answers if easy or hard.
Describes why they did this project & what was learned, using Health quadrant.
Describes how project is important and how health quadrant helped this.
Identifies specific part of quadrant using (check box).
|
Uses detail to describe how Hands quadrant was used and answers if easy or hard.
Uses detail to describe why they did this project & what was learned, using Hands quadrant.
Uses detail to describe how project is important and how hands quadrant helped this.
Identifies specific part of quadrant using (check box). |
| Similarities and Differences |
Member meets two or fewer of these:
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) in how project was done.
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) in why was project was done and what was learned.
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) related to the importance of the project to the participant(s) & describes the reasons this project should be important to others. |
Member meets three or fewer of these:
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) in how project was done.
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) in why was project was done & what was learned.
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) related to the importance of the project to the participant(s) & describes the reasons this project should be important to others. |
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) in how project was done.
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) in why was project was done & what was learned.
Identifies 1-2 similarities and 1-2 differences between 4-Hs (Head, Heart, Hands & Health) related to the importance of the project to the participant(s) & describes the reasons this project should be important to others.
Some only had one; two would have been “Distinguished.” |
Identifies at least 2 similarities and at least 2 differences between 4-Hs (Head, Heart, Hands & Health) in how project was done.
Identifies at least 2 similarities and at least 2 differences between 4-Hs (Head, Heart, Hands & Health) in why was project was done & what was learned.
Identifies at least 2 similarities and at least 2 differences between 4-Hs (Head, Heart, Hands & Health) related to the importance of the project to the participant(s) & describes in detail the reasons this project should be important to others. |
Maine 4-H Advanced Presentation – Rubric
Section 4 of 4
| Indicators |
Emerging (1) |
Developing (2) |
Proficient (3) |
Distinguished (4) |
|
There are persistent errors in spelling, grammar, and punctuation.
Little to no attempt has been made to make the record appealing to viewers. |
The record is presented in a format that is legible or easily understood.
There are minor problems in spelling, grammar, capitalization, and punctuation usage.
Presentation is somewhat appealing to viewer(s). |
Record is presented in a format that is legible or easily understood.
Spelling, grammar, capitalization, punctuation usage is accurate.
Presentation is attractive and appealing to the viewer(s).
|
Record is presented in a format that is legible or easily understood.
No errors in spelling, grammar, capitalization or punctuation.
Creativity is evident in the preparation of this record to be attractive and appealing to the viewer (s).
Expression Page would add this. |
