Introduction to Rubrics
What Are Rubrics?
Rubrics are the standards for evaluation-or assessment-that instructors
at Inver Hills Community College have developed for many of the individual
skills in the Essential
Skills grid. The rubrics were developed by instructors from various
disciplines so these standards could be applied to the assignments, tasks,
or performances that students complete in any of their courses and extracurricular
activities.
Each rubric defines four levels of performance, indicated by the numbers 1 through 4, with 4 being the best (essentially an "A") and 1 being unacceptable (a "D" or "F").
A Sample Rubric
Here is a sample rubric from the Essential Skill of Collaboration: Working
with People Effectively for the sub-category of Group Project at the Assessed
Effort level: Collaborate to plan and deliver a one-time, short/small
group project:
Group Project
Assessed Effort:
Collaborate to plan and deliver a one-time, short/small group project
4
Attends 90% of group meetings; actively contributes ideas, seeks ideas
from other group members, and integrates group ideas and suggestions into
a coherent project design. Actively participates in the group's creation,
distribution, and completion of project tasks in both development and
delivery stages.
3
Attends 90% of group meetings. Actively contributes ideas regarding the
design and planning of the group project. Performs all assigned tasks
in both the development and delivery stages of the project.
2
Attends 80% or less of group meetings. Actively contributes ideas regarding
the project. Performs most assigned tasks.
1 Attends 80% or less of group meetings with little, if any, active contribution to the group process.
Substantial Accomplishment:
Collaborate to plan and deliver a one-time, short/small group project
How Are Rubrics Used?
Instructors use these rubrics to evaluate student performance and then
record the points (4, 3, 2, or 1) on the Internet-based database that
turns the scores recorded by all instructors into a Skills
Profile for each student. (Access to this database is limited for
security reasons to participating instructors; the database, though, allows
instructors to enter scores quickly and to define the projects/assignments
for which students earned skills points.)
Because the profile is designed to record the skills that students have mastered, only scores of 3 or 4 show up on a student's profile. Instances in which they have performed at the 2 or 1 level are recorded in the data base but do not show up in the profile.
Creating Rubrics
Writing and refining rubrics is an collaborative process that involves
instructors in sharing assignments with one another and discussing how
they teach and assess particular skills. The rubrics listed below are
always subject to revision and refinement. Because IHCC is a two-year
college, instructors have focused on creating rubrics for only the first
two levels of the Essential Skills grid: the Assessed Effort and Substantial
Accomplishment levels, levels of performance most usually associated with
the first two years of a college education.
For a catalog of the rubrics completed-to-date,
- scroll down the list below or
- click on the PDF icon to download the whole catalog,or
- go to the skill grids to view rubrics within each skill grid.
The Rubrics
Appreciation |
Materials |
Get
the
Rubrics on PDF Need the plug-in or viewer? 
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Collaboration |
Presentation |
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Conceptual |
Qualification |
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Implementation |
Quantification |
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Inquiry |
Technology |
Other's Viewpoints
Assessed Effort:
Examine a topic from (a) different point(s) of view
4 Seeks
out and articulates opposing points of view. Considers alternative views
impartially and rationally.
3 Is
aware of points of view that differ from own. Makes a concerted effort
to consider and represent alternate views.
2 Is
aware that his or her point of view is not completely shared by all. Pays
some attention to alternative viewpoints or may be able to represent alternate
views but does not make a concerted effort to consider these views impartially.
1 Assumes his or her viewpoint is widely accepted. Avoids trying to understand or represent other's viewpoints.
Substantial Accomplishment:
Articulate/ represent a point of view which is not your own
4 Is
able to verbally or in written form articulate clearly the point of view
of a person or position which may contrast with the student's own position.
Demonstrates a full understanding of the position and is able to describe
the issue involved without revealing personal bias. Is able to demonstrate
an appreciation for the position, even though the values are not shared.
3 Is
able to verbally or in written form articulate the point of view of a
person or position which may contrast with the student's own position.
Demonstrates an understanding of the position but might reveal some personal
bias when describing the issue. Is able to demonstrate an appreciation
for the position, but personal values are apparent.
2 Written
or verbal presentation of position is not clearly developed. The understanding
of this position may not be full, and the student's bias is clear in his
or her presentation. The personal values of the student overshadow his
or her ability to appreciate the point of view that contrasts with his
or her own.
1 Written or verbal presentation of position is not well developed. The understanding of the position is poor, and the student clearly has biases against the position. The student cannot see beyond his or her position to objectively see or understand a contrasting viewpoint.
Breadth of Vision
Assessed Effort:
Describes a larger perspective for an event
4 Attends
and fully engages/participates in an event or experience. Able to clearly
articulate the connections between the event and course content in a polished
manner. (i.e., theories, frameworks, genres, etc.). Able to clearly articulate
the connections between the event and similar or related events in an
imaginative manner (for example, see a painting and relate to history,
sociology, technology, other art forms, etc.).
3 Attends
and engages/participates in an event or experience. Able to articulate
the connections between the event and course content. Able to articulate
the connections between the event and similar or related events.
2 Attends
and engages/participates in an event or experience. Makes some connections
between event and course content. Attempts to make connections between
the event and similar or related events.
1 Attends events or experiences. Does not adequately connect event to course content and similar or related events.
Substantial Accomplishment:
Demonstrate insight into a larger perspective and its implications
4 Demonstrate
and articulate knowledge of multiple perspectives or schools of thought
about an event or topic. Examine and articulate the implicit assumptions
and cultural biases of his or her position(s) and their global implications.
3 Under
construction.
2 Under
construction.
1 Under construction.
Attention to Excellence
Assessed Effort:
Set out and succeeds at doing a small task very well
4 Completes
the task in a timely manner, completely fulfilling all the requirements
and also showing personal initiative and imagination in the completion
of the project. The presentation of the task is organized and neat and
demonstrates a keen attention to detail and a level of creativity beyond
what is required.
