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A L L T H E M O V E S Y O U ’ L L N E E D T O W I N T H E G A M E T H E R U B R I C W O R K B O O K FEBRUARY 26, 201 6 STUDENT UNION .
ALL THE MOVES YOU’LL NEED TO WIN THE GAM
E
THE RUBRIC WORKBOOK
FEBRUARY 26, 2016 STUDENT UNION
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THE RUBRIC WORKBOOK
3
University at Buffalo Center for Educational Innovation
Introduction To Rubrics Rubrics Measure Learning and Provide FeedbackIn situations where you are observing something or gathering an “artifact” (e.g., essay, application, portfolio, reflection, resume, incident report).
Rubrics Define Outcomes and Clarify ExpectationsIn situations where one can describe what quality is, but find it difficult to quantify that quality in a traditional survey, quiz or other method a rubric is a useful tool. This is why in classroom settings rubrics are commonly found in areas like writing, performing and visual arts, oral presentations and fieldwork. Similarly, rubrics can be helpful in out-of-classroom experiences such as service-learning, career preparation, student employee/paraprofessional training and health/wellness.
Use a rubric when: • expectation is a guiding factor such as student ePortfolio,
video, or written reflections;• consistency between raters is required:
• Multiple TAs or reviewers are grading an assignment, or
• Multiple scholarship applications are reviewed by a committee; • consistency over time is required such as evaluating a performance; • transparency and fairness are paramount, such as practice interviews with students,
interviewing candidates for a job position, etc.• providing feedback is important• acceptance/reflectiveness of scoring/assessment is important
A Rubric articulates expectations
By Listing Criterion (What Counts)
Through observation/ examination of an artifactor activity
Create Consistency • Within reviewer (intra-rater reliability)• Between those reviewed (inter-rater reliability)
Communicate • Fairness• Transparency• Clear Expectations
By Describing Levels of Quality
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Workbook Created by
Center for Educational Innovation
Copyright 2016 University at Buffalo. All rights reserved.
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4 5
Terminology Rubric (scoring, chart, assessment) – A structured guide, chart or matrix, that defines specific criteria/dimensions used to measure the knowledge, skill, or attitude required to meet a learning outcome in a consistent and repeatable way.
Learning Outcome (learning goal) – The knowledge, skill, or attitude, that will result from a learning experience.
List of Criterion (dimensions) – A list of learning outcomes, measures, or characteristics that determine performance of a particular task.
Level of Quality (performance scale, indicators) – A detailed description of the mea-sures used to assess performance needed to meet a criterion.
Common scales include:• Sophisticated, competent, partly competent, not yet competent• Exemplary, proficient, marginal, unacceptable• Advanced, intermediate high, intermediate low, novice• Distinguished, proficient, intermediate, novice• Accomplished, average, developing, beginning• Advanced, intermediate, beginning• Exceeds [x], Meeting [x], Does not fully meet [x], Does not meet [x]
(where [x] is a value: “expectations”, “writing skills”, etc)• A great deal, Moderately, Slightly, Not at all
(where scale defines [x]: “to what extent does a student [x]“)
Indirect Measure (assessment) – Generated by self-reported measures of knowledge, skill, or attitude as a result an educational experiences. Typical of surveys and other tools where results are summarized across a cohort of students rather than student-specific.
Direct Measure (assessment) – Generated by measures of performance of a stated objec-tive. Methods can range from scoring rubrics to locally or nationally normed performance vehicles.
External Measure (assessment) – An instrument developed by an individual or organiza-tion external to the one being assessed: usually summative, quantitative, and often high-stakes, such as the SAT or GRE exams.
Qualitative Measure – Records qualities that are descriptive, subjective or difficult to measure.
Quantitative Measure – Records qualities in the form of a number or measurable dimension.
Consistency (intra-rater, inter-rater) – The degree to which a measurement by single or multiple raters over one or multiple iterations are able to produce consistent results.
Validity – The degree to which a particular test or observation is capable of measuring a criterion or specific level of performance for a criterion.
Evidence – An artifact or observation used to assess the quality of a criterion, such as a writing sample, ePortfolio, project, presentation, performance, interview, etc.
Exemplars – Models or detailed descriptions of evidence that provide insight into a criterion or level of quality.
Embedded Assessment – A means of gathering information about student learning that is integrated into the teaching-learning process.
Curriculum Alignment – The degree to which a course evaluation or student learning assessment (classroom instruction and learner success) aligns with a curriculum’s scope or program’s outcomes.
University at Buffalo Center for Educational Innovation
Different Types of Rubrics Different classes of rubrics, each with their own effective range of use.
A rubric that identifies the presence or absence of an activities dimensions. Useful for self assessment or procedural assessment like safety practices.
A rubric similar to a checklist except it identifies the level of quality to which an activities dimensions are met or not met. Does not describe the criteria required to meet each level of quality.
A rubric that identifies dimensions without providing an objective scale.
• You want to assess knowledge, attitude or skill qualitatively• Can be effective for assessing outcomes that are difficult to define• Can be usefull in the early stages of rubric development
A rubric that combines features of other rubrics or has another rubric embedded within it. A hybrid rubric can extend the features of one rubric to another.
Checklist Rubric
Rating Scale Rubric
Structured Observation Guide
Hybrid Rubric
A rubric that includes an explicit description of criteria required to meet the level of quality present for each dimension.
• You want to see relative strengths and weaknesses• You want detailed feedback and/or to provide self-assessment• You want to assess knowledge, attitude or skill quantitatively
A rubric similar to an analytic rubric except the descriptions of quality are more narrative, providing general characteristics of requirements for each quality.
• You want a quick snapshot of achievement - usually summative• You want a single more global judgment about achievement, or mastery.• Assessment of knowledge, attitude or skill can be quantitative or quantitative
Analytic or Descriptive Rubric
Holistic Rubric
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University at Buffalo Center for Educational Innovation
Putting Rubrics To Use Rubrics are effective tools for communicating complex structures, organizing behaviors or processes, understanding outcomes, and directing responses.Rubrics can be a productive part of every process in higher education from planning and design, to testing and refining, to implementation and assessment, to learning and improvement, and finally full circle to reviewing goals and strategic planning. The following are global reasons for employing rubrics: some are focused on the mechanics and process, others are focused on the utility of learning design, and others on learning itself.
