using explicit criteria and rubrics to support student...
TRANSCRIPT
Using Explicit Criteria and Rubrics to Support Student Learning
Rubric Resources
Trouble‐Shooting: Review And Analysis Of First Draft Rubrics .............................................................. 2
Tips For Writing Quality Rubrics ........................................................................................................... 3
Checklist For Quality Rubrics ................................................................................................................ 4
Peer Review Process For Rubrics .......................................................................................................... 5
Rubric On Rubrics ................................................................................................................................ 7
Example Of A Holistic Rubric ................................................................................................................ 8
Example Of An Analytic Rubric ............................................................................................................. 8
Reading Comprehension ‐ Making Connections Rubric ............................................................................... 9
Narrative Rubric .......................................................................................................................................... 10
Science ‐ Rubric For Scientific Experiments ................................................................................................ 11
Mathematics ‐ Rubric For Mathematics Problem Solving .......................................................................... 13
Oral Speaking Rubric ................................................................................................................................... 14
Policy Issue Debate Rubric .......................................................................................................................... 15
Socratic Seminar Rubric .............................................................................................................................. 16
Literary Technique Rubric ........................................................................................................................... 17
Reflective Thinking ...................................................................................................................................... 17
Whistle Blowing Rubric ............................................................................................................................... 18
Rubric For Quality Literature Review Journal ............................................................................................. 19
Class Participation Rubric ............................................................................................................................ 20
Rubrics For Oral Evaluation In A Foreign Language Class ........................................................................... 21
Criterio De Evaluación Para El Discurso Escrito .......................................................................................... 22
Collaboration Rubric ................................................................................................................................... 23
Literature Article Threaded Discussion Rubric ............................................................................................ 25
Writing Prompt Rubric ................................................................................................................................ 26
Preparation And Attendance ...................................................................................................................... 27
Listening/Participation ................................................................................................................................ 28
Valuable Contributions/Analysis ................................................................................................................. 29
Research Report Rubric .............................................................................................................................. 30
Rubric For Math I Statistics Project ............................................................................................................. 31
Self‐Discipline .............................................................................................................................................. 32
High Performing Team ................................................................................................................................ 33
Lab Behavior Rules ...................................................................................................................................... 34
TROUBLE‐SHOOTING: REVIEW AND ANALYSIS OF FIRST DRAFT RUBRICS
Common Problems of First Draft Rubrics
Task/project inappropriate for rubric
Insufficient attention to content, over-emphasis on form
Descriptors aren’t clustered
Rubric dimensions are missing (analytic)
Dimensions are not sufficiently prioritized or labeled
Over-reliance on quantitative terms used (several, numerous, some) to define levels of performance
Over-reliance on words that say more but less clearly
Lack of specificity in descriptions
Lowest level is primarily described in terms of missing elements
Top level is not real-world standard or does not allow student to see the relationship between the top level and the real-world standard
Product attributes and process attributes are mixed together The rubric development process takes time, isn’t always neat, and can be difficult at times. Remember you will never have a perfect rubric, that is, the rubric will never perfectly match the range of what your students produce.
Developed by Leaner-Centered Initiatives, Ltd. 2010 3
TIPS FOR WRITING QUALITY RUBRICS
Write the next to top level first, using the standards (Level 3). Focus on describing, not evaluating. Rubrics are about quality not
quantity. When describing content, the following criteria will help:
o accuracy o specificity and use of example o relevancy o completeness / thoroughness
When describing skills across levels, think about simple, easy-to-master
skills for lower levels and more complex, difficult skills for upper levels. Students at lower levels may be able to show use of simple skills but not more difficult ones. Students at upper levels may be better able to combine skills for complex processes.
The various levels of thinking may help to write across levels in some
rubrics. Often students at lower levels are more concrete, while students who exceed expectations exhibit thinking at higher levels. (see next page)
Always get another perspective on your rubric – others will see things
that you do not. A peer review almost always improves a rubric.
Developed by Leaner-Centered Initiatives, Ltd. 2010 4
CHECKLIST FOR QUALITY RUBRICS
PRESENTATION OF RUBRIC
The rubric is titled.
The layout of the rubric is clear and user-friendly.
The rubric describes quality content and form (product and performance rubrics).
The dimensions of the rubric are prioritized or placed in a purposeful order.
The dimensions are defined with a statement or a question so students can understand their meaning (PARTICIPATION: The extent to which you listen and contribute. OR Do you listen and contributed to discussion? )
The top level of the rubric is above the expected standard.
RUBRIC DESCRIPTORS
The rubric uses language that students will understand.
The rubric is descriptive and specific.
When quantitative terms are used, they are supported with quality attributes.
When adjectives are used, they are defined with specific descriptors.
The low levels describe what is present as well as what isn’t.
There is consistency across levels of the rubric.
There is consistency in the language used.
Developed by Leaner-Centered Initiatives, Ltd. 2010 5
PEER REVIEW PROCESS FOR RUBRICS
Is a rubric an appropriate assessment tool for the assessment as it is written? Is it a process, performance or product found in the real world? Are there opportunities for students to improve on their work based on teacher feedback?
DIMENSIONS 1. The dimensions of the rubric are clearly connected and aligned to the requirements of the
assessment. YES NO NOT SURE
Comments/Evidence: 2. The dimensions are clearly defined.
YES NO NOT SURE Comments/Evidence: 3. The dimensions are prioritized and/or weighted in such a way as to clearly communicate
the teacher's expectations to students. YES NO NOT SURE
Comments/Evidence:
DESCRIPTORS
4. The descriptors are clustered and related to the appropriate dimension. YES NO NOT SURE
Comments/Evidence: 5. The descriptions are specific and clear.
YES NO NOT SURE Comments/Evidence:
Developed by Leaner-Centered Initiatives, Ltd. 2010 6
6. The rubric relies on the use of quantitative and/or value-laden adjectives.
YES NO NOT SURE Comments/Evidence: 7. The descriptors are consistent in dealing with different levels of the same criteria.
YES NO NOT SURE Comments/Evidence: 8. The descriptors are written from the point of view of what's present in the student work
rather than what is missing YES NO NOT SURE
Comments/Evidence:
LEVELS 9. The levels of the rubric are described in such a way that the distance between each is
relatively equal YES NO NOT SURE
Comments/Evidence: 10. The top level is above the expected standard.
YES NO NOT SURE Comments/Evidence: The rubric contains a number of levels appropriate to the requirements of the assessment
YES NO NOT SURE Comments/Evidence: Based on your analysis, what are the overall strengths of this rubric? What are some suggestions for revision or improvement?
Developed by Leaner-Centered Initiatives, Ltd. 2010 7
Rubric on Rubrics Dimensions 1 2 3 4
Descriptors-refers to the statements used to describe each heading.
Descriptors are unrelated to dimension.
Quantitative, value-laden
and subjective statements (i.e. some, 1 example, and fair), with overemphasis on what is not evident.
Descriptors are missing.
Descriptors are vague and difficult to understand, leaving too much to student interpretation.
Combination of descriptive as
well as, quantitative, value-laden statements (i.e. 2 examples, good, abundant) with lower levels written in terms of what is not evident.
Descriptors are difficult to
identify and may be missing at different levels.
