Responsible Decision Making
14 Grade 10 Community Service Learning questions on Responsible Decision Making, with worked marking schemes. 14 questions are available on this topic in full.
Question 1
1 markWhich of the following shows a learner taking responsibility for the outcome of her own decision?
A. Explaining that the group leader ought to have corrected her before the planting began.
B. Keeping quiet when the class sits down to review the project.
C. Pointing out that the season turned out to be unusually hot.
D. Admitting that her choice of planting date dried the seedlings, and arranging to replace them.
(1 mark)
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1 markDuring a tree-planting exercise, three members of Amina's group want the record to show 200 seedlings planted, although only 120 were actually planted. What is the MOST responsible action for Amina to take?
A. Insist that the record shows 120 and that the remaining seedlings are planted.
B. Say nothing, but quietly refuse to write her own name on it.
C. Withdraw from the group and ask to join a different one.
D. Sign the record so that the group is not delayed.
(1 mark)
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2 marksDistinguish between an impulsive decision and a responsible decision.
(2 marks)
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1 markKirui is offered paid weekend work that falls on the days his group agreed to spend at a children's home. Applying responsible decision making, he should first
A. turn the job down immediately, because community service learning is compulsory.
B. compare the commitment he has already made with the benefits of the job before answering.
C. accept the job, because earning money is more useful than voluntary work.
D. ask his closest friend to decide on his behalf.
(1 mark)
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6 marksExplain three factors that may influence the decisions a Grade 10 learner makes during community service.
(6 marks)
Marking scheme
Award 1 mark for naming the factor and 1 mark for the explanation. Any 3 factors, 2 marks each. - Peer influence (1) - friends may push the learner towards a choice she would not make alone, such as skipping an agreed work day (1). - Personal values and beliefs (1) - honesty, religious teaching or a sense of duty steer the learner towards choices that agree with what she holds to be right (1). - Available resources (1) - the money, tools and time the group has limit the options that can realistically be chosen (1). - Family expectations and duties (1) - chores at home or a parent's wishes may decide when and where the learner can serve (1). - Information available (1) - a learner who has the facts about the community's real need decides differently from one relying on rumour (1). - Emotions (1) - anger or excitement can push a learner into a hasty choice she later regrets (1). Max 6 marks.
Question 6
4 marksOutline four ways in which responsible decision making benefits a community service learning group.
(4 marks)
Marking scheme
Award 1 mark for each acceptable benefit, to a maximum of 4. - The group's money, time and materials are spent on the need the community actually has, so little is wasted. - The group wins the trust and cooperation of the community, because it consults before it acts. - Members are kept safe, since risks are weighed before an activity is carried out. - Quarrels within the group are reduced, because members agree on and own the choice made. - The project is more likely to be completed and to keep working after the group leaves. - Members grow in accountability, as each is ready to answer for the choice made. - The school's name is protected, because the group avoids choices that embarrass it. Max 4 marks.
Question 7
1 markA Grade 10 class in Makueni is planning its community service project and must choose between fencing a spring and repairing a footbridge. Which action should the class take FIRST?
A. Find out from the residents which of the two problems affects more people.
B. Choose the option that will cost the group the least money.
C. Copy the project that a neighbouring school completed last term.
D. Adopt the option suggested by the most confident member of the class.
(1 mark)
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1 markIn the decision-making process, which step comes IMMEDIATELY after listing the possible courses of action?
A. Defining the problem clearly.
B. Reviewing how well the decision worked.
C. Weighing the likely outcome of each course of action.
D. Putting the chosen course of action into practice.
(1 mark)
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4 marksSuggest four ways a community service learning group can ensure that decisions reached in its meetings are fair to all members.
(4 marks)
Marking scheme
Award 1 mark for each acceptable suggestion, to a maximum of 4. - Agree on ground rules that give every member a chance to speak before a choice is made. - Deliberately invite the views of the quiet members instead of accepting the loudest voice. - Reach the decision by consensus, or by a vote taken after the discussion. - Record the decision in the minutes so that all members know exactly what was agreed. - Consider how the decision affects each member's time, safety, health and cost of travel. - Allow a decision to be reviewed if new facts show that it disadvantages some members. Max 4 marks.
Question 10
3 marksSuggest three ways a learner can resist pressure from friends to abandon a community service duty she had agreed to.
(3 marks)
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4 marksOutline four steps a community service learning group should follow when making a responsible decision on the problem it will address.
(4 marks)
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Create a free account to see itQuestion 12
1 markTwo learners in the same group are invited to skip an agreed clean-up in order to watch a football match. They face exactly the same circumstances, yet one attends the match while the other reports for the clean-up. Which factor BEST explains the difference in their decisions?
A. The distance from the school to the clean-up site.
B. The number of learners expected at the clean-up that day.
C. The personal values each of them holds about keeping a promise.
D. The time at which the football match was due to start.
(1 mark)
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Create a free account to see itQuestion 13
1 markWhich feature BEST shows that a decision was responsible rather than impulsive?
A. Its likely consequences were weighed before it was acted upon.
B. It was reached faster than any of the alternatives.
C. It produced a result that pleased everyone involved.
D. It was supported by most of the learner's close friends.
(1 mark)
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Create a free account to see itQuestion 14
5 marksOn the morning of a river clean-up in Kisumu, your group learns that the river has burst its banks and the site is muddy and unsafe. As the group leader, describe how you would arrive at a responsible decision.
(5 marks)
Marking scheme
Award 1 mark for each correct point, to a maximum of 5. - Confirm the facts by contacting the community host or checking the site before announcing anything to members. - Assess the risk to the learners, for example slippery banks, fast water and contaminated mud. - Consult the teacher in charge and the community representative before acting. - Consider the options available - postpone the clean-up, move to a safer stretch, or switch to another agreed task such as clearing the school drainage. - Place the safety of members above the wish to complete the activity on the planned day. - Communicate the decision promptly to all members, the school and the hosts, and agree on a new date. - Record what happened and reflect on it when planning the next activity. Max 5 marks.
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