3 Completes
the task in a timely manner, completely fulfilling all the requirements
and presenting an organized, neat project with attention to detail.
2 Completes
the task, demonstrating a clear understanding of the requirements and
presenting the task neatly.
1 Fulfills the requirements of the task, demonstrating a basic understanding of the assignment.
Substantial Accomplishment:
Completes a project with attention to nuance and excellence
4 Completes
the project in a timely manner, as well as efficiently and effectively.
Allows for extra time to review the work. Fulfills the requirements of
the project but also goes beyond what is required and sees new possibilities,
making connections beyond what is expected and bringing own imagination
and creativity to bear on this unique situation. Presents the completed
project professionally, creatively, enthusiastically, and in a well-organized
manner. Attends to small details that enhance the project as a whole.
3 Completes
the project in a timely and effective manner. Fulfills the requirements
of the project, but also goes beyond what is required and sees new possibilities,
making connections beyond what is expected. Presents the completed project
in a well-organized manner. Attends to details that enhance the project
as a whole.
2 Completes
the project in a timely manner. Fulfills the requirements of the project
and presents in a creative and/or organized manner.
1 Completes the project. Fulfills most requirements, but lacks creativity and/or organization.
Commitment to Principles
Assessed Effort:
Identify, clearly articulate, and act on your own personal ethical principles
4 Under
construction.
3 Under
construction.
2 Under
construction.
1 Under construction.
Substantial Accomplishment:
Maintain an important ethical position over time
4 Under
construction.
3 Under
construction.
2 Under
construction.
1 Under construction.
Personal Accountability
Assessed Effort:
Make a commitment and follow through on it
4 Under
construction.
3 Under
construction.
2 Under
construction.
1 Under construction.
Substantial Accomplishment:
Make an extended commitment and follow through on it
4 Under
construction.
3 Under
construction.
2 Under
construction.
1 Under
construction.
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the Rubric individually
Collaboration:
Working with People Effectively
Service to Others
Concerns the learned ability to be "of service" to people helping
or responding to their needs while maintaining clearly defined limits,
as in the caring professions, retail ("customer service") settings,
police work, or altruistic assistance.
Teamwork
Assessed Effort:
Fulfill a specific role on an ongoing team
4
Demonstrates accurate and consistent awareness of specific group behaviors
and their positive and negative impact on group dynamics and outcome.
Is able to accurately identify and assess one's own group behaviors, as
well as those of other group participants within the context of the group
goal. Performs necessary group behaviors consistently and effectively.
Always is prepared for the group task.
3
Is usually aware of specific group behaviors and their positive and negative
impact on group dynamics and outcome. Is usually able to identify and
assess one's own group behaviors, as well as those of other group members
within the context of the group goal. Adequately performs necessary group
behaviors. Is usually prepared for the group task.
2
Has some awareness of group behaviors and impact. Sporadically self assesses
and peer assesses. Inadequately performs group behaviors. Is somewhat
prepared for the group.
1 Lacks understanding of group behaviors as they are enacted in the group and inaccurately assesses self and others behaviors. Incompletely performs any specified group behavior. Is usually poorly or under prepared for the group task.
Substantial Accomplishment:
Assumes a variety of assigned roles on an ongoing team
Group Participation Evaluation
Group Project
Assessed Effort:
Collaborate to plan and deliver a one-time, short/small group project
4
Attends 90% of group meetings; actively contributes ideas, seeks ideas
from other group members, and integrates group ideas and suggestions into
a coherent project design. Actively participates in the group's creation,
distribution, and completion of project tasks in both development and
delivery stages.
3
Attends 90% of group meetings. Actively contributes ideas regarding the
design and planning of the group project. Performs all assigned tasks
in both the development and delivery stages of the project.
2
Attends 80% or less of group meetings. Actively contributes ideas regarding
the project. Performs most assigned tasks.
1 Attends 80% or less of group meetings with little, if any, active contribution to the group process.
Substantial Accomplishment:
Collaborate to plan and deliver a one-time, short/small group project
4
Attends at least 90% of group meetings; actively contributes ideas, seeks
ideas from other group members, and integrates group ideas and suggestions
into a coherent project design. Actively participates in the group's creation,
distribution, and completion of project tasks in both development and
delivery stages.
3
Attends at least 90% of group meetings. Actively contributes ideas regarding
the design and planning of the group project. Performs all assigned tasks
in both the development and delivery stages of the project.
2
Attends 80% or less of group meetings. Actively contributes ideas regarding
the project. Performs most assigned tasks.
1
Attends 80% or less of group meetings with little, if any, active contribution
to the group process.
Conflict Mediation
Assessed Effort:
Assist others to achieve common understanding in a conflict
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Successfully mediate a conflict between two parties
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Negotiation
Assessed Effort:
Participate in a significant negotiation
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
Group Participation Evaluation
Substantial Accomplishment:
Negotiate an agreement on a serious issue
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
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the Rubric individually
Conceptual: Organizing Ideas and Materials
Structures
Assessed Effort:
Select an appropriate structure for organizing a set of data or materials
4
Selects an elegant and useful tool to organize and evaluate information
that correctly categorizes information, has sufficient information, is
highly readable, and displays useful relationships between or among data.
3
Selects a tool to organize and evaluate information and displays useful
relationships between or among data, but the tool may lack some readability,
some attention to detail, or some information.
2
Selects a tool to organize data that may not show clear relationship between
or among categories; may have incorrectly categorized information or have
confusing levels of categorization; may lack significant information;
may fail to distinguish accurately between specific and general levels
of information; may lack readability.
1 Selects a tool that does not show correct or clear relationships between categories of data or is substantially incomplete.