Descriptors are written in clear terms that convey teacher expectations.
Emphasis on accurate
statements that avoid missing or negative terms.
Descriptors are identified and
present at each level.
Descriptors are written in concise and clear terms that completely describe the dimensions and provide an anchor of what is expected from students at each level.
Emphasis on precise, concrete
and descriptive statements with all levels written in terms of what is evident.
Descriptors are clearly
identified and present at each level.
Content-refers to the information in the descriptors.
Content of the rubric is unrelated to the assessment.
Content of the rubric provides a partial view of the assessment.
Content of the rubric provides an overview of the assessment.
Rubric provides a detailed account of the assessment at each level.
Levels-refers to the scale of the rubric.
There is no difference between descriptors at adjacent levels.
Level titles at the lower
end are insulting or demeaning to the person rather than descriptive of student work.
The number of levels leads
to artificial, non-existent, or trivial differences in descriptors.
Unequal difference between the descriptors at adjacent levels hinders student self-evaluation and correction.
Level titles focus learner/ user
on grade (1,2,3,4). The number of levels does not
permit sufficient distinction in quality of student work.
Descriptors at adjacent levels progress in even steps toward achievement.
Level titles focus learner/user
on the grade and identify the levels of achievement (i.e. proficient).
The number of levels is determined by external constraints (grades, outside agencies) rather than distinctions in student performance.
Descriptors provide scaffolding by describing an evenly graduated progression toward excellence.
Level titles use terms which
show respect for the learner /user while accurately critiquing performance on the task.
The number of levels is
dictated by concrete, non-trivial differences in student performance.
Developed by Leaner-Centered Initiatives, Ltd. 2010 8
EXAMPLE OF A HOLISTIC RUBRIC
PERSUASIVE LETTER RUBRIC (task‐specific) 6 Takes a strong, convincing position; well‐organized, persuasive argument with accurate, supporting evidence;
discusses all significant issues with understanding of important relationships; examines the problem from several positions.
5 Takes a well‐defined position; organizes argument with good supporting evidence; discusses the major issues
and shows some understanding of relationships. 4 Offers a clear, plausible position; organized argument with adequate evidence; considers several ideas or
aspects of the issue. 3 Offers a specific position; presentation has basic organization; limited evidence applied to general conclusion;
considers more than one idea or aspect of the issue. 2 Offers general position; presentation has only minimal organization; uses generalities to support position;
considers only one aspect of the issue. 1 Position is vague; presentation is brief with unrelated general statements; view on issue is not clear;
statements tend to wander or ramble.
EXAMPLE OF AN ANALYTIC RUBRIC
VIRTUAL REALITY RUBRIC (generic)
1
2
3
4
5
6
Preparedness
Doesn't know what a book
is
Doesn't know where the book is
Knows where the book is but doesn't have it
Has book but it's the wrong
book
Has right
book but not open
Has right
book open to right page
Participation
Absent
Present but at the nurse
In the right hall but in the wrong room
In the right room asleep at someone else's desk
In the right room asleep at own desk
In the right desk and awake
Hygiene
Has seen water
Recognizes soap and water
Uses water weekly
Uses soap and water weekly
Uses soap and water and knows what
deodorant is
Uses soap, water, and deodorant daily
Developed by Leaner-Centered Initiatives, Ltd. 2010 9
Reading Comprehension ‐ Making Connections Rubric1 1 2 3 4
Text to self
The student restates facts from the text or states what they like or think
about the text.
The student makes obvious and literal text-to-self connections (there is a
grandpa, I have a grandpa)
The student makes text-to-self connections based on prior knowledge and life
experiences.
The student makes insightful text-to-self
connections that require inferring. These grow out
of life experiences.
Text to text
The student names things from both texts, but does not explicitly connect them.
OR The student makes a connection that reveals a misunderstanding of the text.
The student makes obvious or literal connections between texts by identifying similar topics, characters, or facts. The student is not activating prior knowledge to make connections.
The student makes text-to-text connections that build on prior knowledge and require some comparing, contrasting or inferring of ideas, characters or events. Specific details from the texts support the connection.
The student makes thoughtful text-to-text connections that require inferring and connect themes or ideas across texts in new ways. Specific details, examples and quotes from the texts support the connections.
Text to world
The student simply names things from the text that are in the world, but does
not explicitly connect them.
The student makes obvious or literal connections
between the text and the world.
The student makes text-to-world connections that require some comparing, contrasting or inferring
and that deepen understanding of the text.
The student makes thoughtful text-to-world connections that require
inferring and deepen understanding of both the
text and the world.
1 Author: Learner-Centered Initiatives, Ltd.
Developed by Leaner-Centered Initiatives, Ltd. 2010 10
Narrative Rubric Dimensions Exceeds Proficiency Proficient Approaching Proficiency Minimal
Entertaining Beginning
”Hooks” the reader by writing a paragraph that contains a combination of action, dialogue, thought, question or a sound to establish setting and plot.
”Hooks” the reader by writing a paragraph that describes an action, dialogue, thought, question or a sound to establish setting and plot.
Describes an action, dialogue, a thought, or a question in a sentence.
Uses a “boring” sentence, such as “This story is about . . . “ or “One day, I …”
Description of Setting
Draws the reader into a unique or interesting setting by using a combination of details based on sight, hearing, smell, touch or thought(s) expressed by main character.
Draws the reader into where the story takes place by using details based on sight, hearing, smell, touch or thought(s) expressed by main character.
Describes the setting by using details that rely on sight hearing, taste, smell or touch.
Tells where the action takes places.
Suspense or Anticipation leading to main event
Builds suspense or anticipation by using a combination of “the magic 3,” word referents or giving hints that raise story questions or using main character’s thought(s) and feelings to raise story questions.
Builds suspense or anticipation by either using “the magic 3,” word referents or giving hints that raise story questions or using main character’s thought(s) and feelings to raise story questions.
Gives a hint or raises a question about what might or could lead to the main event.
Goes directly to main event.
Main Event/Scene Largest amount of writing that describes the action in “slow motion” by providing every small detail and reaction to the event and by describing main character’s feelings and reactions to the events.
Largest amount of writing that describes the action in “slow motion” by providing every small detail and reaction to the event.
Describes a detail or a thought and then “tells” what happened.
“Tells” what happened.
Solution of Problem or Conclusion of Adventure
Describes and/or explains in a surprising or unpredictable way how the adventure came to an end or how the problem was resolved.
Describes and/or explains how the adventure came to an end or how the problem was resolved.
“Tells” what main character did to solve the problem.
Implies the story ended.
Extended Ending Shows how main character has changed or learned something as a result of the main event by using a combination of a memory, feeling, decision, wish, or hope.
Shows how main character has changed or learned something as a result of the main event by describing a memory, feeling, decision, wish, or hope.
“Tells” that the main character changed.
Ends suddenly, “telling” the reader the main event ended.
