# Rubric 02: Investor Report and Personal Budget

**Project:** `Project 02 - ClassroomStreet Investor Report and Personal Budget.md`
**Unit:** Unit 2, Me, My Goals, My Money (Individual Growth and Life Readiness)
**Total:** 20 points (five criteria, 1 to 4 each). Labs and projects category.

Name: ______________________ Merchant number: ______ Period: ______ Date scored: __________

## Self-assessment (the student fills this row first)

| Criterion | My score (1 to 4) | One sentence of evidence (a number or an entry) |
|---|---|---|
| 1. Trading participation and journal | | |
| 2. Analysis and decision making | | |
| 3. Emotional control during the crisis | | |
| 4. The report's math and reflection | | |
| 5. The revised budget | | |

## Teacher rubric

| Criterion | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) |
|---|---|---|---|---|
| 1. Trading participation and journal (IGLR 4. e); FCL 2. c); CDOS 3a Managing Information) | The ledger shows trades on three or fewer of the eight trading days, or the journal has five or fewer entries, or entries are missing the total fortune number. | The ledger shows trades or a written hold on four to six days, and the journal has six to eight entries, most with the number, but some entries are one sentence or skip "why." | The ledger export shows a trade or a written hold decision on at least seven of the eight trading days. The journal has all ten entries, each with what I did, why, what happened, and the total fortune number. | Everything in Meets, and the journal's "why" names a dispatch, a risk level, or a pie percent on at least six days, and at least one entry records a hold as a decision with a reason. |
| 2. Analysis and decision making (FCL 2. f); PSI 4. b) b.; IGLR 4. e); Std 3 PI B; National FCS 3.3.4) | The report's three decisions are missing or have no reason, or the reasons are feelings only ("it looked cool," "I was scared") with no number and no news. | Three decisions are listed, but one has no ledger number, or the reasons are general ("I diversified") without saying which venture or which dispatch, or one decision is really a description of a price move, not a choice. | The report gives three decisions from the journal, each with a ledger number (units, price, or window), a reason that names a dispatch, a risk level, or a pie percent, and what happened next. At least one decision uses diversification or the fact vs hype tests as its reason. | Everything in Meets, and for each decision the student says what a diversified investor would have done instead, or shows a decision the student did not make (a headline ignored, a hold kept) and why that was the better call with a number. |
| 3. Emotional control during the crisis (HSW 6. c); PSI 1. e); IGLR 2. d); CDOS 3a Thinking Skills; National FCS 2.1.2) | No decision grid, or the grid was filled after the trades, or the ledger shows a sell of most holdings in the first crisis window with no reason written anywhere, and the report's "what the crisis taught me" is blank or one sentence. | The grid has a decision but only one option weighed, or the look back is missing, or the report says what the student felt but not what they did about it; the ledger shows trades that do not match the grid with no note explaining the change. | The grid has all five steps done before the first crisis trade: the choice named, three options listed, each weighed against what matters, a decision, and a look back the next day with a ledger number as evidence. The trades match the grid or the change is written on the grid. The report's "what the crisis taught me" names a stress sign the student noticed and one step they took before deciding. Selling, holding, and buying all meet this row if the grid shows the reasoning. | Everything in Meets, and the look back honestly labels the Day 6 decision as a plan or a panic with a number that proves it, and the report connects the crisis to one real crash from Lesson 2.17 or to a real-life money moment the student or a family member described. |
| 4. The report's math and reflection (IGLR 2. d); CDOS 3a Basic Skills; CIR 1. f); Std 3 PI B) | The starting or ending balance is missing, or the percent return is missing or computed with the wrong bottom number, or parts 4 and 5 are blank. | The balances are present and the percent return is computed but with an arithmetic slip, or the formula is not written out, or part 5 ("one thing I would do differently") repeats part 4 instead of naming a different action; the reveal table has fewer than seven matched. | Starting balance (AQ25,000) and ending balance match the ledger. The percent return is written with the formula (ending minus starting, divided by starting, times 100) and is correct to one decimal place. Part 5 names one specific action the student would change and why. The reveal table has all seven ventures matched to the real instrument and its risk level. | Everything in Meets, and the report also shows the percent change of the venture that hurt or helped the student most across the crisis, or compares the student's return to the safe portfolio's return from Return Math Part C and says which was better and better for what. |
| 5. The revised budget (IGLR 4. b); Std 3 PI C; National FCS 2.6.2) | The Lesson 2.9 budget is not attached or copied, or the revised budget has no savings line, or the revised budget does not balance (spending exceeds income). | The revised budget has a savings line but it is at the bottom after the wants, or the budget balances only because a needs line was cut without a reason, or the two sentences on why are missing or do not mention the simulation. | The revised budget keeps the 2.9 income and needs, adds or raises a savings line with a number, places it before the wants ("pay yourself first"), adjusts the wants so the budget balances, names where the savings go (a savings account first), and gives two sentences on what changed and why the simulation made the student change it. | Everything in Meets, and the savings line is split into an emergency cushion and a long-term line, each mapped to a real instrument from the reveal with a reason (for example, a high-yield savings account for the cushion because it never drops; a spread-out long-term fund because time smooths the crashes), or the student computes the savings line as a percent of income and says why that percent. |

**Total: ______ / 20**

Notes for the student (what to keep, what to change next time):

## How to use this rubric

- Hand the rubric out with the project sheet in Lesson 2.14 Day 1 so students trade against it. Nothing on it should be a surprise; say on Day 1 that the leaderboard is not a criterion.
- The student fills the self-assessment row at the end of Lesson 2.19 Day 2, before the teacher scores. The evidence sentence must contain a number or an entry number.
- Criterion 1 is scored from two things together: the ledger export from the Command Bridge (trades or, for a hold, the journal entry that says "held" with a reason) and the journal count. A student who held all week with a written reason every day meets criterion 1; holding is a decision. In the paper ledger version, the ledger sheet is the export. The three Round 2 lines (Lessons 2.20 to 2.22) come after the report is scored; they count as daily work, not on this rubric.
- Criterion 3 is scored from the decision grid first and the report's part 4 second. Score the reasoning, not the outcome. A student who sold everything at the bottom with a completed grid and an honest look back can score a 4; a student who held by accident because they forgot to log in cannot score above a 2.
- Criteria 2 and 4 are scored on the report as submitted after the peer read. Criterion 5 is scored on part 7 with the Lesson 2.9 budget attached for comparison.
- Every descriptor is written as what the student did. If a report does not match any box, pick the closest and write why in the notes line.
- Sal's original 16-point rubric had four criteria: participation, analysis and decision making, emotional control, and reflection quality. They are criteria 1, 2, 3, and 4 here, with the descriptors rewritten as observable actions. Criterion 5 is new and is what ties the simulation back to the student's own money.
- The rubric goes home with the report. Students keep the self-assessment in the FACS folder.