You might need multiple reviewers when:• Grading with multiple TAs, Professors, Peer reviewers• Application processes with multiple reviewers• Multiple observers for a performance
Training multiple reviewers:Training is an important step that should not be overlooked. The chief problem you are trying to overcome is inconsistent results produced by reviewers who are not employing the rubric in the same manner. Training is also an excellent method to tighten the effectiveness of a rubric.
• Step 1–Organize a training session: Have 2-3 examples and 2-3 copies of the rubric prepared for this session
• Step 2–Gather for a training session: It is important all raters attend no matter their experience level to ensure that the rubric is being used consistently
• Step 3–During Session Rating Exercise: Using the same piece of work/artifact/example, have each rater to individually review and rate the work. When all raters have completed:
• have all raters compare scores and discuss differences in scores and any discrepancies in interpreting the descriptions or scales
• Come to an agreement on any discrepancies
• Adjust the rubric as needed• Step 4–Rinse and Repeat: Using the additional examples repeat the rating exercise until all
raters are reviewing consistently
Using rubrics for student self-reflection and peer review is an authentic and effective method of supporting continuous and professional learning. As students learn to self assess they become more aware of learning taking place around them and more sensitive to the learning accomplished by their peers.
• Bring a rubric to class:
• Discuss the rubrics expectations, criterion and quality levels
• Have students practice reviewing a sample piece of work
• Have students discuss results openly• Have students rate their own work using the same rubric• Have students rate the work of their peers using the same rubric
Multiple Reviewers
Self Reflection and Peer Review
Rubrics for program planning are typically centered on the student learning outcomes or objectives for the program. The criterion of the rubric should identify where the learning will take place and typically is measured by an average or sample of the learners.Rubrics for course design are typically based on the learning outcomes or objectives for the course. The criterion of the rubrics should identify how the form the learning will take and is typically measured by direct observation.
Program Rubrics can help inform the Course Design by:• providing faculty with a set of outcomes they can target in course goals• providing faculty a map of where and at what level other courses are meeting program
outcomes
Using rubrics as tools in the teaching and learning exchange can help faculty come to a stronger understanding of learning as it progresses and instruct students on process, expectation, behavior, and understanding of their own learning process.
Instructional RubricsThese are rubrics designed to be used to direct student learning and evaluate the progress or outcomes of the learning experience. Instructional rubrics:
• are easy to use and to explain• can help make expectations clear• provide students with formative information on the strengths• support learning by:
• providing checks for mastery
• development of skills
• development of understanding
Rubrics should be regularly reviewed to be sure they are accurately meeting the needs they were developed for. You may find that you have to adjust one of more of the following when using a rubric:
• Missing a dimension and not realizing it until you are grading: Choose whether to ignore this time around and make a note to add it in the future or choose a way to add it in without changing the expectations of the assignment
• Finding that there are too many pieces to one dimension: Decide whether to go with the “highest grouping”, “lowest grouping” or something in between – just be consistent between students
• Refining a rubric as planning for the future of a course or program changes Decide whether a change should happen immediately, between semesters, or cohorts
• Rubrics can always be tweaked Involve students in the process of examining grading rubrics as a way to develop immediate feedback on course design
Program Planning and Course Design
Student Learning
Continuous Assessment
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University at Buffalo Center for Educational Innovation
Holistic Rubric
Criteria Global Attributes
Steps To Creating A Rubric
• Write a goal for the rubric: The outcome(s) the rubric will assess.• Determine the learning experience: Detailing when and where learning will take place helps
to define performance observation (presentation, mock interview, role playing) or evidence collection (resume, reflection paper, incident report) required to assess the outcome(s).
• Create a list of dimensions (criteria): Skills, attitudes, or knowledge a student should demonstrate to achieve the outcome(s). Dimensions should be added only as they serve to define the scope of the learning outcomes and experience. The number of levels of quality in holistic and rating scale rubrics should be limited to the minimum required to provide separation between the characteristics which define each level.
• Test With an Existing Artifact: Use one or more existing artifacts, students or content specialists to role play, and test rubric
• Test with a Meta-Rubric: If you do not have artifacts or the ability to set up a test use a meta- rubric to assess the efficacy of the design (see appendix)
• Run a Live Test: Use the rubric as part of a learning and assessment tool in a live session with the intent of getting feedback on its effectiveness
• Revise the Rubric: Revise and repeat tests until no revisions are required• Retest based on Changes: If changes to the goals, learning experience,
dimensions/criteria, or levels of quality are required, plan to test the rubric
Use the outcomes of step one to identify the appropriate model: • Look for pre-written rubrics: Talk to colleagues or search the Internet (see appendix) to find
rubrics that match your goals, experience and dimensions• Adapt a pre-written rubric: If you can not find a complete match then try adapting a rubric
that meets one or more of your needs• Write your own rubric: Use the outcomes of step one to design a rubric that meets your needs
Step One: Planning and Design
Step Three: Pilot The Rubric
Step Two: Choose a Rubric Model
Checklist Rubric
Criteria Met - Not Met
Analytic Rubric
Criteria A B C D
Comparing Rubrics: Pros and Cons
Checklist Rubric
Analytic Rubric
• Simple to create• Easy to use• Good for procedural checks or minor assignments
• Documents specific details on performance, expectations, and standards
• Provides specific feedback on strengths, weaknesses and corrective action.
• Best when results are considered high stakes such as grading, program evaluation, accreditation, etc.
• Trained raters can provide very consistent results • Considered the most “solid performing” rubric
• Performance Levels are not defined• Consistency of performance rating is
difficulty to achieve • Is not considered a credible summative scoring method
• Not easy to create and may require consultation or many iterations of testing.