Compiled by Leaner-Centered Initiatives, Ltd. 2010 11
SCIENCE ‐ RUBRIC FOR SCIENTIFIC EXPERIMENTS2 Lab Assistant ‐in‐Training Laboratory Assistant Research Assistant Researcher
Hypothesis and Prediction
(the degree to which the theory and prediction are developed and related)
Student does not link, omits, or does not distinguish between hypothesis and prediction
Student uses class hypothesis and related prediction which is based on teacher‐supplied evidence and class observations
Student participates in group discussion which generates hypothesis and related prediction based on teacher‐supplied evidence and class observations
Student independently generates hypothesis and related prediction based on synthesis of personal experience, review of scientific literature, and class discussion
Procedure (The degree to which the procedure is carefully outlined)
Procedure is illogical or inappropriate for the stated hypothesis and prediction
Procedure tests irrelevant variables, lacks control
Procedure tests the state hypothesis and prediction but is difficult to follow, with irrelevant, incomplete, out or sequence, or missing steps Procedure tests multiple variables simultaneously, lacks control
Procedure tests the stated hypothesis and prediction; contains unnecessary or irrelevant steps
Procedure tests only one variable at a time, implicitly providing for a control
Procedure logically test the stated hypothesis and prediction
Procedure tests only one variable at a time, explicitly providing for controls
Materials (The degree to which the materials are carefully described)
Materials list missing Observations and measurements are incomplete or contain large errors
Materials list incomplete; type, quantity, and/or size not specified
Observations and measurements contain consistent errors
Needed materials are listed by type, quantity, and size
Observations are relevant; measurements are accurate with most appropriate units included
All materials needed are listed by type, quantity, and size; students offers alternative for unusual items Observations are thorough and relevant; measurements are accurate with all appropriate units included
Data Collection and
Analysis
(the degree to which the observations are made and
analyzed with care)
Data complete but organization makes it difficult to follow, units missing, incomplete or incorrect
Calculations omitted or incorrectly applies mathematical concepts
Lacks visual representations (graphs or charts)
Conclusion missing or inconsistent with the data collected
Data complete but organization makes it difficult to follow, units missing, incomplete or incorrect Correctly applies mathematical concepts, calculation complete but work not shown, units may be missing
Graphs and charts incomplete, dependent and independent variables reversed on graph, units, labels and/or titles missing
Conclusion is consistent with the data collected but connection to prediction is vague or missing
Data complete, organized, with most units identified Correctly applies mathematical concepts, correctly displays calculations (formula, substitution, and answer) Graphs and charts labeled and titled, dependent and independent variables appropriately situated on graph, units and/or key missing
Tells if the predicted result was actually realized
Data complete and organized, with all units identified Correctly applies mathematical concepts, correctly displays calculations (formula, substitution, and answer) with an explanation of how and why the calculation was done. Graphs and charts labeled and titled; visual representations referred to in text; dependent and independent variables appropriately situated on graph, key clearly labeled Explicitly discusses data collected in the experiment in making the conclusion
2 Authored by Elizabeth Bedell (Communities for Learning Fellow)
Compiled by Leaner-Centered Initiatives, Ltd. 2010 12
SCIENCE ‐ RUBRIC FOR SCIENTIFIC EXPERIMENTS (Continued)
Lab Assistant ‐in‐Training Laboratory Assistant Research Assistant Researcher
Conclusion
(The degree to which the observations employed
support the conclusion and reflection on the experience
is in evidence)
Conclusion missing or inconsistent with the data collected
Omits discussion of hypothesis, discusses irrelevant topics or issues
Discusses what student has learned about hypothesis Ignores discrepancies, anomalies, or problems that arise
Reaches a conclusion as to whether or not the hypothesis is supported by the observations in the experiment Discusses what student has learned about hypothesis
Identifies problems in experiment, discrepancies, and anomalies in data
Reaches a conclusion as to whether or not the hypothesis is supported by the observations in the experiment Revises hypothesis addressing observed anomalies and discrepancies Critiques procedure; if there were problems, offers possible solution or alternative testing method
Presentation
(the degree to which scientific experiment report is assembled with care)
Graphs, diagrams, charts are missing Presentation and organization are sloppy and confusing; degree of student's learning is unclear
Abundant mechanical errors and substandard English make the text incoherent
Graphs, diagrams, charts are sloppy or incomplete Presentation and organization impede the reader’s understanding of the student’s learning Inconsistent use of standard English; mechanical errors prevent clear understanding or distracts reader’s attention from the text
Graphs, diagrams, charts clearly show the data gathered and are neatly assembled
Presentation and organization allow reader to understand student’s learning Uses standard English with few noticeable mechanical errors; errors do not interfere with understanding
Graphs, diagrams, charts clearly show the data gathered and are attractively integrated into text, enhancing story of the student’s learning Presentation and organization of required components clearly enhance the story of the student’s learning
Effectively uses standard English with no noticeable mechanical errors
Compiled by Leaner-Centered Initiatives, Ltd. 2010 13
MATHEMATICS ‐ RUBRIC FOR MATHEMATICS PROBLEM SOLVING3
Dimensions Emerging Developing Proficient Exemplary
Conceptual Understanding
Key Question: Does the student's interpretation of the problem using
mathematical representations and
procedures accurately reflect the important mathematics in the
problem?
Your mathematical representations of the problem were incorrect. You used the wrong information in trying to solve the problem. The mathematical procedures you used would not lead to a correct solution. You used mathematical terminology incorrectly.
Your choice of forms to represent the problem was inefficient or inaccurate. You used some but not all of the relevant information from the problem. The mathematical procedures you used would lead to a partially correct solution. You used mathematical terminology imprecisely.
Your choices of mathematical representations of the problem were appropriate. You used all relevant information from the problem in your solution. The mathematical procedures you chose would lead to a correct solution. You used mathematical terminology correctly.
Your choice of mathematical representations helped clarify the problem's meaning. You uncovered hidden or implied information not readily apparent. You chose mathematical procedures that would lead to an elegant solution. You used mathematical terminology precisely.
Strategies and Reasoning
Key Question: Is there evidence that the student proceeded from a plan, applied appropriate strategies, and followed a logical and verifiable process toward a solution?
Your strategies were not appropriate for the problem. You didn't seem to know where to begin. Your reasoning did not support your work. There was no apparent relationship between your representations and the task. There was no apparent logic to your solution. Your approach to the problem would not lead to a correct solution.
You used an oversimplified approach to the problem. You offered little or no explanation of your strategies. Some of your representations accurately depicted aspects of the problem. You sometimes made leaps in your logic that were hard to follow. Your process led to a partially complete solution.
You chose appropriate, efficient strategies for solving the problem. You justified each step of your work. Your representation(s) fit the task. The logic of your solution was apparent. Your process would lead to a complete, correct solution of the problem.
You chose innovative and insightful strategies for solving the problem. You proved that your solution was correct and that your approach was valid. You provided examples and/or counterexamples to support your solution. You used a sophisticated approach to solve the problem.
