| 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
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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 |
01234567 |
|
|
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--one from each of the following categories--must be included:
•teacher
•counselor or principal
•community member (for example, an employer, physician, member of religious community) or family friend
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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Counselor or Principal |
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. |