Substantial Accomplishment:
Create a structure based on a concept and use it to organize data or materials
4
Is able to create an elegant and useful tool to organize and evaluate
information that correctly categorizes information, has sufficient information,
is highly readable, and displays useful relationships between or among
data.
3
Is able to create a tool to organize and evaluate information and displays
useful relationships between or among data, but the tool may lack some
readability, some attention to detail, or some information.
2
Tool to organize data may not show clear relationship between or within
categories; may have incorrectly categorized information or have confusing
levels of categorization; may lack significant information; may fail to
distinguish accurately between specific and general levels of information;
may lack readability.
1 Tool does not show correct or clear relationships between categories
Theories/ Hypothesis
Assessed Effort:
Propose a hypothesis and design an experiment
4
Propose a hypothesis and design an experiment that includes appropriate
independent and/or dependent variables, control and experimental groups,
and constraints; demonstrates originality.
3
Propose a hypothesis and design an appropriate experiment with minor flaws.
2
Propose a flawed hypothesis that states prediction but does not clarify
proposed relationship; may include inadequate independent and/or dependent
variables, control and experimental groups, and constants.
1 Unable to generate a testable hypothesis and/or design an experiment.
Substantial Accomplishment:
Design and conduct an original experiment to test a hypothesis
4
Propose a hypothesis and an original experimental design. Methods for
experiment are clear and logical and address appropriate constants; experiment
involves repeated trials; experiment is successfully completed.
3
Propose a hypothesis and an original experimental design; methods for
experiment are clear and logical and address appropriate constants with
minor flaws; experiment is successfully completed.
2
Propose a hypothesis and original experimental design; methods for experiment
address appropriate constants with major flaws in the experimental design.
1 Propose a hypothesis and experimental design with major flaws or unable to complete experiment.
Models
Assessed Level:
Create an original model
4
Is able to create an elegant and useful tool that correctly models an
event, situation, or object, paying special attention to subtle details
and accurately displaying relationships.
3
Is able to create a tool that correctly models an event, situation, or
object but displays only the more obvious details or relationships.
2
Model may incorrectly show details making the relationships in the event,
situation, or object inaccurate.
1 Model does not resemble the event, situation, or object; relationships are unclear or substantially incomplete.
Substantial Accomplishment:
Create and improve a substantial, useful model
4
Is able to create, assess, and improve (normally through an interactive
process) an elegant and useful model that accurately displays relationships
and may include new concepts.
3
Is able to create, assess, and improve a model that correctly models only
the most obvious details and relationships (i.e. falls short of
modeling the inherent complexity of the concept)
2
The model incorrectly displays some of the elements or relationships of
the concept.
1 The model incorrectly represents the concept.
Formal Documents
Assessed Effort:
Prepare a document using boilerplate language and form
4
Can use existing "boilerplate" document forms and language to
customize a message appropriately for a specific audience and purpose.
In addition, the writer demonstrates excellent skill with syntax, punctuation,
and grammar.
3
Can use existing "boilerplate" document forms and language to
customize a message appropriately for a specific audience and purpose.
The writer shows general competency with syntax, punctuation, and grammar
but with occasional lapses. The writer, however, may not demonstrate sufficient
attention to the audience's needs, may demonstrate difficulty in organizing
the message, or may lack skill in word choice and breadth of vocabulary.
2
Demonstrates some skill in using existing "boilerplate" document
forms and language to customize a message appropriately for a specific
audience and purpose. The writer may not demonstrate sufficient attention
to the audience's needs or may demonstrate difficulty in organizing the
message. The language in the document may not always be appropriate for
the task or the organization of the message may pose problems. The writer
may show noteworthy lapses in the use of syntax, punctuation, and grammar.
1 The writer has difficulty customizing existing "boilerplate" document forms and language to fit the intended communications task. In addition, the writer has difficulty presenting ideas in the appropriate stylistic level or in an organized manner. The document is also marred by numerous errors in syntax, punctuation, and grammar.
Substantial Accomplishment:
Prepare a substantial document using boilerplate language and form
4
Can use existing "boilerplate" document forms and language to
customize a substantial message appropriately for a specific audience
and purpose. In addition, the writer demonstrates excellent skill with
syntax, punctuation, and grammar.
3
Can use existing "boilerplate" document forms and language to
customize a substantial message appropriate for a specific audience and
purpose. The writer shows general competency with syntax, punctuation,
and grammar but with occasional lapses. The writer, however, may not demonstrate
sufficient attention to the audience's needs, may demonstrate difficulty
in organizing the message, or may lack skill in word choice and breadth
of vocabulary.
2
Demonstrates some skill in using existing "boilerplate" document
forms and language to customize a substantial message appropriately for
a specific audience and purpose. The writer may not demonstrate sufficient
attention to the audience's needs or may demonstrate difficulty in organizing
the message. The language in the document may not always be appropriate
for the task or the organization of the message may pose problems. The
writer may show noteworthy lapses in the use of syntax, punctuation, and
grammar.
1 The writer has difficulty customizing existing "boilerplate" document forms and language to fit the intended communications task. In addition, the writer has difficulty presenting ideas in the appropriate stylistic level or in an organized manner. The document is also marred by numerous errors in syntax, punctuation, and grammar.
Plans
Assessed Effort:
Prepare and follow a process/plan for an original short task
4
Develops and follows a detailed, effective, unambiguous process/plan that
meets a goal.
3
Develops and follows an effective, unambiguous process/plan that meets
a goal, but the plan may lack some detail or steps.
2
Develops and follows a plan or process whose effectiveness is compromised
by lack of detail and/or ambiguity.
1 The plan is not effective, realistic and/or clear.
Substantial Accomplishment:
Prepare and follow a long-term process/plan with assessment and revision
4
Develops and follows a detailed, effective, unambiguous long-term process/plan
that meets a goal with appropriate revision and assessment to meet objectives.
3
Develops and follows a detailed, effective, unambiguous long-term process/plan
that meets a goal, but the revision or assessment steps may lack attention
to detail.