3 Created by Northwest Regional Educational Laboratory, Copyright 2000
Compiled by Leaner-Centered Initiatives, Ltd. 2010 14
ORAL SPEAKING RUBRIC4 PRESENTATION AMATEUR NOVICE APPRENTICE PROFESSIONAL
VOICE: Projection and
Expression
Voice is too weak making it difficult to understand
Monotone detracts from
presentation
Voice drops at times, interfering with comprehension
Voice lacks expression and thorough articulation to evoke emotional tone
Voice is clear and easy to hear
Expressive using
appropriate emotional tone
Voice is clear using inflections to keep listeners engaged
Expression is captivating with effective use of accent or emphasis to capture the nuances of the reading
RATE: Speed of Speech
Rate is choppy with long pauses; rate is much too fast
Repetitive words
seriously detract from the presentation
Rate has frequent hesitations with awkward transitions or is too fast
Use of repetitive words
that begin to detract the listener
Rate is smooth and appropriate to presentation
Use of a few repetitive
words that do not detract
Rate suits the presentation perfectly with smooth transitions and masterful opening and closing
No repetitive words/sounds to fill spaces
POISE: Posture and Movement
Speaker appears overly anxious
Speaker’s movements
interfere with comprehension
Speaker shows nervousness in voice and mannerisms
Speaker is distracting by
slouching, leaning, and/or swaying
Speaker is controlled and not distracting by obvious anxiety
Speaker stands without many distracting movements
Speaker is relaxed and in thorough control and compelling in intensity
Speaker maintains poise with no distracting movements
EYE CONTACT: Focus on Audience
Speaker keeps eyes on notes only
Speaker occasionally looks up or looks only in one location of the room
Speaker looks up often and occasionally pans the audience
Speaker looks up regularly and pans the audience with confidence
4 Created by Linda Hughs (Learner-Centered Initiatives, Ltd.)
Compiled by Leaner-Centered Initiatives, Ltd. 2010 15
Policy Issue Debate Rubric
Successful Defense in Traffic Court
Successful Defense in Front of City Judge
Successful Defense in Front of State Court
Successful Defense in Front of the Supreme Court
RESEARCH Reflects an accurate understanding of diverse opinions/views
Mentions the policy issue. Is unfocused and/or presents only own opinion. Information included is unrelated to issue.
Provides a description/ explanation of the policy issue.
Focuses on a single opinion or point of view about policy issue. Information included contains inaccuracies.
Provides an analysis of the policy issue.
Includes multiple opinions on the policy issue. Information is accurate and clear.
Provides a detailed analysis of the policy issue. Takes into account diverse perspectives on the policy issue.
Information is detailed accurate and clear.
DEBATE CONTENT Taking and defending a position
Takes a position that is confusing/irrational. Beginning argument is missing or makes no point Provides no evidence to support position. Uses irrelevant examples or examples are not included. In rebuttal, is unable to relate to opponents’ points
Takes a position that is vague. Beginning argument is confusing. Provides insufficient evidence to support position. Uses relevant and irrelevant examples. In rebuttal, disagrees with opponents’ points.
Takes a well-defined position.
Beginning argument makes a clear point. Provides adequate evidence to support position. Uses relevant examples
In rebuttal, responds to opponents’ points.
Takes a strong, convincing position.
Beginning argument makes a clear, powerful point. Provides accurate and compelling evidence to support position. Uses extensive and relevant examples. In rebuttal, effectively refutes opponents’ points.
RELEVANCE
Connections to shared class
vision and the community at the
center of that vision
Little or no explicit connection to community or policy issues. Expresses no opinion, or opinions are unrelated to the effects of the policy on the community. Makes no recommendation(s) for change.
Relates policy issue to the community. Relates personal opinion about policy. Makes recommendation(s) for the stakeholder to change or influence that policy.
Relates policy issue to community vision and to relevant issues in the community. Connects personal or researched opinion(s) about policy to the effects of the policy on the community. Makes recommendation(s) for the stakeholder to change or influence that policy.
Relates policy issue and research to the vision for the community and to specific and relevant issues in the community. Connects personal and researched opinion(s) about policy to the effects of the policy on the community. Makes clear and possible recommendation(s) for the stakeholder to change or influence that policy.
DEBATE SKILLS
Volume and/or diction make speaker unintelligible. Turns away from audience when speaking. Speech is either rushed or dragged out. Disrespectful of other’s right to disagree. Impolite and/or disruptive
Volume and/or diction make speaker difficult to follow. Faces audience when speaking. Speech is paced unevenly. Concedes to other’s right to disagree. Interrupts speaker when in disagreement.
Volume and diction make speaker easy to understand. Looks at audience when speaking. Speech is deliberate and not rushed. Respectful of other’s right to disagree. Remains quiet when others are speaking, even when in disagreement.
Volume and diction well-balanced. Makes steady eye contact when speaking. Speech is paced to keep audience interested. Respectful of other’s right to disagree. Listens attentively to other speakers.
Compiled by Leaner-Centered Initiatives, Ltd. 2010 16
Socratic Seminar Rubric Dimension 1 2 3 4 Use of Sources Do you refer to specific sources of information as support for your opinion?
-Uses irrelevant information to support opinion; or express opinion without substantiating it -Ignores the value of sources in supporting points of view
-Used general information from both dated or irrelevant as well as relevant sources to support opinion. -Recognizes that sources convey different points of view and refers to them in general
-Uses specific information from limited relevant sources to support opinion -Uses and interprets information from sources citing author, date or other authority
-Uses specific information from multiple relevant sources to support own opinion or challenge the opinions of others -Uses, analyzes and validates sources by citing their perspectives and value
Participation Do you listen and contribute to the discussion?
-Misinterprets ideas of others -Shares information not connected to the topic -Asks questions not related to topic -No eye contact -Behavior interferes with ability of others to listen
-Paraphrases ideas of others -Shares new information -Asks questions to have speaker repeat ideas -Shares information not connected to the discussion -Looks down and/or away from group members
-Builds on and elaborates on main ideas of others -Shares relevant new information -Asks clarifying questions -Establishes eye contact with speaker
-Builds on and connects main ideas of others -Shares relevant new information and provides a new point of view that builds on previous information -Maintains eye contact with speaker and other group members
Fair-mindedness Do you talk about relevant, different points of view respectfully?
-Does not recognize that there is a different point of view -Disrespectful of other points of view
-Presents one point of view -Respectful of some points of view
-Presents more than one relevant point of view -Respectful of other points of view
-Presents and supports more than one relevant point of view -Support demonstrates respect of other points of view
Process Do you add your fair share and make your point without going on and on?
-Contributions are confusing -Contributes only when invited
-Contributes ideas -Contributions are rambling -Interferes and interrupts others -Monopolizes conversation
-Contributions are clear and organized -Adds fair share
-Contributions are succinct (clear, organized, does not go on and on) -Adds fair share and invites others in (does not dominate conversation)
Compiled by Leaner-Centered Initiatives, Ltd. 2010 17
Literary Technique Rubric The extent to which the student discusses the author’s use of literary elements, such as irony, conflict, symbolism, setting, and foreshadowing, to create a sense of realism
1 2 3 4 -Literary elements are misrepresented.
-Identifies literary element(s) but provides no textual evidence or implies the use of literary elements through discussion of the text.
-Identifies literary elements & provides specific textual reference but lacks discussion of how text creates reality.
-Identifies literary elements, provides specific textual reference, & explains how the elements add to the text’s sense of realism
Reflective Thinking The extent to which the student used personal reflections to think more deeply about thinking, learning and progress toward goals.
Beginning Developing Secure Mastery The reflections reveal very little evidence of thoughtfulness and reflectivity. The writer’s reflections are summaries of what the writer did or simply a superficial response to given prompts.