Pros
Pros
Cons
Cons
Rating Scale Rubric
Holistic Rubric
• Simple to Create• Easy to apply with some training• Can provide moderate feedback if performance levels
are well defined • Good for self-evaluation and mastery
• Documents characteristics performance, expectations, and goals.
• Best when large volumes of evidence must be assessed or when feedback is meant for a cohort or committee rather than individual students or staff.
• Can be effective as a formative guide
• Performance levels are not clearly defined• Does not provide thorough feedback–specific to
strengths or weaknesses or corrective action.• Can lack credibility without external raters or a
regionally or nationally normed vehicle
• Does not provide thorough feedback–specific to strengths or weaknesses or corrective action.
• Difficult to achieve consistency even with trained raters.
The general structure of different rubricsOn the following pages, general rubric layouts provide some detail to the nature of each field in a rubric design. All the rubrics share some fields such as: name, statement of learning, a chart (the main body of the rubric), and a scoring feature (score ranges with item and total score fields). All of the rubric layouts could be designed without the scoring features as you could have a separate score sheet that might have special feedback features.For instance the analytic rubric layout example could be modified to add scoring check boxes to each level description. The last column, the score column, could be modified to provide rater feedback. The ability for rater direct feedback is a typical feature of interactive rubrics found in web-based survey applications and rubric tools embedded in learning management systems. The level of simplicity or complexity in your rubric design is limited only by your design thinking and assessment needs.
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10 11
General Rubric Layouts
Stat
emen
t of L
earn
ing
Out
com
es a
nd L
earn
ing
Expe
rien
ce
Analy
tic
Rubri
c
Firs
t Dim
ensi
on:
(Can
incl
ude
crite
ria
deta
il)
Seco
nd D
imen
sion
: (C
an in
clud
e cr
iteri
a de
tail)
Thir
d D
imen
sion
: (C
an in
clud
e cr
iteri
a de
tail)
Four
th D
imen
sion
: (C
an in
clud
e cr
iteri
a de
tail)
Fift
h D
imen
sion
: (C
an in
clud
e cr
iteri
a de
tail)
Hig
h Le
vel
(Sco
re o
r R
ange
: 4)
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Med
ium
Lev
el(S
core
or
Ran
ge: 3
-2)
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Low
Lev
el
(Sco
re o
r R
ange
: 2-1
)
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Non
-Lev
el(S
core
or
Ran
ge: 0
)Sc
ore
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Spe
cifi c
Mea
sure
.P
urpo
se o
f Mea
sure
.W
hat s
ucce
ss lo
oks
like.
Corr
ectiv
e S
tate
men
t.
Feed
back
: (t
his
fi eld
is o
ptio
nal)
Tota
l
University at Buffalo Center for Educational Innovation
Thir
d Le
vel:
Leve
ls s
houl
d se
ek to
pro
vide
se
para
tion
requ
ired
to a
dd
defi n
ition
the
lear
ning
ou
tcom
e an
d ex
peri
ence
Defi
ned
leve
l of p
erfo
rman
ce (u
sual
ly h
ighe
st le
vel p
rese
nted
fi rs
t)
Nar
rativ
e de
scri
ptio
n of
mea
sure
s: p
rovi
des
a lis
ting
of c
hara
cter
istic
s to
rec
ogni
ze; a
ctio
ns to
dem
onst
rate
; tim
e fr
ames
or
loca
tions
of m
easu
res.
Stat
emen
t of L
earn
ing
Out
com
es a
nd L
earn
ing
Expe
rien
ce(T
ypic
ally
onl
y on
e ou
tcom
e)
Holist
ic R
ubri
c
Firs
t Lev
el:
(Can
incl
ude
scor
ing
rang
e)(2
0 -
30 p
oint
s) (3
0 po
ints
)
Seco
nd L
evel
: (C
an in
clud
e sc
orin
g ra
nge)
(20
- 30
poi
nts)
(30
poin
ts)
Furt
h Le
vel:
(Can
incl
ude
scor
ing
rang
e)(2
0 -
30 p
oint
s) (3
0 po
ints
)
Fift
h Le
vel:
(Can
incl
ude
scor
ing
rang
e)(2
0 -
30 p
oint
s) (3
0 po
ints
)
Feed
back
: (t
his
fi eld
is o
ptio
nal)
Per
form
ance
Qua
litie
s
Defi
ned
leve
l of p
erfo
rman
ce (u
sual
ly h
ighe
st le
vel p
rese
nted
fi rs
t)
Nar
rativ
e de
scri
ptio
n of
mea
sure
s: p
rovi
des
a lis
ting
of c
hara
cter
istic
s to
rec
ogni
ze; a
ctio
ns to
dem
onst
rate
; tim
e fr
ames
or
loca
tions
of m
easu
res.
Defi
ned
leve
l of p
erfo
rman
ce (u
sual
ly h
ighe
st le
vel p
rese
nted
fi rs
t)
Nar
rativ
e de
scri
ptio
n of
mea
sure
s: p
rovi
des
a lis
ting
of c
hara
cter
istic
s to
rec
ogni
ze; a
ctio
ns to
dem
onst
rate
; tim
e fr
ames
or
loca
tions
of m
easu
res.
Defi
ned
leve
l of p
erfo
rman
ce (u
sual
ly h
ighe
st le
vel p
rese
nted
fi rs
t)
Nar
rativ
e de
scri
ptio
n of
mea
sure
s: p
rovi
des
a lis
ting
of c
hara
cter
istic
s to
rec
ogni
ze; a
ctio
ns to
dem
onst
rate
; tim
e fr
ames
or
loca
tions
of m
easu
res.
Defi
ned
leve
l of p
erfo
rman
ce (u
sual
ly h
ighe
st le
vel p
rese
nted
fi rs
t)
Nar
rativ
e de
scri
ptio
n of
mea
sure
s: p
rovi
des
a lis
ting
of c
hara
cter
istic
s to
rec
ogni
ze; a
ctio
ns to
dem
onst
rate
; tim
e fr
ames
or
loca
tions
of m
easu
res.