2
Develops and follows an effective, long-term plan or process that meets
a goal but may lack some detail or clarity; lacks either revision or assessment
steps.
1
The plan is not effective, realistic, and/or clear; lacks assessment
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the Rubric individually
Implementation:
Working and Organizing Effectively
Self Management
Assessed Effort:
Effectively organize one's actions to complete a short project
4
Organizes actions to personally complete a short project in an effective
way.
3
Organizes actions personally to complete a short project in a way that
is close to being optimally effective.
2
Organizes actions personally to complete a short project in a way that
could be much more effective.
1 Does not complete a short project because of ineffective organization.
Substantial Accomplishment:
Effectively organize one's actions to complete a substantial project
4
Organizes actions to personally complete a substantial project in an effective
way.
3
Organizes actions to personally complete a substantial project in a way
that is close to optimal.
2
Organizes actions to personally complete a substantial project in a way
that could be much more effective.
1 Does not complete a substantial project because of ineffective organization.
Development
Assessed Effort:
Gain support of others to accomplish a short project
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Gain support of others to accomplish a substantial project
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Organizational Management
Assessed Effort:
Succeed at a short project done by others for which one is personally
responsible
4
Leads (organizes and/or manages people and/or resources) a short project/activity,
for which one is responsible to successfully complete a short project/activity
in an effective (meets goals, efficient, practical, cohesive, good quality)
way.
3
Leads (organizes and/or manages people and/or resources) a short project/activity,
for which one is responsible to successfully complete a short project/activity
that was only partially effective.
2
Organizes a short project, for which one is responsible, and works with
others to successfully complete a project in a way that could be much
more effective.
1 Is unable to personally organize a project involving the work of others.
Substantial Accomplishment:
Succeed at a substantial group project for which one is personally responsible
4
Leads (organizes and/or manages people and/or resources) a substantial
group project/activity, for which one is responsible to successfully complete
a substantial project/activity in an effective (meets goals, efficient,
practical, cohesive, good quality) way.
3
Leads (organizes and/or manages people and/or resources) a substantial
group project/activity, for which one is responsible to successfully complete
a substantial project/activity that was close to optimally effective.
2
Leads (organizes and/or manages people and/or resources) a substantial
group project/activity, for which one is responsible to successfully complete
a substantial project/activity that was only partially effective.
1 Is unable to personally organize a substantial group project involving the work of others.
Protocol
Assessed Effort:
Use proper channels to keep others informed of a short project
4
Is able to successfully use a formal scheme (protocol) to accomplish a
task requiring the coordination of more than one component.
3
Is able to use a formal scheme (protocol) to accomplish a task requiring
the coordination of more than one component.
2
Is partially successful at using a formal scheme (protocol) to accomplish
a task requiring the coordination of more than one component.
1 Is unable to use a formal scheme (protocol) to accomplish a task requiring the coordination of more than one component.
Substantial Accomplishment:
Use proper channels to gain necessary approvals for substantial project
4
Is able to successfully devise and use a formal scheme (protocol) to accomplish
a task requiring the coordination of more than one component.
3
Is able to devise and use a formal scheme (protocol) to accomplish a task
requiring the coordination of more than one component.
2 Is partially successful at devising or using a formal scheme (protocol) to accomplish a task requiring the coordination of more than one component.
1 Is unable to devise or use a formal scheme (protocol) to accomplish a task requiring the coordination of more than one component.
Adaptations
Assessed Effort:
Recognize and solve problems as they arise for a short project
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Recognize and solve problems as they arise for a substantial project
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
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the Rubric individually
Inquiry: Finding, Evaluating, and Assimilating New Information
Learning Through Observation
Assessed Effort:
Accurately and carefully observe and describe an object or process
4
Gives evidence of careful and thorough observation of an object or process,
noting details and relationships between parts. Describes with clarity
and focus, revealing the dominant characteristics or impressions of what
is being observed. Considers the audience's need for description to help
see or experience what is being observed.
3
Gives evidence of careful observation of the object or process, noting
details and relationships between parts. Describes with clarity, revealing
most of the dominant characteristics or impressions of what is being observed.
Considers the audience's need for description to help see or experience
what is being observed.
2
Gives evidence of having observed the objects or process, noting details
and relationships between parts. Describes some of the dominant characteristics
or impressions but lacks sufficient clarity and focus. Demonstrates little
awareness of the audience's need for description to help see or experience
what is being observed.
1 Gives little or no evidence of careful or thorough observations of the objects or process. Describes some features but doesn't note dominant characteristics. Lacks awareness of audience's need for description to help see or experience what is being observed.
Substantial Accomplishment:
Observe and describe an object or process within an interpretive framework
4
Demonstrates a thorough understanding of an interpretive framework and
describes an object or process within that framework. Gives evidence of
careful and precise observations, noting details and relationships, which
are relevant to the perspective. Describes details with clarity and focus.
3
Demonstrates an understanding of the essential principles of an interpretive
framework and describes object or process within that framework. Gives
evidence of observations of an object or process, noting details and relationships
which are relevant to the perspective. Describes these details with clarity.
2
Demonstrates some understanding of an interpretive framework and describes
object or process within that framework. Gives some evidence of observations
of objects and/or processes. Descriptions are vague.
1 Demonstrates little understanding of the interpretive framework. Gives minimal evidence of observations of objects or processes. Descriptions are not linked to an understanding of the interpretive framework.
Learning from People
Assessed Effort:
Conduct an informational interview
4
Conducts an informational interview by effectively preparing for the interview,
describing the results of the interview in terms of content and process;
provides accurate interpretations on what was learned and what could have
been done differently.
3
Conducts an informational interview by adequately preparing for the interview,
describing the results of the interview in terms of content and some analysis
of process; provides some interpretation on what was learned and what
could have been done differently.