The reflections reveal some evidence of thoughtfulness and reflectivity in response to given prompts only. There is little evidence of independent, un-prompted reflection. The writer’s reflections are more a summary of what the writer did than what the writer was thinking about; include vague statements of learning, goals, struggles; reflections are unsupported by details or examples; goals and directions are not clear.
The reflections reveal clear evidence of thoughtfulness and reflectivity. The student responds thoughtfully to given prompts, but some entries have been done independently. He/She includes general questions or concerns about learning or content; reflections are partially supported by specific examples of student work.
The reflections reveal substantial evidence of thoughtfulness and reflectivity. The student regularly makes independent entries as well as responding to given prompts. The writer’s reflections reveal new insights into his/her own learning and growth; include new questions identified about course content and application to new areas; reflections are supported by examples from the writer’s work; identifies goals and new directions.
Compiled by Leaner-Centered Initiatives, Ltd. 2010 18
Whistle Blowing Rubric
Couch Potato that
smokes Smoker Couch
Potato Student Manager
Assistant H.S. Coach
High School Coach Pro Coach
Amount of Noise
Afraid to blow the whistle
Softly blows the whistle but stops at first sound
Softly blows the whistle
for at least a second
Loud enough that many notice and
look up
Cause all to stop and pay
attention
Causes at least one person to cover their
ears
Causes most of those in
room to cover their
ears
Stance (physical position)
Hides and turns back to the room
Hides the whistle
Holds the whistle in hand and
faces room, stands behind
desk/table
Holds whistle in
hand, faces room, stands
in front of desk/table
Holds whistle with
teeth but still holds onto chain
or cord. One hand on hip
Clenches whistle with teeth, stands
in front of desk, both hands on
hips
Clenches whistle with teeth, stands on the desk, both hands
on hips
Frequency of use Never
Only when shamed into
it
Only at the beginning of
a session
Whenever the whole class is off
task and it is too loud to
think
When it gets too loud to
think or most of the class is off
task
As soon as it is noticed
that any in class is
drifting off task
At the slightest
provocation
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RUBRIC FOR QUALITY LITERATURE REVIEW JOURNAL
1‐UNDEVELOPED 2‐EMERGING
3‐DEVELOPED 4‐EXEMPLARY
QUALITY OF SOURCES wide variety multiple perspectives
connected to research
reliable
‐ contains response to a single text representing a single perspective ‐ the text is generally connected to the focus of the research ‐ the text is from a questionable source
‐ contains responses to one type of text and one or two authors, representing a single perspective ‐ the texts are only tangentially connected to the focus of the research ‐some texts are from questionable sources
‐ contains responses to a variety of texts representing at least two perspectives ‐ texts are relevant to the research ‐texts are from reliable sources
‐ contains responses to a wide variety of texts and authors representing multiple perspectives ‐ texts are central to the focus of the research ‐ texts are from reliable sources
QUALITY OF REVIEW key ideas connections questions links to research
Responses: ‐ summarizes details from the text without identifying key ideas ‐ no explicit connections to other texts or to research
Responses:‐ describe ideas in the text in general terms ‐ include only obvious connections between texts ‐ include questions unrelated to the research focus ‐ imply a link to the research
Responses:‐clearly identify key ideas from the texts ‐include specific connections between texts that cite important similarities and differences ‐ include important questions or wonderings ‐ include specific links to the research
Responses:‐clearly identify key ideas from the texts with specific references ‐include connections between texts that cite important and sometimes subtle similarities and differences ‐ include insightful questions and wonderings and explore possible answers ‐ include specific links to the research and describe the impact the readings have had on the research
PRESENTATION ‐ is unclear and incomplete‐ errors interfere with readability
‐ is unclear‐ errors are distracting
‐ is clear ‐ only minor grammatical errors
‐ is enhanced by use of technology, art or graphics ‐ free of grammatical error
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CLASS PARTICIPATION RUBRIC
1 2 3 4 PREPARATION attendance assignments readings
attends irregularly, misses 4 or more classes
consistently comes to class without materials, and without assignments and readings done
attends irregularly, misses 2 or 3 classes
often comes to class without materials, and assignments and readings only partially done
attends regularly, misses only 1 class
comes to class with required materials and most assignments and readings completed
attends all classes
comes to class with required materials and all assignments and readings completed
CONTRIBUTIONS discussions respect group
participation
rarely contributes to class discussions
interrupts others when talking and shows disrespect for others’ ideas
behavior in group distracts and disrupts the group
contributes occasionally to class discussions with obvious or repetitive comments
listens some of the time to classmates ideas
inconsistently participates in group activities - lets others do most of the work
makes regular contributions to class discussions
references readings appropriately during discussions
respectfully listens to classmates ideas
participates in group activities and does his/her part to accomplish the task
makes regular, insightful contributions to class discussions
references readings appropriately during discussions
raises questions that promote thinking
respectfully listens to classmates ideas and makes explicit connections to others’ comments
participates in group activities and plays an active role in assuring group accomplishes the task
Compiled by Leaner-Centered Initiatives, Ltd. 2010 21
Rubrics for Oral Evaluation in a Foreign Language Class5 1 2 3 4
Pronunciation barely intelligible, native language pronunciation is used almost exclusively
understandable despite errors, native language pronunciation is used for
most sounds
understandable, native language interferes with second language only
sounds
pronunciation is indistinguishable from a
native speaker
Structure errors make it difficult to follow sentence structure
errors interfere with sentence structure but
structure can be followed, student relies on native language for
structure
errors do not interfere with structure, native language structure is
used only for complicated responses
errors do not interfere with structure and
structure matches that of a native speaker
Vocabulary
response is primarily comprised of native language words or
attempts at basic second language
response is limited to basic words, often
inaccurate
Response is functional,using a combination of basic and advanced words to convey
message
Responses uses appropriate and topical
vocabulary
Listening Comprehension
recognizes simple memorized phrases
comprehends slow or directed speech
understands speech well, requests repetition but does not rely on it
understands speech well, requires no repetition
5 Modified from http://www.cathedralhigh.org/foreign_scaffold.htm
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Criterio de Evaluación para el Discurso Escrito6
Ejecución de Trabajo Indicado 1 -- Ejecuta el trabajo en lo mínimo; el contenido es inadecuado e illegible 2 -- Ejecuta el trabajo parcialmente; cumple con algunos requisitos adecuadamente, pero sin desarrollo 3 -- Ejecuta el trabajo completamente; cumple con todos los requisitos adecuadamente con cierto desarrollo 4 -- Ejecuta el trabajo superiormente; cumple con todos los requisitos, con ideas bien desarrolladas y organizadas Comprensión 1 -- El texto es incomprensible. 2 -- El texto es comprensible, pero requiere que el lector descifre el texto 3 -- El texto es comprensible; requiere un mínimo de enmiendas por parte del lector 4 -- El texto es comprensible; no requiere clarificación por parte del lector Nivel de Discurso Escrito 1 -- Usa oraciones completas, algunas redundantes con pocos o sin mecanismos coherentes 2 -- Hay uso predominante de oraciones completas, poco redundantes con uso apropiado de mecanismos coherentes 3 -- Surge una variedad de oraciones completas y creativas; párrafos con cierto desarrollo; uso apropiado de mecanismos
coherentes 4 -- Usa una variedad de oraciones completas y párrafos desarrollados con ideas creativas; uso apropiado de mecanismos
coherentes Vocabulario y Gramática 1 -- Uso limitado de vocabulario básico y/o de estructuras gramaticales básicas 2 -- Uso adecuado de vocabulario básico y/o de estructuras gramaticales básicas 3 -- Surge el uso de vocabulario nuevamente adquirido y/o de estructuras gramaticales complejas 4 -- Uso adecuado de vocabulario extenso y/o de estructuras gramaticales complejas
6 Modified from http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/sfs1_wrt_an.htm
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Collaboration Rubric7
CATEGORY Weak Collaborator Shaky Collaborator Solid Collaborator Exemplary Collaborator
Focus on the Task and
Participation
Does not focus on the task and what needs to be done. Lets others do the work. Participation is limited to physical presence around group.