Scor
e
Tota
l
THE RUBRIC WORKBOOK
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University at Buffalo Center for Educational Innovation
Stat
emen
t of L
earn
ing
Out
com
es a
nd L
earn
ing
Expe
rien
ce(C
an in
clud
e sc
ore
or r
ange
)
Per
form
ance
Lev
el D
etai
led
Qua
litie
sLe
vel A
: Det
aile
d de
scri
ptio
n of
the
qual
ities
req
uire
d to
sho
w s
ucce
ssfu
l per
form
ance
of r
equi
rem
ent.
Leve
l B: D
etai
led
desc
ript
ion
of th
e qu
aliti
es r
equi
red
to s
how
suc
cess
ful p
erfo
rman
ce o
f req
uire
men
t.
Leve
l C: D
etai
led
desc
ript
ion
of th
e qu
aliti
es r
equi
red
to s
how
suc
cess
ful p
erfo
rman
ce o
f req
uire
men
t.
Leve
l A: D
etai
led
desc
ript
ion
of th
e qu
aliti
es r
equi
red
to s
how
suc
cess
ful p
erfo
rman
ce o
f req
uire
men
t.
Rati
ng S
cale
Rubri
c (W
ith
Det
aile
d Q
ualit
ies)
Per
form
ance
Req
uire
men
ts(t
his
colu
mn
head
can
incl
ude
a ra
ter
com
plet
ed fi
eld
to id
entif
y ta
rget
of r
ubri
c: a
pee
r, a
less
on p
lan,
a fi
eld
loca
tion,
etc
.)
Firs
t req
uire
men
t to
rate
Seco
nd re
quire
men
t to
rate
Thir
d re
quire
men
t to
rate
Four
th re
quire
men
t to
rate
Fift
h re
quire
men
t to
rate
Sixt
h re
quire
men
t to
rate
Leve
l A(S
core
5)
Leve
l B(S
core
4-3
)Le
vel C
(Sco
re 2
-1)
Leve
l A(S
core
0)
Scor
e
Tota
lFe
edba
ck:
(thi
s fi e
ld is
opt
iona
l)
General Rubric Layouts continued
Thir
d re
quire
men
t to
rate
Four
th re
quire
men
t to
rate
Fift
h re
quire
men
t to
rate
Sixt
h re
quire
men
t to
rate
Seve
nth
requ
irem
ent t
o ra
te
Eigh
th re
quire
men
t to
rate
Nin
th re
quire
men
t to
rate
Stat
emen
t of L
earn
ing
Out
com
es a
nd L
earn
ing
Expe
rien
ce(C
an in
clud
e sc
ore
or r
ange
)
Rati
ng S
cale
Rubri
c
Per
form
ance
Req
uire
men
ts(t
his
colu
mn
head
can
incl
ude
a ra
ter
com
plet
ed fi
eld
to id
entif
y ta
rget
of r
ubri
c: a
pee
r, a
less
on p
lan,
a fi
eld
loca
tion,
etc
.)
Firs
t req
uire
men
t to
rate
Seco
nd re
quire
men
t to
rate
Chec
k If
A
lway
s Pr
esen
t(S
core
5)
Chec
k If
O
ften
Pre
sent
(Sco
re 4
-3)
Chec
k If
R
arel
y P
rese
nt(S
core
2-1
)
Chec
k If
N
ot P
rese
nt(S
core
0)
Scor
e
Tota
lFe
edba
ck:
(thi
s fi e
ld is
opt
iona
l)
THE RUBRIC WORKBOOK THE RUBRIC WORKBOOK
14 15
Stat
emen
t of L
earn
ing
Out
com
es a
nd L
earn
ing
Expe
rien
ce(C
an in
clud
e sc
ore)
Check
list
Rubri
c
Per
form
ance
Req
uire
men
tsty
pica
lly a
task
bas
ed li
st (g
reet
ed c
usto
mer
, pr
esen
ted
self
wel
l, o
� er
ed o
ptio
ns) o
r
a p
roce
dura
l lis
t (go
to g
ate,
ope
n ga
te, w
alk
thro
ugh
gate
, clo
se g
ate)
Firs
t req
uire
men
t to
mee
t
Seco
nd re
quire
men
t to
mee
t
Thir
d re
quire
men
t to
mee
t
Four
th re
quire
men
t to
mee
t
Fift
h re
quire
men
t to
mee
t
Sixt
h re
quire
men
t to
mee
t
Seve
nth
requ
irem
ent t
o m
eet
Eigh
th re
quire
men
t to
mee
t
Nin
th re
quire
men
t to
mee
t
Scor
eCh
eck
If
Pre
sent
(Sco
re 2
)
Chec
k If
N
ot-P
rese
nt(S
core
0)
Tota
lFe
edba
ck:
(thi
s fi e
ld is
opt
iona
l)
General Rubric Layouts continued
University at Buffalo Center for Educational Innovation University at Buffalo Center for Educational Innovation
References And Appendix
Contributors to this workbook:• Kim Yousey-Elsener - Director of Assessment And Evaluation, UB Department University Life and
Services
• Elaine Cusker - Associate Dean for Academic Affairs & Undergraduate Education, Office of the Senior Vice Provost for Academic Affairs
• Cathleen Morreale - Curriculum, Student Assessment and Course Evaluation Support, UB Center for Educational Innovation
• Christopher Rates - Psychometrics Post-Doctoral Research Associate, UB Center for Educational Innovation
• Thomas Slomka - Program Assessment and Annual Assessment Reporting, UB Center for Educational Innovation
• Carol Van Zile-Tamsen - Associate Director, UB Center for Educational Innovation
Graphics and workbook layout design:• Monica Carter - Engagement and Dissemination, UB Center for Educational Innovation
• Thomas Slomka - Program Assessment and Annual Assessment Reporting, UB Center for
Educational Innovation
Content presented in this workbook includes information sourced from the following professional’s bodies of work: • Judy Arter, http://ati.pearson.com• Jan Chappuis, https://www.linkedin.com/in/jan-chappuis-5a549465• Liz Hamp-Lyons, https://www.linkedin.com/in/liz-hamp-lyons-39502363• Antonia Levi, https://www.linkedin.com/in/antonia-levi-7475b718• Anthony J. Nitko, https://www.linkedin.com/in/anthony-nitko-17a23513• Dannelle Stevens, https://www.linkedin.com/in/dannelle-stevens-2810bb17• Rick Stiggins , https://www.linkedin.com/in/rick-stiggins-07462110
• Linda Suskie, https://www.linkedin.com/in/linda-suskie-73b09727
Locating rubrics and rubric templates (Online Resources):• Annenberg Learner Interactive rubric builder for writing activities:
http://www.learner.org/workshops/hswriting/interactives/rubric/index.html• Introduction to Rubrics, An Assessment Tool to Save Grading Time, Convey Effective Feedback and
Promote Student Learning: http://www.introductiontorubrics.com/samples.html
• Texas A&M University Student Leader Learning Outcomes (SLLO) Project Rubrics: http://sllo.tamu.edu/rubrics
• Univeristy of Texas at Austin–Assess Learning: http://learningsciences.utexas.edu/teaching/assess-learning
• Viewpoints Journal–Building A Better Mousetrap: The Rubric Debate: http://faculty.ccp.edu/dept/viewpoints/w06v7n2/rubrics1.htm
The appendix: The remaining pages in this workbook are attachments to help support you as you develop and refine your rubrics. Some of the attachments are directly referenced in the workbook and others are attached as useful resources.