2
Conducts an informational interview with little preparation, includes
some discussion of the results of the interview, but lacks understanding
of the interviewing process; may demonstrate few learning outcomes and
knowledge of ways to complete interview differently.
1
Conducts an informational interview with no preparation or with inadequate
summary of interview content and process; may have incomplete analysis
of learning outcomes and ways to complete interview differently.
Substantial Accomplishment:
Learn from a mentor or similar long-term relationship
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Learning Through Information Inquiry
Assessed Effort:
Locate information through methodical use of information resources
4
Examines a wide variety of resources (which include electronic and various
print formats and oral and written communication) that successfully meet
the research objective. Shows an understanding of the range of resources
available and uses a methodical, knowledgeable search strategy.
3
Examines a variety of resources that successfully meets the research objective,
but either the variety of resources examined of the search strategy used,
shows less expertise than a "4".
2
Examines a minimal number of resources that approximate the research objective
and/or shows a lack of understanding of the range of resources available
or a methodical, knowledgeable search strategy.
1 Identifies resources unrelated to the research objective. Lacks an understanding of the range of resources available and/or a methodical, knowledgeable search strategy.
Substantial Accomplishment:
Systematically identifies, for a topic, the best available information
4
Uses a well-defined plan to examine primary and secondary sources that
meet the research objective. Consistently evaluates quality of the information,
using justifiable criteria.
3
Purposefully examines primary and secondary sources that meet the research
objective. Frequently evaluates quality of information, using justifiable
criteria.
2
Randomly examines primary and secondary sources that meet the research
objective. Inconsistently applies well-defined criteria when evaluating
quality of information.
1 Does not have a plan of approach when examining resources on a topic. Lacks criteria when evaluating information.
Learning from Texts
Assessed Effort:
Discuss textual information in a larger context
4
Demonstrates a broad comprehension of the text and makes insightful inferences
which show an understanding of the text's place within a larger world.
These inferences are substantiated with sound evidence from the text itself.
3
Demonstrates a modest comprehension of the text and makes occasional,
obvious inferences to the text's place within the larger world. These
inferences are substantiated with sound evidence from the text.
2
Demonstrates a narrow comprehension of the text but makes inferences that
cannot be or are not substantiated with evidence from the text.
1 Lacks comprehension of the text and, therefore, makes irrelevant inferences.
Substantial Accomplishment:
Synthesize texts on a given topic
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Learning from Recorded Data
Assessed Effort:
Accurately interpret numerical data
4
Displays a full understanding of what the data is showing through supporting
statements of interpretation.
3
Shows a correct understanding of what the data is showing with some supporting
interpretive statements.
2
Displays only a vague understanding of data with little support for statements
made.
1 Inaccurately interprets the data or does not display understanding of what it is showing.
Substantial Accomplishment:
Synthesize related data
4
Identifies relevant differences, similarities, and patterns in data; is
able to distinguish fact from interpretation or assumptions when summarizing
graphs.
3
Identifies most of the relevant differences, similarities, and patterns
in data; for the most part is able to distinguish fact from interpretation
when summarizing graphs.
2
Does not identify many of the relevant differences, similarities and patterns
in data; student offers interpretation instead of facts when summarizing
graphs.
1
Fails to fully identify and summarize the data; does not understand the
difference between facts, interpretation, and assumptions in summarizing
graphs.
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Materials: Interacting with the Physical World
Observation
Assessed Level:
Meticulously describe the characteristics of a specific material
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Identify patterns of changes in material over time
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Preservation
Assessed Effort:
Appropriately care for living/non-living material
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Methodically maintain the physical integrity of living/non-living material
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Fabrication
Assessed Effort:
Make an original object to specification
4
Consistently uses a full range (more than 5) of a variety of materials
including color to create a model; application of material clearly demonstrates
visual clarity and shows forethought in design.
3
Uses 3-4 different types of materials and may include the consistent application
of color to create a model; application of material favorably demonstrates
visual clarity and shows some forethought in design.
2
Uses three different types of materials and/or colors to create a model;
application of material shows minimal visual clarity.
1 Uses two or less types of materials and/or colors to create a model; application of material lacks visual clarity.
Substantial Accomplishment:
Replicate a more difficult fabrication process with accuracy and consistency
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Intervention
Assessed Effort:
Appropriately intervene with living/non-living material
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Demonstrate consistency and adaptability in an extended intervention process
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
Interacting with the Physical World
Assessed Effort:
Successfully combine materials to form a different material
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Successfully demonstrate with judgment an extended materials process
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
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Presentation: Communicating Clearly and Responsively
Self- Presentation
Assessed Effort:
Make a credible, intentional impression on an audience
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Make a credible, intentional impression over a series of occasions
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
Public Speaking Evaluation
Communicating Clearly and Responsively
Assessed Effort:
Prepare and deliver a short presentation
4
Speaker chooses a topic that is appropriate to the audience and the occasion.
Presentation has an introduction that gains audience attention, establishes
speaker credibility, and relates the topic to the audience. Speaker states
a clear thesis and previews speech content. Speaker organizes thoughts
clearly, using an effective, appropriate organizational pattern. Speaker
chooses a large variety of relevant supporting material. Evidence and
information is gathered from a variety of credible sources. Speaker visually
illustrates necessary information and ideas. Conclusion effectively reviews
speech content and memorably reinforces the central idea. Speaker's delivery
uses variety in volume, rate, inflection and use of pause. Facial expression
and body movement and gestures enhances the speaker's message.
3
Speaker chooses a topic that is appropriate to the audience and the occasion.
Presentation has an introduction that gains audience attention, states
a clear thesis, and previews speech content. Speaker organizes thoughts
clearly into distinct main points. Speaker uses relevant supporting material
gleaned from credible sources. Conclusion reinforces central idea of presentation.