Focuses on the task and what needs to be done when prompted by a group member. Participation is inconsistent and not dependable.
Focuses on the task and what needs to be done. Participation is consistent and dependable.
Focuses on tasks at what needs to be done. Encourages others to focus. Participation is consistent and dependable. Encourages others to participate.
Dependability and Shared
Responsibility
Consistently late for or misses group meetings. Misses deadlines for turning in work, impacting the work of others in the group.
Late for group meetings, or needs to be reminded or times and locations. Turns in work after the deadline, impacting the work of others in the group.
Punctual for group meetings. Turns in work on time. When going to be late, informs with rest of group, minimizing the impact on the group.
Punctual for group meetings and reminds others of meeting times and locations. Turns in all work on time. Offers to support group members who may be late with an assignment or task.
Listening, Questioning
and Discussing
Appears to have great difficulty listening. Argues with teammates, and is unwilling to consider other opinions. Impedes group from reaching consensus. Asks questions that cannot be answered or put the receiver in a difficult position.
Appears to struggle to listen to another speaker. Tends to dominate discussions or interrupt other speakers. Participates in reaching consensus. Asks questions with a correct response already in mind.
Listens respectfully to other speakers. Waits for other speaker to finish before speaking. Willing to change perspective to reach consensus. Asks questions that suggest a desire to understand the other person’s position or opinion.
Listens respectfully to other speakers. Waits for other speaker to finish before speaking. Guides conversation toward consensus without forcing his/her opinion. Asks questions that reflect their desire to understand and highlight others knowledge and experiences.
7 Modified from http://www.uwstout.edu/soe/profdev/secondaryteamworkrubric.html
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Collaboration Rubric Continued
Weak Collaborator Shaky Collaborator Solid Collaborator Exemplary Collaborator
Research and Information-
Sharing
Does not provide research or ideas when participating in the group discussion.
Provides research and ideas when participating in the group discussion as long as the research matches their area of interest.
Provides useful research and ideas when participating in the group discussion regardless of the topic or content.
Gathers research and shares ideas when participating in the group discussion. Defends/ rethinks ideas relating to the group’s project goals.
Problem-Solving
Does not try to solve problems or help others solve problems.
Does not suggest or refine solutions, but is willing to try out solutions suggested by others.
Suggest ideas and refines solutions suggested by others.
Actively looks for and suggests solutions to problems.
Group/Partner Teamwork
Unwilling to make compromises to accomplish a common goal. Has difficulty getting along with other group members. Is negative and publicly critical of the task(s) or the work of other members of the group. Contributed little to the group effort during the project.
Makes compromises to accomplish a common goal after a significant amount of persuading. Is neutral about participation in group – neither gets along with nor fights with other members of group. Is critical of the task(s) or the work of other members of the group but keeps criticism to within the group. Finished individual task but did not assist group/partner during the project
Willing to make necessary compromises to accomplish a common goal. Gets along with members of group. Has a positive attitude about the task(s) and the work of others when working in the group. Assisted group/partner in the finished project.
Consistently makes necessary compromises to accomplish a common goal. Actively works to get along with all group members by including them, asking their opinion, and listening to their responses. Is positive and publicly praises the task(s) or the work of other members of the group. Assisted group/partner in finishing project. Worked to ensure all team members contributed equally to the finished project
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Literature Article Threaded Discussion Rubric8 Construction Understanding 1 Poor spelling and grammatical errors. Post is mostly short
sentences lacking flow. Written in informal language, abbreviations or txt.
Simple discussion which lacks insight, depth or is superficial. Post is short and may be irrelevant to the key question or concept. Shows little understanding.
2 Some spelling and grammatical errors. Post has some structure but the entry does not flow. Text construction is mainly formal, containing few abbreviations or txt style language.
Simple discussion showing some insight or depth. Discussion post is short and may contain some irrelevant material. Some personal comments or opinions may not be on task. Shows some understanding.
3 Few spelling and grammatical errors. The post has structure and the entry flows. May contain appropriate links to additional materials. The reply contains complete sentences and paragraphs with no abbreviations or txt language.
Discussion starter show insight or depth and is clearly connected with the course content. Discussion may contain some irrelevant material. Personal opinion is expressed in an appropriate style. Shows a good depth of understanding.
4 Spelling and grammatical errors are rare. The post has structure and is formatted to enhance readability. Contains appropriate links and sources are acknowledged.
Discussion post shows insight, depth and understanding with clear connections to course content. Personal opinion is expressed in an appropriate style and is clearly related to the post or thread. Shows a depth of understanding in matters related to the topic.
8 T.Gray 1/8/2010 (Rubrics adapted from Andrew Churches “Threaded Discussion Rubric – Bloom’s Digital Taxonomy 2010)
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Writing Prompt Rubric9 Dimension 1 2 3 4
Self-awareness: Strengths and weaknesses The extent to which the student identifies strengths and weaknesses
–Response is vague, confusing or incomplete
--Identifies general strengths and weaknesses.
--Identifies general and specific strengths and weaknesses in the form of skills or strategies.
--Clearly identifies and illustrates specific strengths and weaknesses in the form of skills or strategies.
Self-awareness: Use of criteria The extent to which the student uses internal or external criteria to define strengths and weaknesses
–No evidence of criteria to support statement or criteria statement is confusing.
–Criteria is general and/or may be based on input from external sources (peers, teacher, parent, etc.)
–May include self-ascribed criteria that may only be only superficially related to quality reading, writing, problem solving, and learning
–Includes self-ascribed criteria that is central to quality reading, writing, problem solving, and learning
Elaboration The extent to which the student provides details to support their strengths and weaknesses and accompanying criteria
–Details are missing, are unclear, or are so short that the reader does not know what to make of it.
--Details are more or less relevant.
--Details provide the reader with relevant information that answer the question
--Details provide the reader with relevant and important information that goes beyond the obvious or predictable
Use of language The extent to which the student uses language effectively
--Language is so vague that the reader is confused about the writer’s intent.
--Words and sentences clarify the writer’s intent but they may reveal misinformation, or they lack enough clarity on meaning.
--Words and sentences are correctly used, although they are ordinary, or lack precision or specificity.
--Words and sentences are precise, sophisticated and accurate; it is very easy to understand what the writer meant.
Use of conventions The extent to which the student uses conventions (grammar, syntax, punctuation, spelling) effectively
–The writing is so plagued with conventions errors or the words are so limited that the reader cannot make sense of the writer’s message.