16 17
References And Appendix
Assessing rubrics and assessment processesAn effective means of evaluating a rubric design is to use a meta-rubric, which is a rubric designed to evaluate the essential criteria of a rubric. Additional information on the concept of meta-assessment can be found at the National Institute for Learning Outcomes Assessment (NILOA) blog: The Surprisingly Useful Practice of Meta-Assessment https://illinois.edu/blog/view/915/99344
A Meta-Rubric For Evaluating Rubric Design
Rubric part Evaluation criteria Yes No
The dimensions
Does each dimension cover important parts of the final student performance?
Does the dimension capture some key themes in your teaching?
Are the dimensions clear?
Are the dimensions distinctly different from one another?
Do the dimensions represent skills that the student knows something about al-ready (e.g., organization, analysis)?
The descriptions
Do the descriptions match the dimensions?
Are the descriptions clear and different from each other?
If you used points, is there a clear basis for assigning points for each dimension?
If using a three-to-five level rubric, are the descriptions appropriately and equally weighted across the three-to-five levels?
The scale
Do the descriptors under each level truly represent that level of performance?
Are the scale labels encouraging and still quite informative without being nega-tive and discouraging?
Does the rubric have a reasonable number of levels for the age of the student and the complexity of the assignment?
The overall rubric
Does the rubric clearly connect to the outcomes that it is designed to measure?
Can the rubric be understood by external audiences?
Does it reflect teachable skills?
Does the rubric reward or penalize students based on skills unrelated to the out-come being measured that you have not taught?
Have all students had an equal opportunity to learn the content and skills neces-sary to be successful on the assignment?
Is the rubric appropriate for the conditions under which the assignment was completed?
Does the rubric include the assignment description or title?
Does the rubric address the student’s performance as a developmental task?
Does the rubric inform the student about the evaluation procedures when their work is scored?
Does the rubric emphasize the appraisal of individual or group performance and indicate ways to improve?
Fairness and sensibility
Does it look like the rubric will be fair to all students and free of bias?
Does it look like it will be useful to students as performance feedback?
Is the rubric practical given the kind of assignment?
Does the rubric make sense to the reader?
Original Source for above meta-rubric:Stevens, D.D. & Levi, A.J. (2004). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Sterling, VA: Stylus.
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ps:
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zen
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om
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igit
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18 19
1. What is the purpose of this assessment? What information do you need? What do you hope to find out?
2. Is this a learning or operational outcome?
3. If learning, what is the:• Time frame:
• Population:
• Action verb:
• Result:
4. If operational, what is the:• Time frame:
• Office/service to change:
• Action verb:
• Intended results/reason:
5. Based on your answer, write the outcome in a sentence:
A s s e s s m e n t B o o t c a m pWriting Outcomes Worksheet
Kim Yousey-Elsener6. Check your work, to see if your outcome is SMART:
S: Specific – Caution, if you used words like communication skills, leadership skills and critical thinking, you are not being specific enough. Define what that means in the specific context of your program/service.• Yes? Move on to measurable• No - Revise your outcome and then move on to measurable
M: Measurable – Can you initially see how you could collect data about this outcome? If you can say, “Yes we can do a survey about that or focus group or rubric…” then you are on the right track.• Yes? – Move on to achievable• No – Check with someone who may know more about assessment than you; sometimes it is measurable and you
just need to build up your assessment tool set. If you aren’t sure, then try revising your outcome.
A: Achievable – Can your program/service/workshop/course/etc. realistically achieve this outcome? (Hint: If you used the word AND in your outcome, you may have written two outcomes in one. Take a moment to consid-er if you and your students can accomplish both given your time and resources.)• Yes? – Move on to relevant• No – Revise your outcome; simplify to make it more achievable. If you have two outcomes in one, you may want to
split them up to make it more manageable.
R: Relevant – Go back to your initial purpose -- Does your outcome align with that purpose? Will people find it valuable? If it’s important to align with a larger framework (e.g., strategic plan, learning goals), test the out-come to make sure it lines up with these “bigger picture” items.• Yes? – Move on to time sensitive• No – Revise your outcome so that it aligns with your purpose or framework
T: Time Sensitive–Can you easily identify when this outcome will happen?• Yes? – Time to test your outcome with a peer• No – Revise your outcome to be more time specific
Writing Outcomes Worksheet | Assessment Bootcamp | Kim Yousey-Elsener
20 21
About the VALUE RubricsThe VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.The following pages present the VALUE Rubrics produced by AAC&U, without the introduction page, which has additional information for each rubric as illustrated below for the “Critical Thinking” VALUE Rubric. To reference the introductory page for a rubric visit the VALUE Rubrics page at the AAC&U’s web site: https://www.aacu.org/value-rubrics.
