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Sample Rubrics

 

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These rubrics are samples that have come from a range of schools as they work through the process of identifying skills they want to track and establish stages of development.

The sample rubrics here, which I will add to over time, have been developed as schools work to clarify the stages of development they would expect students to work through as they increase in competency. No rubric is final, because schools need to be open to modify rubrics as their own experience and understanding deepens.

The rubrics target skills that schools have identified as being important as they move students towards the goal of being 'life long learners'.  

 

Sample rubrics include:

 

Focus On Tasks   Finding Relevant Information    Validating Information   Using Information

Communication of ideas, thoughts, decisions and understanding    Clarify Issues  

Willingness to Contribute   Appreciate Other's Contributions     Receive Criticism  

Give Constructive Criticism    Managing Conflict  Mediation Skills   Giving Compliments

Receiving compliments     Sharing and Turn Taking

 

Focus on the task

Stage 4

Very self-directed and focused, demonstrates leadership in keeping a group on task.

Stage 3

Demonstrates a strong ability to focus on a task regardless of other distractions.

Stage 2

Focuses on the task and who demonstrates an ability to focus on the task when interested however other group members must sometimes nag, prod, and remind to keep this person on-task.

Stage 1

Has difficulty focusing on the task and what needs to be done. Allows others do the work or attempts to distract others.

 

 

 

 

 

 

 

 

 

Finding Relevant Information

Stage 5

Uses multiple sources to find relevant valid  information

Stage 4

Identifies  and utilises a source  to find relevant information

Stage 3

Finds relevant information from a given source

Stage 2

Uses a single provided source to find some information that is peripheral

Stage 1

Unable to use a source to find information

 

 

 

 

 

 

 

 

 

Validating Information

Stage 5

Uses a range of resources, checking publication dates, researching the credibility of the author and critiquing the arguments found for and against the stand taken

Stage 4

Uses a range of resources, checking publication dates, and researching the credibility of the author

Stage 3

Utilises a range of sources to validate information  also checking publication dates

Stage 2

Validates  information by checking against a second source

Stage 1

Unable to validate  information or just accepts information with no checking

 

 

 

 

 

 

 

 

 

 

Using Information

Stage 5

Finds a range of possible solutions and applies information to make insightful decisions where multiple factors, conflicting needs and opinions need to be considered and catered for.

Stage 4

Applies information to a range of situations to form own opinions or solutions, debate issues, create a hypothesis, develop strategies after considering the opinions of others.

Stage 3

Can  apply information to solve problems, form an opinions, make predictions, or form understanding

Stage 2

Can  apply information to make a decision or form an opinion

Stage 1

Unable to apply information to make a decision or form an opinion

 

 

 

 

 

 

 

 

 

 

Communication  of:

 outcomes, decisions, justifications, arguments, understanding, opinions.

 

Stage 5

Communicates understandings, opinions, decisions with valid supporting reasons that show consideration of a range of factors

Stage 4

Communicates understandings, opinions, decisions with a range of supporting reasons

Stage 3

Communicates understandings/opinions/decisions with a supporting reason

Stage 2

Communicates understandings/opinions/decisions with no supporting reasons

Stage 1

Unable/unwilling  to communicate understanding or decisions

 

 

 

 

 

 

 

 

 

 

 

CLARIFY ISSUES

Stage 5

Able to identify a range of issues (including major and minor) and pose at least three relevant questions to assist in clarifying those issues, taking a position and being able to justify their stand

Stage 4

Able to identify several issues (including 1 major) and pose at least three relevant questions to assist in clarifying those issues, able to take a stand on one major issue.

Stage 3

Can identify one issue associated with task and able to pose at least 2 questions to assist clarifying that issue

Stage 2

Can identify one issue associated with task

Stage 1

Unable to clarify issues

 

 

 

 

 

 

 

 

 

 

Appreciate Other's Contributions

Stage 4

Response provides critical and positive feedback

Stage 3

Response indicates recognition of other viewpoints

Stage 2

Will respond when relates to own view point

Stage 1

No acknowledgement

 

 

 

 

 

 

 

 

Willingness to Contribute

Stage 4

Makes planned and insightful contributions in informal and formal situations

Stage 3

Makes appropriate contribution in informal and formal situations

Stage 2

Makes inappropriate contribution

Stage 1

Doesn’t contribute

 

 

 

 

 

 

 

 

Receive Constructive Criticism

Stage 4

Consistently able to discuss, negotiate, and act upon agreed outcomes

Stage 3

Listens to, discusses and makes some suggested changes

Stage 2

Will listen to and consider constructive criticism with occasional change/s

Stage 1

Reluctant to discuss and makes no change/s

 

 

 

 

 

 

 

 

Give Constructive Criticism

Stage 4

Respectively gives thoughtful justified constructive criticism and negotiates possible outcomes

Stage 3

Respectively gives thoughtful constructive criticism with appropriate suggestions

Stage 2

Gives simple constructive criticism

Stage 1

Doesn’t give constructive criticism

 

 

 

 

 

 

 

 

Conflict Management   (independence in managing conflict )

Stage 4

Can independently manage conflict using a range of strategies and appropriate choices

Stage 3

With or without support, can manage conflict using a range of strategies.

Stage 2

Recognises a conflict situation but has limited strategies for  managing conflict and may make appropriate/inappropriate resolution choices.

Stage 1

Does not recognise a conflict situation.

Does not recognise/accept own role in a conflict situation.

 

 

 

 

 

 

 

 

 

Conflict Management   (mediation skills)

Stage 4

Recognise situations where they can safely act as mediators, and can use appropriates skills and strategies to manage and de-escalate conflict

Stage 3

Makes choices to act as mediator but may, through inappropriate strategies, skills or actions not always successfully de-escalate conflict.

Stage 2

Has a few basic strategies for conflict mediation and attempts to mediate with support

Stage 1

Consistently avoids involvement and withdraws or whose actions escalate the conflict

 

 

 

 

 

 

 

 

 

Consensus

Stage 4

Fully engages in negotiation, critically listens and responds appropriately, demonstrating leadership in reaching a consensus decision

Stage 3

Engages in negotiation, demonstrates willingness to concede aspects to help reach consensus decision

Stage 2

Engages in discussion but unwilling to move their own position

Stage 1

Unwilling to be involved in negotiation towards a consensus decision

 

 

 

 

 

 

 

 

 

Give Compliments

Stage 4

Consistently able to give genuine, specific compliments in a relevant context.

Stage 3

Able to give genuine compliments in a relevant context.

Stage 2

Able to give a general compliment which may not be relevant.

Stage 1

Unable to give a compliment.

 

 

 

 

 

 

 

 

 

Receive Compliments

Stage 4

Consistently able to graciously receive, accept and acknowledge a compliment.

Stage 3

Usually receives a compliment in a positive way and can acknowledge it.

Stage 2

Gives a negative/inappropriate response to a compliment.

Stage 1

Does not recognise a compliment.

 

 

 

 

 

 

 

 

 

Sharing and turn taking

Stage 5

Takes leadership roles assisting others to ensure turn taking and sharing occurs

Stage 4

Shares and takes turns independently and willingly.

Stage 3

Able to share and take turns with guidance.

Stage 2

Has difficulty sharing and taking turns.

Stage 1

Does not share and is unable to take turns.

 

 

 

 

 

 

 
   
 

 

The Importance of Questioning

Questioning and the NZ Curriculum

What is a Good Question?

Question Types

Questioning Rubric

A Questioning Framework

Questioning Skills

Questioning Links