others perceive their behavior, appearance, skills, and attitudes. Explain that by accepting the constructive criticism of the mystery shoppers, they can improve their customer-service skills. Be clear that the feedback will give them important information that they can learn from; it will be used to make suggestions for improvement but will not be included in their grades. Explain that this is a team effort; the community, the teachers, and the students are working together to improve students' skills. 22 0 0 0 0 o o 0 15 0 0 o 2. Have an ample supply of self-addressed, stamped envelopes stuffed with letters and questionnaires for the receptionist to distribute to clients. In addition, carry envelopes with you. Then, if you observe behaviors that you want to encourage, reduce, or eliminate, you can privately approach the clients and ask them to complete the questionnaire with a specific emphasis on the observed behaviors. Hint: When clients compliment students or complain about something a student says or does, hand them a questionnaire and ask for their assistance in the teaching-learning process. 3. Collect returned questionnaires. 4. Compile the information. Be sure to wait until a sufficient amount of time elapses so that no mystery shopper or stylist can be identified. Do not include the names of students or clients. 5. Distribute the compiled information to each student and facilitate a class discussion about it. Hints for processing mystery shopper feedback: Give students time to read and reflect on the comments before opening the floor for discussion. If you are teaching customer-service skills with an English teacher, that teacher should be involved in this discussion, too. That way, you can reinforce each other's comments and goals. Project Assessment Rubric2 Instructions: Use the quality descriptions listed to determine the level of performance achieved in the following criteria. Criteria 1-Unacceptable 2-Marginal 3-Acceptable 4-Exemplary Reasoning Major gaps are evident. Little or no reasoning is demonstrated. There are major gaps in reasoning. Reasoning is somewhat apparent, but is flawed. Reasoning is apparent, but a few minor gaps or flaws exist. Reasoning is clear, concise, and effectively demonstrated. Presentation Written or oral presentation is characterized by haphazard, sloppy, or missing information. Written report is not typed. The presentation lacks major points of emphasis and/or information is not provided in a professional manner. The presentation is pleasant, pleasing, and informative and is clearly designed around informing the intended audience. The presentation mimics professional quality. The message is clearly articulated to the intended audience. Feasibility The project solution is clearly not possible within the parameters set forth by the problem. The feasibility was questionable until an explanation was requested and given. The solution may not be possible within the parameters of the problem. While the solution is valid, it may not be easily implemented or replicated. It is clear that the method of solution is valid and can be easily implemented or replicated. Attention to Detail Content is superfluous, giving only surface knowledge. Only a few questions are answered in detail. The work generally does not attend to the underlying detail required by the problem. Most of the questions posed by the project are directly answered in detail. Questions are anticipated and addressed. All measures, scales, and other required annotations are documented. Creativity The approach to the project is a direct replication of a previous design. No new ideas are demonstrated. The approach is obviously related to a previous design, with some new ideas added. While the design presented may be similar in approach to others, unique characteristics exist that make this design stand out. The approach to the design is fresh, novel, and unique. Team Dynamics Little or no participation. Usually follows role but often does unrelated tasks. Is an asset to the team's success. Follows role and takes a leadership role in achieving team success. 2This rubric was adapted from a working draft of an ITAC resource guide. Used with permission. 24 Criteria Team Recommendations Assessment Rubric3 Instructions: Use the quality descriptions listed to determine the level of performance achieved in the following criteria. Then note each rating level in the box to the right. 1 Needs Improvement 2 Acceptable 3 Excellent Rating Completeness The team's recommendations cover few or none of the methods. Implementation of many of the recommendations is inadequately addressed. The team's recommendations cover most methods. Implementation of each recommendation is adequately addressed. The team's recommendations cover all methods. Implementation of each method is fully addressed. Credibility One or more of the recommendations is