Using Explicit Criteria and Rubrics to Support Student...

34
Using Explicit Criteria and Rubrics to Support Student Learning Rubric Resources TroubleShooting: 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 SelfDiscipline .............................................................................................................................................. 32 High Performing Team ................................................................................................................................ 33 Lab Behavior Rules ...................................................................................................................................... 34

Transcript of Using Explicit Criteria and Rubrics to Support Student...

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

Compiled by Leaner-Centered Initiatives, Ltd. 2010 19

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 

 

Compiled by Leaner-Centered Initiatives, Ltd. 2010 20

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

Compiled by Leaner-Centered Initiatives, Ltd. 2010 22

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

Compiled by Leaner-Centered Initiatives, Ltd. 2010 23

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

Compiled by Leaner-Centered Initiatives, Ltd. 2010 24

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

 

Compiled by Leaner-Centered Initiatives, Ltd. 2010 25

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)

Compiled by Leaner-Centered Initiatives, Ltd. 2010 26

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)

Compiled by Leaner-Centered Initiatives, Ltd. 2010 27

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.

Compiled by Leaner-Centered Initiatives, Ltd. 2010 28

 

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.

Compiled by Leaner-Centered Initiatives, Ltd. 2010 29

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.

Compiled by Leaner-Centered Initiatives, Ltd. 2010 30

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.

Compiled by Leaner-Centered Initiatives, Ltd. 2010 31

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

Compiled by Leaner-Centered Initiatives, Ltd. 2010 32

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.

Compiled by Leaner-Centered Initiatives, Ltd. 2010 33

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”.

Compiled by Leaner-Centered Initiatives, Ltd. 2010 34

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