Speaker uses changes in vocal inflection and facial expression. Body movement
and stance are non-distracting.
2
Introduction states a clear thesis and previews content. Speaker organizes
thoughts into distinct main points. Main ideas are supported with material
gleaned from outside sources. Conclusion provides a sense of finality
to the presentation. Speaker delivers ideas clearly and attempts to integrate
variety into vocal and facial expression.
1 Presentation has a distinct introduction, body, and conclusion. Main ideas are developed beyond a simple assertion. Speaker delivers ideas clearly.
Substantial Accomplishment:
Prepare and deliver a substantial, persuasive presentation
To achieve at this level, students will accomplish the criteria established
at the Assessed Effort level, plus:
4
Speaker organizes major ideas in a logical, persuasive manner. Speaker
provides rational arguments for assertions. Arguments are supported with
relevant and adequate evidence. Evidence is gleaned from a variety of
credible sources. Speaker uses a variety of motivational appeals that
build on values, expectations, and needs of the audience. Supporting material
and motivational appeals are appropriate to audience, occasion, and purpose.
Speaker's delivery enhances the persuasive message.
3
Speaker organizes major ideas in a logical, persuasive manner. Speaker
provides rational arguments for assertions. Arguments are supported with
relevant and adequate evidence. Evidence is gleaned from a variety of
credible sources. Speaker uses motivational appeals that build on values,
expectations, and needs of the audience. Supporting material and motivational
appeals are appropriate to audience, occasion, and purpose. Speaker's
delivery enhances the persuasive message.
2
Under construction.
1 Under construction.
Assessed Effort:
Make a clear, specific point with outside resources
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Make a cogent, substantial point with outside resources
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
Writing
Assessed Effort:
Write a short, well-written text
4
Student shows a creative flair in the use of language and sentence structure
in addition to having clear organization and correct grammar and mechanics.
3
Student completes the assignment with few if any grammar and mechanics
errors and exhibits clear organization with a sense of audience.
2
Student completes the assignment but shows poor organizational skills
and/or inadequate attention to grammar and mechanics.
1
Student misses the point of the assignment.
Writing Standards
Evaluation
Data Illustration
Assessed Effort:
Prepare an original, easily understood data illustration
4
Chooses the most appropriate type of illustration to communicate the presenter's
message; demonstrates understanding of advantages and disadvantages of
each type; data is accurate and professionally prepared; illustration
uses proper techniques and is understandable on its own.
3
Chooses an appropriate type of illustration to communicate the presenter's
message; demonstrates some understanding of criteria used to choose illustration
type; data is accurate and professionally presented; illustration uses
proper techniques but may have minor errors; graphic is understandable
on its own.
2
May choose an appropriate type of illustration to communicate the presenter's
message; does not have full or accurate understanding of advantages and
disadvantages of each illustration type; data may have minor inaccuracies
or graphic may lack professional quality; data illustration techniques
may need improvement and/or graphic may not be fully understandable on
its own.
1 Chooses an inappropriate type of illustration to communicate the presenter's message; does not understand advantages and disadvantages of each illustration type; data have major inaccuracies or graphic may lack professional quality; data illustration techniques reveal many flaws and/or graphic is not understandable on its own.
Substantial Accomplishment:
Prepare substantial set of data illustrations
4
Chooses the most appropriate type of illustration to communicate the presenter's
message; demonstrates understanding of advantages and disadvantages of
each type; data is accurate and professionally presented; illustration
uses proper techniques and is understandable on its own.
3
Chooses an appropriate type of illustration to communicate the presenter's
message; demonstrates some understanding of criteria used to choose illustration
type; data is accurate and professionally presented; illustration uses
proper techniques but may have minor errors; graphic is understandable
on its own.
2
May choose an appropriate type of illustration to communicate the presenter's
message; may not have full or accurate understanding of advantages and
disadvantages of each illustration type; data may have minor inaccuracies
or graphics may lack professional quality; data illustration techniques
may need improvement and/or graphic may not be fully understandable on
its own.
1
Chooses an inappropriate type of illustration to communicate the presenter's
message; does not understand advantages and disadvantages of each illustration
type; data have major inaccuracies or graphic may lack professional quality;
data illustration techniques reveal many flaws and/or graphic is not understandable
on its own.
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Qualification: Making Distinctions and Finding Connections with Words
Critical Attention to Language
Assessed Effort:
Demonstrate critical attention to one or more aspects of a language context
4
Can provide various levels of meaning for key words and/or phrases and
an integrated sense of the ramifications of various language choices for
a text.
3
Can provide connotations or symbolic meanings for key words and/or phrases
and some sense of the overall effect of language choices.
2
Can distinguish meaning for key words and/or phrases but provides no (or
a weak) sense of the overall effect of those language choices.
1 Does not provide denotation and connotation for key words and phrases.
Substantial Accomplishment:
Critically evaluate important aspects of a language context
4
Can provide different interpretations of a text and give ramifications
of various language choices that shows sensitivity to the effect of language
on a particular audience.
3
Can provide one well-developed interpretation of a text based on the effect
of language choices and some sensitivity to the effect of those language
choices on a particular audience.
2
Provides an interpretation of a text but lacks completeness, sophistication,
or sensitivity to the effect of language choices on a particular audience.
1 Provides a weak, incomplete, or inaccurate interpretation of a text based on language choice; may lack sensitivity to the effect of language choice on a particular audience.
Critical Reasoning
Evaluate logic or evidence offered for differing positions
4
Is able to identify missing information, bias, and assumptions (stated
and un-stated).
3
Is able to identify the type of logical fallacies being used.
2
Recognizes illogical arguments but cannot identify the type.
1 Is not able to fully distinguish between appropriate and inappropriate types of evidence.
Substantial Accomplishment:
Critically evaluate an argument for its claims, evidence, and logic
4
Student is able to support a position with a substantial amount of information,
little or no bias, and valid arguments.