–Convention errors are noticeable and cause the reader to pause to make sense of the information, or the words used are so simple that we cannot evaluate the use of conventions.
–Errors in language conventions do not detract from the reader’s understanding.
–Language conventions are followed consistently with no errors.
Justification of the title The extent to which the justification is congruent with the description
–The justification is unrelated to the description of the photo.
–Justification supports the title with either references to the photo or with prior knowledge.
–Justification supports the title with references to the photo and with prior knowledge.
–Justification draws relevant conclusions that evaluate the merits of the title and assess its credibility.
9 Developed by Communities for Learning (2002)
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Preparation and Attendance To what extent did the student come to each scheduled session prepared to discuss the selection?
Undeveloped Emerging Developed Exemplary
Attendance at/preparation for group meetings is highly inconsistent. Student attends only if it doesn’t inconvenience him/her in any way. Often is unprepared to fully discuss the work
The student attends regularly, making few excuses for not being present or prepared. Preparation is minimal- work is complete but extra effort has not been demonstrated.
The student makes it his/her responsibility to attend group sessions unless a serious conflict (e.g., doctor appt., team field trip) prevents it. The student checks to see what was missed and completes on own time before next class.
Every effort is made to be present at all scheduled sessions. He/She works around other obligations. Assignments/Readings are completed and prepared carefully and often above expectations.
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Listening/Participation
The extent to which the student actively demonstrates respectful behavior that builds community Beginning Developing Secure Mastery
Respectful behavior that builds community
-Does not focus on task at hand. Disruptive, constantly talking, doodling, sleeping, etc. -Needs repeated teacher reminders to return to task -Does not enter discussion, even with prompting
-Occasionally loses focus; needs information repeated; occasional side comment or distracting behavior. -Needs occasional teacher prompts to return to task -Dominates conversation or needs calling on for participation. Rarely invites others into discussion. Does not allow wait time for others.
-Consistently focused on task. -Shows evidence of listening through body language, such as eye contact, posture, textual search, etc. -Has comments ready but does not always readily volunteer. Invites others into discussion and attempts to give wait time.
-Consistently focused on task. -Shows evidence of listening through body language and transitional techniques, such as rephrasing, piggybacking, etc. -Readily volunteers and shows respect for other participants’ input by inviting others into discussion and giving wait time.
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Valuable Contributions/Analysis
The extent to which the student discusses the text in a manner which reflects an understanding of the thematic connections and use of literary elements within the text
Novice Helper Apprentice Journeyman
Comment does not add to discussion (yes, no, same as s/he said), is erroneous, detracts from focus, or shows disrespect toward other participants. No further discussion occurs. Incompletely or incorrectly identifies themes or textual references. Incomplete or inaccurate discussion of literary elements. No textual references discussed.
Comment clarifies literal meaning (what happened, who’s who, etc.) but does not address concepts. Discussion of the point ends once the clarification is given. Implies or hints at the theme (author’s underlying message to the reader) & uses the events of the text to prove the theme. Incorporates literary elements into the discussion, using general textual references. Attempts to support argument with textual references. May read passage aloud but without explanation of its significance.
Comment attempts to look beyond the what and how of the text to find the why (the meaning of an event or character) and lends to a discussion of that concept. Identifies the theme (author’s underlying message to the reader) & uses the events of the text to prove the theme. Incorporates literary elements into the discussion, using general textual references. Attempts to support argument with textual references. May read passage aloud but without explanation of its significance.
Comment fully explains the why beyond the text and clearly presents it from a new perspective for other participants. Identifies the theme (author’s underlying message to the reader) & uses the concepts behind characters’ actions & events to prove the theme. Incorporates a variety of literary elements into the discussion, using specific textual references. Supports argument with specific textual reference, including reading aloud a passage & explaining its significance.
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RESEARCH REPORT RUBRIC
1 2 3 4
Con
tent
(Orig
inal
ity a
nd
qual
ity o
f the
idea
s
Ideas included are primarily unsupported personal opinions. Understanding of topic is very questionable. Information appears to be highly biased or unsupported and does not conform to the spirit of a research paper. Major misconceptions or omissions are evident.
Includes appropriate/relevant ideas from others. Reveals knowledge of topic based on other people’s work and/or draws all ideas from a single perspective. Research is presented as if inquiry was complete. Includes at least some inaccurate, irrelevant or inappropriate information which raises questions from the reader.
Includes original/innovative ideas in either the thesis, analysis or conclusion of research. Reveals understanding of the topic by presenting/developing one perspective and suggesting the possibility of others; raises logical questions for future inquiry. States possible limitations of research. May include slight omissions which only experts would identify.
Includes original/innovative ideas in thesis, analysis and conclusion of research. Reveals knowledge of the complexity of the topic by presenting it from multiple and even competing perspectives and by raising questions for further inquiry. Evaluates drawbacks as well as strengths of research. All information is pertinent, and relevant.
Use
of S
ourc
es
Paper seems to be based primarily on personal opinion or on an unidentified source
Relies on a limited range of sources some of which may be outdated or irrelevant. Draws much information from a single source. Use of other’s ideas cannot be separated from own opinion. Some information appears to be directly copied from a source other than the student. Major content and format errors in citations, and bibliography.
Uses information from a variety of relevant sources but may not do so in a fully balanced manner. References and cites sources to present information rather than to substantiate own ideas. Paraphrases and integrates but does not synthesize sources. Uses quotes, footnotes, and bibliographies but makes minor errors in formatting these.
Uses and interprets information from a variety of relevant and accurate primary, secondary and tertiary (reference) sources. References and cites sources to substantiate ideas by paraphrasing, integrating, and synthesizing them. Uses quotes, footnotes and bibliographies effectively.
Org
aniz
atio
n
Lacks context or focus and shows no evidence of organization, making it difficult to read.
Establishes an appropriate focus with some direction. Exhibits a discernible structure but the organization is lacking or difficult to follow.
Establishes a clear and relevant focus for the paper. Exhibits a logical organizational structure.
Establishes a clear, effective original and relevant context and focus for the paper. Exhibits a logical and coherent organizational structure.
Pres
enta
tion
Paper deals with unrelated or inappropriate topic that is not developed nor directed to target audience. Ideas are difficult to understand or follow. Vocabulary is improperly used with too much or too little jargon/technical language. Graphs/tables/pictures are missing or detract from the information.
Topic is addressed somewhere in the presentation but is only partially developed. It includes unnecessary or irrelevant information and/or is not logical. Language is directed at a general audience. Graphs/tables/pictures include general information.
Clear presentation of writer’s opinion. May have some weak transitions or minor digressions. Topic is addressed directly but is not fully developed. Appropriate use of language that is understandable to the audience but could use further clarification/ definition. Graphs/tables/pictures clarify presentation.
Clearly and logically presented, supporting the writer’s opinion. Addresses the topic directly, concisely and thoroughly with effective use of language that is suitable for the audience. Technical or jargon terms are defined and used effectively. Graphs/tables/pictures enhance presentation.
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Rubric for Math I Statistics Project10 Dimensions 1 2 3 4
Statement of Proposal
‐Proposal is incoherent and is too vague to determine audience.