Critical Thinking VALUE Rubric
Framing LanguageThis rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing situations encountered in all walks of life.This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across presentation mode might be especially useful in some fields. If insight into the process components of critical thinking (e.g., how information sources were evaluated regardless of whether they were included in the product) is important, assignments focused on student reflection might be especially illuminating.
GlossaryThe definitions that follow were developed to clarify terms and concepts used in this rubric only.
• Ambiguity: Information that may be interpreted in more than one way.• Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are “taken for granted or accepted as true without
proof.” (quoted from www.dictionary.reference.com/browse/assumptions)• Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions that influence and
complicate the consideration of any issues, ideas, artifacts, and events.• Literal meaning: Interpretation of information exactly as stated. For example, “she was green with envy” would be
interpreted to mean that her skin was green.• Metaphor: Information that is (intended to be) interpreted in a non-literal way. For example, “she was green with envy” is
intended to convey an intensity of emotion, not a skin color.
VALUE RUbRics for more information, please contact [email protected]
VALUE RUbRics for more information, please contact [email protected]
Cri
tica
l Th
inkin
g V
ALU
E R
ub
ric
Defi
nit
ion
– Cri
tica
l th
inki
ng
is a
hab
it o
f m
ind
ch
arac
teri
zed
by
the
com
pre
hen
sive
exp
lora
tio
n o
f is
sues
, id
eas,
art
ifac
ts, a
nd
eve
nts
bef
ore
acc
epti
ng
or
form
ula
tin
g a
n o
pin
ion
or
con
clu
sio
n.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2B
ench
mar
k1
Expl
anat
ion
of
issu
esIs
sue/
prob
lem
to b
e co
nsid
ered
cr
itica
lly is
sta
ted
clea
rly
and
desc
ribe
d co
mpr
ehen
sive
ly,
deliv
erin
g al
l rel
evan
t inf
orm
atio
n ne
cess
ary
for
full
unde
rsta
ndin
g.
Issu
e/pr
oble
m to
be
cons
ider
ed
criti
cally
is s
tate
d, d
escr
ibed
, and
cl
arifi
ed s
o th
at u
nder
stan
ding
is n
ot
seri
ousl
y im
pede
d by
om
issi
ons.
Issu
e/pr
oble
m to
be
cons
ider
ed
criti
cally
is s
tate
d bu
t des
crip
tion
leav
es s
ome
term
s un
defi
ned,
am
bigu
ities
une
xplo
red,
bou
ndar
ies
unde
term
ined
, and
/or
back
grou
nds
unkn
own.
Issu
e/pr
oble
m to
be
cons
ider
ed
criti
cally
is s
tate
d w
ithou
t cl
arifi
catio
n or
des
crip
tion.
Evid
ence
Sel
ectin
g an
d us
ing
info
rmat
ion
to
inve
stig
ate
a po
int o
f vi
ew o
r co
nclu
sion
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
eno
ugh
inte
rpre
tatio
n/ev
alua
tion
to d
evel
op a
co
mpr
ehen
sive
ana
lysi
s or
sy
nthe
sis.
Vi
ewpo
ints
of e
xper
ts a
re q
uest
ione
d th
orou
ghly
.
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
eno
ugh
inte
rpre
tatio
n/ev
alua
tion
to d
evel
op a
coh
eren
t an
alys
is o
r sy
nthe
sis.
View
poin
ts o
f exp
erts
are
sub
ject
to
ques
tioni
ng.
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
som
e in
terp
reta
tion/
eval
uatio
n,
but n
ot e
noug
h to
dev
elop
a c
oher
ent
anal
ysis
or
synt
hesi
s.Vi
ewpo
ints
of e
xper
ts a
re ta
ken
as
mos
tly
fact
, with
litt
le q
uest
ioni
ng.
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
out a
ny in
terp
reta
tion/
eval
uatio
n.Vi
ewpo
ints
of e
xper
ts a
re ta
ken
as
fact
, with
out q
uest
ion.
Infl
uenc
e of
co
ntex
t and
as
sum
ptio
ns
Thor
ough
ly (s
yste
mat
ical
ly a
nd
met
hodi
cally
) ana
lyze
s ow
n an
d ot
hers
’ ass
umpt
ions
and
car
eful
ly
eval
uate
s th
e re
leva
nce
of c
onte
xts
whe
n pr
esen
ting
a po
sitio
n.
Iden
tifies
ow
n an
d ot
hers
’ as
sum
ptio
ns a
nd s
ever
al r
elev
ant
cont
exts
whe
n pr
esen
ting
a po
sitio
n.
Que
stio
ns s
ome
assu
mpt
ions
. Id
entifi
es s
ever
al r
elev
ant c
onte
xts
whe
n pr
esen
ting
a po
sitio
n. M
ay b
e m
ore
awar
e of
oth
ers’
ass
umpt
ions
th
an o
ne’s
ow
n (o
r vi
ce v
ersa
).
Sho
ws
an e
mer
ging
aw
aren
ess
of
pres
ent a
ssum
ptio
ns (s
omet
imes
la
bels
ass
ertio
ns a
s as
sum
ptio
ns).
Beg
ins
to id
entif
y so
me
cont
exts
w
hen
pres
entin
g a
posi
tion.
Stu
dent
’s
posi
tion
(p
ersp
ecti
ve,
thes
is/
hypo
thes
is)
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) is
imag
inat
ive,
ta
king
into
acc
ount
the
com
plex
ities
of
an
issu
e.Li
mits
of p
ositi
on (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) a
re
ackn
owle
dged
.O
ther
s’ p
oint
s of
vie
w a
re
synt
hesi
zed
with
in p
ositi
on
(per
spec
tive,
thes
is/h
ypot
hesi
s).
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) ta
kes
into
acc
ount
th
e co
mpl
exiti
es o
f an
issu
e.O
ther
s’ p
oint
s of
vie
w a
re
ackn
owle
dged
with
in p
ositi
on
(per
spec
tive,
thes
is/h
ypot
hesi
s).
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) a
ckno
wle
dges
di
ffer
ent s
ides
of a
n is
sue.