3
Student is able to support a position with adequate information and with
few, if any, logical fallacies.
2
Student is able to support a position with some evidence.
1 Student is able to articulate a position.
Interpretive Analysis
Assessed Effort:
Analyze a single text, event, or situation using an interpretive framework
4
Accurately analyzes a text, situation, or event using a particular interpretive
framework and shows attention to obvious and subtle connections between
the text, event, or situation and the interpretive framework.
3
Accurately analyzes a text, situation, or event through an interpretive
framework but finds only the most obvious connections between the text,
event, or situation and the interpretive framework.
2
Accurately summarizes a text, situation, or event but misapplies the interpretive
framework.
1 Inaccurately summarizes a text, situation, or event, thus making the application of the interpretive framework irrelevant.
Substantial Accomplishment:
Analyzes two or more texts, events, or situations using a specific framework
4
Accurately analyzes two texts, situations, or events using a particular
interpretive framework and shows attention to obvious and subtle connections
between the texts, etc. and the interpretive framework.
3
Accurately analyzes two texts, situations or events through an interpretive
framework finding obvious connections between the texts, etc. and the
interpretive framework.
2
Accurately summarizes texts but misapplies the interpretive framework.
1 Inaccurately summarizes texts, etc., thus making the application of the interpretive framework irrelevant.
Interpretive Synthesis
Assessed Effort: Analyzes a single text,
event or situation using two or more interpretive frameworks
4
Accurately and thoroughly interprets a text, etc. using two interpretive
frameworks with attention to all of the subtle and most significant differences
and similarities and offers insight or creativity in the synthesis.
3
Accurately and thoroughly interprets a text, etc. using two frameworks,
with attention to all of the significant differences and similarities
and some subtle differences and similarities.
2
Attempts to interpret a text, etc. using two frameworks, with attention
to only the most obvious of the significant differences and similarities.
1 Frameworks misapplied and interpretation of text, etc. is inaccurate or incomplete in one or more significant ways.
Substantial Accomplishment:
Applies two or more interpretive frameworks to two or more texts, events,
or situations
4
Uses two or more interpretive frameworks to produce an accurate and thorough
synthesis of two or more texts, events, or situations. Provides complex
and/or subtle distinctions about the differences and similarities of the
texts, etc., in relation to the frameworks.
3
Uses two or more interpretive frameworks to produce an accurate and thorough
synthesis of two or more texts, etc. Provides some complex or subtle distinctions
about the differences and similarities of the texts, etc., in relation
to the frameworks (but not as complex or insightful as a 4).
2
Uses two or more interpretive frameworks, but may misapply them in attempt
to produce an accurate and thorough synthesis of two or more texts, events,
or situations.
1 Uses two or more interpretive frameworks to produce a synthesis of two or more texts, events, or situations but frameworks inaccurately applied and synthesis of texts, etc., inaccurate or incomplete.
Creativity
Assessed Effort:
Follows suggestions for creativity in assignments or discussions
4
Always follows suggestions for creativity at a consistently high level.
3
Follows the suggestions for creativity for the majority of the assignment
or discussion.
2
Follows suggestions for creativity in the most perfunctory manner.
1 Does not make any attempt to follow suggestions for creativity.
Substantial Accomplishment:
Introduces creativity to given situations without specific directions
4
Regularly demonstrates innovative or inventive capabilities beyond what
is expected in the completion of a task or during the course of a discussion.
3
Occasionally demonstrates innovative or inventive capabilities beyond
what is expected in the completion of a task or during the course of a
discussion.
2
Rarely exhibits any personal initiative to be creative in the completion
of tasks or during discussions.
1
Never exhibits any personal initiative to be creative.
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Quantification: Making Distinctions and Finding Connections with Numbers
Data Measurement
Assessed Effort:
Devise and record a set of measurements
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
Substantial Accomplishment:
Provide useful measurements for a process
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Mathematical Operations
Assessed Effort:
Demonstrate mathematical functions
4
Always accurately and thoroughly identifies (graphs) algebraic and/or
transcendental functions in a coordinate system with attention to all
parameters, focal points, reflections, translations, and stretches or
compression's.
3
Consistently but with occasional lapses accurately and thoroughly identifies
(graphs) algebraic and/or transcendental functions in a coordinate system
with attention to all parameters, focal points, reflections, translations,
and stretches or compression's.
2
Sometimes accurately and thoroughly identifies (graphs) algebraic and/or
transcendental functions in a coordinate system with attention to all
parameters, focal points, reflections, translations, and stretches or
compression's.
1 Seldom or never accurately and thoroughly identifies (graphs) algebraic and/or transcendental functions in a coordinate system with attention to all parameters, focal points, reflections, translations, and stretches or compression's.
Substantial Accomplishment:
Identify and calculate key figures for mathematical models
4
Always accurately uses key calculations (integration, limits, derivatives,
and optimization) on algebraic and/or transcendental functions to solve
problems created to model real-life scenarios.
3
Consistently but with occasional lapses uses key calculations (integration,
limits, derivatives, and optimization) on algebraic and/or transcendental
functions to solve problems created to model real-life scenarios.
2
Sometimes uses key calculations (integration, limits, derivatives, and
optimization) on algebraic and/or transcendental functions to solve problems
created to model real-life scenarios.
1 Seldom or never uses key calculations (integration, limits, derivatives, and optimization) on algebraic and/or transcendental functions to solve problems created to model real-life scenarios.
Data Analysis
Assessed Effort:
Critically analyze data in one or more ways
4
Always use various approaches to analyze data; sees relationships among
parts; identifies patterns; understands cause/effect relationships and/or
can forecast outcomes based on existing data.
3
Consistently with occasional lapses uses various approaches to analyze
data; sees relationships among parts; identifies patterns; understands
cause/effect relationships and/or can forecast outcomes based on existing
data.