‐Proposal is readable but is given without mention of membership. ‐Overlaps existing clubs. ‐No relevance to school
‐Proposal is clearly stated but relevance to school or community is questionable. ‐Proposal targets reasonable audience.
‐Proposal is compelling and is relevant to school’s needs. ‐Proposal targets audience typically ignored.
Thoroughness of Questionnaire
‐Questionnaire addresses irrelevant issues. ‐Questions are grammatically incorrect or not in complete sentences. ‐There is no logical order to the questions.
‐Questionnaire touches on major issues but is neither complete nor thorough. ‐Some questions are not grammatically correct. ‐Questions are confusing or ambiguous. ‐Order of questions is inconsistent.
‐Questionnaire is thorough but not complete. ‐Questionnaire addresses relevant issues although some seem to be tangential. ‐Order of questions is sequential but not prioritized.
‐Questionnaire is complete and thorough. It addresses all relevant issues and identifies some that others have not thought of. ‐Questions are clearly phrased with every question purposeful. ‐Order of questions is logical and purposeful.
Identification of Population Space
‐The population to be sampled is not identified.
‐The population is identified but not appropriate in size and content.
‐The population is identified but not appropriate in either size or content.
‐The population is identified and is appropriate in both size an content.
Presentation of Data
‐Results of survey are not given. ‐Graphs are incorrectly constructed ‐Graphs do not correctly or only partially represent the data collected. ‐Inappropriate choice of graphic representation for date collected.
‐Results of survey are given but not clearly represented in a frequency table. ‐Graphs are present but not clearly labeled and neat. ‐Not all important questions are represented graphically ‐Graph provides a confusing representation of the data.
‐Results of most, but not all, of the survey questions are given in clear and concise table. ‐Graphs are clearly labeled and neat but do not represent the most important information. ‐Data is represented with appropriate graphs.
‐Results of all of the survey questions are given in clear and concise tables. ‐Graphs are done clearly, neatly, and represent the most important information. ‐Choice of type of graphic representation enhances the information being graphed.
Analysis of Data/Conclusions
‐Conclusion is missing. ‐Conclusion is written, but does not appropriately reflect the data collected.
‐Conclusion is appropriate for the data collected but is not supported with accurate statistical data.
‐Conclusion is appropriate and enhances the data collected. ‐Conclusion is supported by accurate statistical data.
10 Created by Davidson and Michael Faraci
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Self‐Discipline
1 2 3 4
Goal setting: the ability to
formulate and monitor realistic
goals
Formulates statements that are different from goals.
Formulates unrealistic goals. Needs teacher to translate the goal to be monitored.
Formulates realistic goals. Monitors goal attainment by responding to teacher prompts.
Formulates realistic goals that are a challenge and that will result in new learning. Monitors goal attainment independently (how am I doing? What’s next?).
Time management: the ability to allocate
time to tasks
Operates or acts as if time was not an issue. Engages in behaviors that distract others and that have nothing to do with the task at hand.
Underestimates or overestimates time required for known tasks. Needs teacher’s help to understand requirements & meaning of new tasks.
Allocates reasonable time to known tasks but underestimates time required for new tasks.
Allocates reasonable/ appropriate time to known and new tasks Accurately estimates time required.
Focus: the ability to sustain attention or behavior to a task from beginning to end
Focuses on a variety of stimuli/tasks simultaneously without sustained attention to one of them or disengages from task and withdraws.
Focuses on task for short periods of time. Stays focused when the teacher assists and prompts.
Stays focused from beginning to end despite minor distractions. Proceeds to the focused task without reminders.
Maintains focus from beginning to end despite frequent distractions. Initiates and sustains focus on task enthusiastically.
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High Performing Team
Beginning Emerging Developing Ideal
Norms
Establishing routines punctuality minutes roles Agenda – top heavy concentration
Teachers start taking responsibility for routines and agenda
Appropriate protocols are used to drive meaningful discussions
Established routines help make the agenda achievable Agenda is based on student needs, created by teachers through a data analysis.
Collaboration Teachers more isolated reluctant to share ideas Limited participation Coach driven
Shared lesson Shared tests Teachers begin to share ideas from coach and collaboratively plan lessons to drive student achievement Teachers arrive prepared to learning session demonstrate
Demonstration of best practices Teachers conduct inter-visitation for purpose of observing best practices Teachers prepare learning stations together
Teacher decide on topics and issue for collaboration. Set the schedule for demonstrating identity desired outcomes for feedback discussion. Teacher created implementation plan. Active emphasis on particular topics. Publication of best practices, superior lessons. Lesson studies
Engagement
Teachers collect data on students and start to tie this into lesson planning. Teachers come to sessions prepared to be active participants in a top heavy facilitated learning session.
Teacher look at student work and analyze data for purpose of differentiation. A best practice utilized by a CPT member is highlighted and debriefed with ample time for questioning.
Teachers begin to differentiate based on learning styles, student interests and student achievement. Lessons are better planned and more cohesive
Data is used to provide the impetus for differentiated lessons. Conferencing and parental contact bring students into process. Sessions are teacher created and facilitated based on both teacher and student need.
Ownership Coach and administration take responsibility for conducting meetings
Teachers begin to suggest topics from next meeting. They take the minutes
Teachers begin to determine agenda and distribute minutes of prior meeting
Teachers take full responsibility for agenda, minutes and topics discussed at each meeting. Coach and administrator take “back-seats”.
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Lab Behavior Rules
Lab Assistant in Training Lab Assistant Research Assistant Researcher
Preparedness (the degree to which students follow pre-lab
entrance procedures)
Student enters disruptively and fails to follow outlined directions Lab manual nowhere in sight
Student enters rowdily and follows some of the outlined directions Student skims through lab manual
Student enters quietly and follows outlined directions Student begins to read the lab manual
Student enters quietly and follows outlined directions and acts as a leader to prompt the group Student reads and annotates the lab manual without prompting
Procedures (the degree to which students
adhere to outlined steps)
Student ignores directions or is otherwise disengaged
Student needs to be reminded to follow directions as he or she looses focus
Student reads and follows to lab procedures without assistance
Student reads and follows lab procedures and assists others without being prompted
Safety, (The degree to which students
follow and apply safety rules)
Student neglects to gather and utilize safety equipment or blatantly ignores safety rules
Student gathers safety equipment upon prompting and may test the edges of the safety rules or is overly focused on the degree to which other’s are following the rules
Student gathers and utilizes safety equipment and follows the spirit and letter of safety rules
Student gathers and utilizes equipment and helps to ensure all classmates have what they need. He or she follows the spirit and letter of the law and attends to other’s safety without making classmates uncomfortable
Team work (the degree to which students
work successfully as a group)
Student refuses to participate in group activities. He or she does not communicate when approached or is rude and disrespectful
Student’s participation or engagement occurs by invitation only
Student communicates with all group members about the tasks at hand
Student leads team discussion and ensures all group members are engaged through conversation and invitations to participate
Clean Up (the degree to which students
return the lab to its original state)
Student neglects to return materials to designated areas. He or she leaves lab table in disarray
Student leaves cleaning up for the end and rushes through the process
Student returns items or cleans up through the process as appropriate, clean up at the end is minimal or handled quickly with little fuss
Student cleans and returns all materials to the designated areas and double checks and provides a final check to make sure everything is ready for the next class