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) is
sta
ted,
but
is
sim
plis
tic a
nd o
bvio
us.
Conc
lusi
ons
and
rela
ted
outc
omes
(i
mpl
icat
ions
an
d co
nseq
uenc
es)
Con
clus
ions
and
rel
ated
out
com
es
(con
sequ
ence
s an
d im
plic
atio
ns)
are
logi
cal a
nd r
eflec
t stu
dent
’s
info
rmed
eva
luat
ion
and
abili
ty to
pl
ace
evid
ence
and
per
spec
tives
di
scus
sed
in p
rior
ity o
rder
.
Con
clus
ion
is lo
gica
lly ti
ed to
a r
ange
of
info
rmat
ion,
incl
udin
g op
posi
ng
view
poin
ts; r
elat
ed o
utco
mes
(c
onse
quen
ces
and
impl
icat
ions
) are
id
entifi
ed c
lear
ly.
Con
clus
ion
is lo
gica
lly ti
ed to
in
form
atio
n (b
ecau
se in
form
atio
n is
cho
sen
to fi
t the
des
ired
co
nclu
sion
); so
me
rela
ted
outc
omes
(c
onse
quen
ces
and
impl
icat
ions
) are
id
entifi
ed c
lear
ly.
Con
clus
ion
is in
cons
iste
ntly
tied
to
som
e of
the
info
rmat
ion
disc
usse
d;
rela
ted
outc
omes
(con
sequ
ence
s an
d im
plic
atio
ns) a
re o
vers
impl
ified
.
22 23VALUE RUbRics for more information, please contact [email protected]
Civ
ic E
ng
ag
em
en
t V
ALU
E R
ub
ric
Defi
nit
ion
– Civ
ic e
ng
agem
ent
is w
ork
ing
to
mak
e a
dif
fere
nce
in t
he
civi
c lif
e o
f o
ur
com
mu
nit
ies
and
dev
elo
pin
g t
he
com
bin
atio
n o
f kn
ow
led
ge,
ski
lls, v
alu
es a
nd
m
oti
vati
on
to
mak
e th
at d
iffe
ren
ce. I
t m
ean
s p
rom
oti
ng
th
e q
ual
ity
of
life
in a
co
mm
un
ity,
th
rou
gh
bo
th p
olit
ical
an
d n
on
-po
litic
al p
roce
sses
.” (
Exce
rpte
d f
rom
Civ
ic
Res
po
nsi
bili
ty a
nd
Hig
her
Ed
uca
tio
n, e
dit
ed b
y Th
om
as E
hrl
ich
, pu
blis
hed
by
Ory
x Pr
ess,
200
0, P
refa
ce, p
age
vi.)
In a
dd
itio
n, c
ivic
en
gag
emen
t en
com
pas
ses
acti
on
s w
her
ein
ind
ivid
ual
s p
arti
cip
ate
in a
ctiv
itie
s o
f p
erso
nal
an
d p
ub
lic c
on
cern
th
at a
re b
oth
ind
ivid
ual
ly li
fe e
nri
chin
g a
nd
so
cial
ly b
enefi
cial
to
th
e co
mm
un
ity.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2B
ench
mar
k1
Div
ersi
ty o
f Co
mm
unit
ies
and
Cult
ures
Dem
onst
rate
s ev
iden
ce o
f ad
just
men
t in
own
attit
udes
and
be
liefs
bec
ause
of w
orki
ng w
ithin
an
d le
arni
ng fr
om d
iver
sity
of
com
mun
ities
and
cul
ture
s. P
rom
otes
ot
hers
’ eng
agem
ent w
ith d
iver
sity
.
Refl
ects
on
how
ow
n at
titud
es a
nd
belie
fs a
re d
iffer
ent f
rom
thos
e of
ot
her
cult
ures
and
com
mun
ities
. Ex
hibi
ts c
urio
sity
abo
ut w
hat
can
be le
arne
d fr
om d
iver
sity
of
com
mun
ities
and
cul
ture
s.
Has
aw
aren
ess
that
ow
n at
titud
es
and
belie
fs a
re d
iffer
ent f
rom
thos
e of
oth
er c
ultu
res
and
com
mun
ities
. Ex
hibi
ts li
ttle
cur
iosi
ty a
bout
wha
t ca
n be
lear
ned
from
div
ersi
ty o
f co
mm
uniti
es a
nd c
ultu
res.
Expr
esse
s at
titud
es a
nd b
elie
fs a
s an
indi
vidu
al, f
rom
a o
ne-s
ided
vie
w.
Is in
diff
eren
t or
resi
stan
t to
wha
t ca
n be
lear
ned
from
div
ersi
ty o
f co
mm
uniti
es a
nd c
ultu
res.
Ana
lysi
s of
K
now
ledg
e C
onne
cts
and
exte
nds
know
ledg
e (f
acts
, the
orie
s, e
tc.)
from
one
’s o
wn
acad
emic
stu
dy/fi
eld/
disc
iplin
e to
ci
vic
enga
gem
ent a
nd to
one
’s o
wn
pa
rtic
ipat
ion
in c
ivic
life
, pol
itics
, and
go
vern
men
t.
Ana
lyze
s kn
owle
dge
(fac
ts,
theo
ries
, etc
.) fr
om o
ne’s
ow
n ac
adem
ic s
tudy
/fiel
d/di
scip
line
mak
ing
rele
vant
con
nect
ions
to
civi
c en
gage
men
t and
to o
ne’s
ow
n pa
rtic
ipat
ion
in c
ivic
life
, pol
itics
, and
go
vern
men
t.
Beg
ins
to c
onne
ct k
now
ledg
e (f
acts
, th
eori
es, e
tc.)
from
one
’s o
wn
acad
emic
stu
dy/fi
eld/
disc
iplin
e to
ci
vic
enga
gem
ent a
nd to
tone
’s o
wn
part
icip
atio
n in
civ
ic li
fe, p
oliti
cs, a
nd
gove
rnm
ent.
