| I. |
Activities, Talents and Service |
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A.Leadership and Participation in Music and Speech Activities |
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(a) Quantitative Analysis |
01 23 |
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3 Points = The student has participated in a variety of
activities, over the course of several years, and
has demonstrated excellence through awards,
recognition and leadership positions.
2 Points = The student demonstrates two out of three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership.
1 Point= The student demonstrates one of the three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership.
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(b)Qualitative Analysis |
01 2 3 4 5 6 7 |
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The applicant's description of the value of these experiences is judged on
a 7-point scale. This response would be considered exceptional (7) if it
identifies a number of distinct benefits, acknowledges the value to both the
individual and others, incorporates a present and longer-term view, is well-
written, is creative and thorough. An average response (4) would have
some but not all of these attributes. A poor response (1) would
demonstrate little understanding of the value of these activities beyond
being fun or interesting for the applicant.
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B. Leadership and Participation in Athletic Activities
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(a) Quantitative Analysis |
0123 |
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|
3 Points = The student has participated in a variety of
activities, over the course of several years, and
has demonstrated excellence through awards,
recognition and leadership positions.
2 Points = The student demonstrates two out of three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership.
1 Point= The student demonstrates one of the three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership.
|
|
|
(b)Qualitative Analysis |
01 2 3 4 5 6 7 |
|
|
The applicant's description of the value of these experiences is judged on
a 7-point scale. This response would be considered exceptional (7) if it
identifies a number of distinct benefits, acknowledges the value to both the
individual and others, incorporates a present and longer-term view, is well-
written, is creative and thorough. An average response (4) would have
some but not all of these attributes. A poor response (1) would
demonstrate little understanding of the value of these activities beyond
being fun or interesting for the applicant.
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C. Leadership and Participation in Other School and Community Activities
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a)Quantitative Analysis |
0123 |
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|
3 Points = The student has participated in a variety of
activities, over the course of several years, and
has demonstrated excellence through awards,
recognition and leadership positions.
2 Points = The student demonstrates two out of three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership.
1 Point= The student demonstrates one of the three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership.
|
|
(b) Qualitative Analysis |
01 2 3 4 5 6 7 |
|
|
The applicant's description of the value of these experiences is judged on
a 7-point scale. This response would be considered exceptional (7) if it
identifies a number of distinct benefits, acknowledges the value to both the
individual and others, incorporates a present and longer-term view, is well-
written, is creative and thorough. An average response (4) would have
some but not all of these attributes. A poor response (1) would
demonstrate little understanding of the value of these activities beyond
being fun or interesting for the applicant.
|
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D. Work Experience, Hobbies, Outside Interests and Special Talents
|
|
|
a)Quantitative Analysis |
0123 |
|
|
3 Points = The student has participated in a variety of
activities, over the course of several years, and
has demonstrated excellence through awards,
recognition and leadership positions.
2 Points = The student demonstrates two out of three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership.
1 Point= The student demonstrates one of the three criteria:
variety of activities; more than one year of
participation; awards, recognition, leadership. |
|
(b) Qualitative Analysis |
01 2 3 4 5 6 7 |
|
|
The applicant's description of the value of these experiences is judged on
a 7-point scale. This response would be considered exceptional (7) if it
identifies a number of distinct benefits, acknowledges the value to both the
individual and others, incorporates a present and longer-term view, is well-
written, is creative and thorough. An average response (4) would have
some but not all of these attributes. A poor response (1) would
demonstrate little understanding of the value of these activities beyond
being fun or interesting for the applicant.
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| II. |
Essay Question |
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Instructions to students: Please write a 300-500 word essay describing your goals in the following areas:
1) Future education; (2) Personal life; (3) Community/society service; (4) Career.
A total of 35 points is devoted to this section. An outstanding response would have
the following characteristics in all four goal areas:
reveal a capacity for introspection, reflection and vision;
acknowledge a need for continuous learning and growth;
are realistic and relevant in terms of the student's stated interests, talents and skills;
represent a clear and consistent set of values;
are well-written in terms of organization, grammar, spelling and word usage;
reflect unusual insight and/or foresight;
are clearly stated goals which reflect an achievement orientation as opposed to a wish list or
dream state;
they are specific, achievable and are the result of the person's actions, not his/her luck or good
fortune.
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| III. |
Letters of Recommendation |
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Three letters of recommendation must be included from the following categories:
•teacher--one letter
•community member--one letter
•family friend--one letter
Each letter of recommendation is evaluated separately and is eligible
to receive up to five points. The rater should consider the following
when determining point allocations:
the extent to which the writer provides specific examples of the
student's attributes;
the depth and breadth of the qualities being described;
evidence of unusual or remarkably distinctive qualities or attributes;
clarity of relationship;
the extent to which the writer knows the applicant well enough to make the
claims being made;
whether the letter was written specifically to address the criteria of the
Kohl Scholarship or is a generic letter or recommendation.
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Teacher |
012345 |
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Community Member |
012345 |
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Family Friend |
012345 |
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| IV. |
Overall Quality of Application (Maximum = 8 Points) |
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On a scale of 1-8 rate the overall quality of this applicant's package, with 8 being of highest quality. Also consider the extent to which the total "picture" of the student matches the purpose and defining criteria of the Kohl Excellence scholarship program: leadership, citizenship, service, entrepreneurialism, improvement, and probable success in post secondary education. This section is an opportunity to also evaluate the degree to which the nominee has followed the application criteria. |