2
Sometimes uses various approaches to analyze data; sees relationships
among parts; identifies patterns; understands cause/effect relationships
and/or can forecast outcomes based on existing data.
1 Seldom or never uses various approaches to analyze data; sees relationships among parts; identifies patterns; understands cause/effect relationships and/or can forecast outcomes based on existing data.
Substantial Accomplishment:
Analyze a set of changing data
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Data Synthesis
Assessed Effort:
Prepare project budget or other applied synthesis
4
Student is able to use appropriate terms and concepts to explain the relationship
between the experimental variable and the dependent variables; student
shows ability to integrate concepts, compare results, and deduce an explanation
of the differences between experimental groups; student demonstrates a
thorough understanding of the experimental design.
3
Student is able to use appropriate terms and concepts to explain the relationship
between the experimental variable and the dependent variables; student
demonstrates an understanding of the experimental design; student explores
some differences between experimental groups but does not fully analyze.
2
Student has some problems in using terms and concepts appropriately to
explain the relationships; student does not fully understand experimental
design; student alludes to but fails to explain differences between experimental
groups.
1 Student does not fully identify relationships between variables or differences between participants; student does not address the focus of the experiment.
New Approaches
Assessed Effort:
Quantify something not usually quantified
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Offer a new useful way to quantify something
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
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Presentation Technology
Assessed Effort:
Create a presentation using text and graphics
4
Successfully uses the features of word processing, web page authoring,
or presentation software to create a document containing text, graphics,
and complex formatting with commendable attention to detail, consistency,
and overall appearance.
3
Successfully uses the features of word processing, web page authoring,
or presentation software to create a document containing text, graphics,
and complex formatting with acceptable attention to detail, consistency,
and overall appearance.
2
Uses the features of word processing, web page authoring, or presentation
software to create a document containing text and graphics with attention
to detail, consistency, and overall appearance; may contain numerous or
distracting errors or features.
1 Uses the features of word processing, web page authoring, or presentation software to create a document containing text and graphics; lacks attention to detail, consistency, and/or overall appearance; may lack graphics.
Substantial Accomplishment:
Create substantial or multiple presentations using text, graphics and
animation
4
Very skillfully creates a substantial or multiple presentation(s) to successfully
convey a message using text, graphics, animation, and complex formatting
with creativity, attention to detail, and consistency.
3
Skillfully creates a substantial or multiple presentation(s) to successfully
convey a message using text, graphics, animation, and complex formatting
with attention to detail, consistency, and overall appearance; design
elements may lack some sophistication.
2
Creates a substantial or multiple presentation(s) that successfully conveys
a message using text, graphics, and animation, but it may lack complex
formatting, attention to detail, and/or consistency.
1 Creates a substantial or multiple presentation(s) that may or may not successfully convey a message using text and graphics but may lack animation or have errors in formatting, consistency, or attention to detail.
Information Technology
Assessed Effort:
Use database methodically to locate information
4
Is able to consistently structure queries, as appropriate, in a variety
of contexts (for example, the Internet or database software) with accuracy.
3
Is usually able to structure queries, as appropriate, in a variety of
contexts (for example, the Internet or database software) with accuracy.
2
Is sometimes able to structure queries, as appropriate, in a variety of
contexts (for example, the Internet or database software) with accuracy.
1
Is seldom or never able to structure queries, as appropriate, in a variety
of contexts (for example, the Internet or database software) with accuracy.
Substantial Accomplishment:
Performs complex searches on the Internet using multiple tools
4
Is able to consistently structure complex queries to locate information
on the Internet using multiple search tools with accuracy.
3
Is able to consistently structure complex queries to locate information
on the Internet using search multiple tools, but may lack some focus,
depth, or breadth in search results.
2
Is sometimes able to structure complex queries to locate information on
the Internet but may not use a variety of the available search tools or
lacks depth, breadth, or focus in the search.
1 Cannot structure complex queries or does not use multiple search tools to locate information on the Internet and search lacks depth, breadth, or focus.
Operations Technology
Assessed Effort:
Uses computer technology that solves a problem
4
Is able to consistently use spreadsheet software, mathematics software,
or graphing calculators to solve an operational problem containing complex
mathematical formulas (such as if-statements, absolute and relative addressing).
3
Is usually able to use spreadsheet software, mathematics software, or
graphing calculators to solve an operational problem containing complex
mathematical formulas (such as if-statements, absolute and relative addressing).
2
Is able to use spreadsheet software, mathematics software, or graphing
calculators to solve an operational problem containing simple mathematical
formulas (such as sums and defined minimums and maximums).
1 Is usually or never able to use spreadsheet software, mathematics software, or graphing calculators to solve an operational problem containing simple mathematical formulas (such as sums and defined minimums and maximums).
Substantial Accomplishment:
Monitor technology-based operation
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Design and Simulation Technology
Assessed Effort:
Create technology-based static design
4
Is always able to use software and/or a graphing calculator to make conclusions
or interpretations about situations modeled by elementary algebraic or
transcendental functions.
3
Is consistently but with occasional lapses able to use software and/or
a graphing calculator to make conclusions or interpretations about situations
modeled by elementary algebraic or transcendental functions.
2
Is sometimes able to use software and/or a graphing calculator to make
conclusions or interpretations about situations modeled by elementary
algebraic or transcendental functions.
1 Is seldom or never able to use software and/or a graphing calculator to make conclusions or interpretations about situations modeled by elementary algebraic or transcendental functions.
Substantial Accomplishment:
Create dynamic design or simulation using technology
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Experimentation Technology
Assessed Effort:
Design and conduct technology-based experiment
4
Under construction.
3
Under construction.
2
Under construction.
1 Under construction.
Substantial Accomplishment:
Successfully use technology for extended research project
4
Under construction.
3
Under construction.
2
Under construction.
1
Under construction.
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