Any exhibition intended to serve as a School-Wide Diploma Assessments must include the elements listed below. These elements were derived from an analysis of existing exhibitions in our state. Any exhibition that does not include these required elements would not be considered a School-Wide Diploma Assessment for the purpose of graduation under the Rhode Island Diploma System.

Schools are encouraged to go beyond these minimum requirements when designing their own exhibition system.

Required Elements of Exhibitions in School-Wide Diploma Assessment

These elements were drawn from Rhode Island's existing exhibition systems and represent the minimum elements that an exhibition system must contain in order to be considered an exhibition for the purposes of School-Wide Diploma Assessment.

Topic

Exhibition topics will be selected by students and based on their interest(s), as well as their prior knowledge and skills, but must be within established school/district parameters. Additionally, the exhibition topic must include a clear "learning stretch" that emphasizes depth of knowledge, and includes analysis, interpretation, and evaluation.

Supportive Adults

All students completing an exhibition for graduation by proficiency purposes shall work with a mentor or advisor who guides and monitors their efforts toward the completion of the exhibition requirement. In addition, a student's parent(s) or guardian(s) must indicate knowledge and approval of the student's exhibition topic.

Proposal

Prior to embarking on exhibition work, each student must submit a written proposal describing the focus of the proposed exhibition. The student must articulate previous knowledge and experience and how this represents a learning stretch for them as an individual. Each student must also include a work plan for completing the exhibition, and a list of the materials/supplies needed to do the exhibition. Students are expected to identify the advisor/mentor for this project. Each exhibition proposal must be officially approved.

Written components

Exhibitions will include at least two written components: 1) a written piece describing the content and research process of the exhibition, and, 2) a reflective narrative containing a student's purposeful evaluation of what was learned.

Appropriate Technology

Exhibitions must incorporate the use of appropriate technology, such as PowerPoint presentations, transparencies, video, etc.

Content

Exhibitions will be aligned to content standards. (Note: content standards will be drawn from Grade Span Expectations (GSEs) and/or from the national content and performance standards from the appropriate disciplines.)

Applied Learning

Exhibitions will demonstrate the active application of knowledge as outlined in the New Standards Performance Standards Applied Learning Standards and the GSEs. In particular, exhibitions will provide evidence of critical thinking and problem-solving skills that include analysis, interpretation, and evaluation, and have a "real world" connection.

Multiple opportunities

Student completion of an exhibition that meets the criteria of a School-Wide Diploma Assessment should be a multi-step process with multiple opportunities to learn and demonstrate required knowledge and skills. This should happen throughout the high school experience, across disciplines, and prior to the culminating diploma assessment. In addition, students should have multiple opportunities to revise and re-deliver their exhibition for graduation by proficiency.

Panel Presentation

All exhibitions will include an oral presentation in front of a trained panel that may include: peers, content experts, mentors/advisors, school instructional staff/teachers, and community members.

Evaluation

Exhibitions will be evaluated for research, writing, and oral presentation. Prior to the oral presentation the writing and research components will be formally evaluated using required rubrics/criteria. Trained exhibition panel members will use the required oral presentation rubric for evaluation. Panel members will also provide the student with written and/or oral evaluative feedback on the content and delivery of his/her presentation.

Research

Each exhibition must demonstrate evidence of research relevant to the thesis, including the proper documentation and citation of sources. Research will come from a variety of primary and secondary sources.

Structures and Support

Schools selecting Exhibitions as their School-Wide Diploma Assessment must ensure that school structures and supports that fully support Exhibitions are in place. Examples of ways in which schools can support exhibition systems include (but are not limited to) the following: providing training for administrators/leaders, judges, mentors, advisors, teachers; establishing an advisory board that supports, ensures, and makes policy for exhibitions; providing the financial and human resources necessary to implement and support the exhibition system.

Recommended Elements of Exhibitions for Graduation by Proficiency School-Wide Diploma Assessment

Community Involvement

Whenever possible, exhibitions should include a community connection, whether that be in the form of an internship, community-based mentor/advisor, interaction with the community, or development of a product or performance of a service that serves community needs.