Beg
ins
to id
entif
y kn
owle
dge
(fac
ts,
theo
ries
, etc
.) fr
om o
ne’s
ow
n ac
adem
ic s
tudy
/fiel
d/di
scip
line
that
is
rel
evan
t to
civi
c en
gage
men
t and
to
one
’s o
wn
part
icip
atio
n in
civ
ic
life,
pol
itics
, and
gov
ernm
ent.
Civi
c Id
enti
ty a
nd
Com
mit
men
t
Pro
vide
s ev
iden
ce o
f exp
erie
nce
in c
ivic
-eng
agem
ent a
ctiv
ities
and
de
scri
bes
wha
t she
/he
has
lear
ned
abou
t her
or
him
self
as
it re
late
s to
a r
einf
orce
d an
d cl
arifi
ed s
ense
of
civ
ic id
entit
y an
d co
ntin
ued
com
mitm
ent t
o pu
blic
act
ion.
Pro
vide
s ev
iden
ce o
f exp
erie
nce
in c
ivic
-eng
agem
ent a
ctiv
ities
and
de
scri
bes
wha
t she
/he
has
lear
ned
abou
t her
or
him
self
as
it re
late
s to
a
grow
ing
sens
e of
civ
ic id
entit
y an
d co
mm
itmen
t.
Evid
ence
sug
gest
s in
volv
emen
t in
civ
ic-e
ngag
emen
t act
iviti
es is
ge
nera
ted
from
exp
ecta
tions
or
cour
se r
equi
rem
ents
rat
her
than
fr
om a
sen
se o
f civ
ic id
entit
y.
Pro
vide
s lit
tle
evid
ence
of h
er/h
is
expe
rien
ce in
civ
ic-e
ngag
emen
t ac
tiviti
es a
nd d
oes
not c
onne
ct
expe
rien
ces
to c
ivic
iden
tity.
Civi
c Co
mm
unic
atio
nTa
ilors
com
mun
icat
ion
stra
tegi
es to
eff
ectiv
ely
expr
ess,
list
en, a
nd a
dapt
to
oth
ers
to e
stab
lish
rela
tions
hips
to
furt
her
civi
c ac
tion
Effec
tivel
y co
mm
unic
ates
in c
ivic
co
ntex
t, sh
owin
g ab
ility
to d
o al
l of
the
follo
win
g: e
xpre
ss, l
iste
n, a
nd
adap
t ide
as a
nd m
essa
ges
base
d on
ot
hers
’ per
spec
tives
.
Com
mun
icat
es in
civ
ic c
onte
xt,
show
ing
abili
ty to
do
mor
e th
an o
ne
of th
e fo
llow
ing:
exp
ress
, lis
ten,
and
ad
apt i
deas
and
mes
sage
s ba
sed
on
othe
rs’ p
ersp
ectiv
es.
Com
mun
icat
es in
civ
ic c
onte
xt,
show
ing
abili
ty to
do
one
of th
e fo
llow
ing:
exp
ress
, lis
ten,
and
ad
apt i
deas
and
mes
sage
s ba
sed
on
othe
rs’ p
ersp
ectiv
es.
Civi
c A
ctio
n an
d R
eflec
tion
Dem
onst
rate
s in
depe
nden
t ex
peri
ence
and
sho
ws
initi
ativ
e in
team
lead
ersh
ip o
f com
plex
or
mul
tiple
civ
ic e
ngag
emen
t act
iviti
es,
acco
mpa
nied
by
refl
ectiv
e in
sigh
ts
or a
naly
sis
abou
t the
aim
s an
d ac
com
plis
hmen
ts o
f one
’s a
ctio
ns.
Dem
onst
rate
s in
depe
nden
t ex
peri
ence
and
team
lead
ersh
ip o
f ci
vic
actio
n, w
ith r
eflec
tive
insi
ghts
or
ana
lysi
s ab
out t
he a
ims
and
acco
mpl
ishm
ents
of o
ne’s
act
ions
.
Has
cle
arly
par
ticip
ated
in c
ivic
ally
fo
cuse
d ac
tions
and
beg
ins
to r
eflec
t or
des
crib
e ho
w th
ese
actio
ns m
ay
bene
fit i
ndiv
idua
l(s) o
r co
mm
uniti
es.
Has
exp
erim
ente
d w
ith s
ome
civi
c ac
tiviti
es b
ut s
how
s lit
tle
inte
rnal
ized
und
erst
andi
ng o
f th
eir
aim
s or
eff
ects
and
litt
le
com
mitm
ent t
o fu
ture
act
ion.
Civi
c Co
ntex
ts/
Str
uctu
res
Dem
onst
rate
s ab
ility
& c
omm
itmen
t to
col
labo
rativ
ely
wor
k ac
ross
and
w
ithin
com
mun
ity c
onte
xts
and
stru
ctur
es to
ach
ieve
a c
ivic
aim
.
Dem
onst
rate
s ab
ility
and
co
mm
itmen
t to
wor
k ac
tivel
y w
ithin
co
mm
unity
con
text
s an
d st
ruct
ures
to
ach
ieve
a c
ivic
aim
.
Dem
onst
rate
s ex
peri
ence
iden
tifyi
ng
inte
ntio
nal w
ays
to p
artic
ipat
e in
ci
vic
cont
exts
and
str
uctu
res.
Expe
rim
ents
with
civ
ic c
onte
xts
and
stru
ctur
es, t
ries
out
a fe
w to
see
w
hat fi
ts.
Cri
tica
l Th
inkin
g V
ALU
E R
ub
ric
Defi
nit
ion
– Cri
tica
l th
inki
ng
is a
hab
it o
f m
ind
ch
arac
teri
zed
by
the
com
pre
hen
sive
exp
lora
tio
n o
f is
sues
, id
eas,
art
ifac
ts, a
nd
eve
nts
bef
ore
acc
epti
ng
or
form
ula
tin
g a
n o
pin
ion
or
con
clu
sio
n.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1Ex
plan
atio
n of
is
sues
Issu
e/pr
oble
m to
be
cons
ider
ed
criti
cally
is s
tate
d cl
earl
y an
d de
scri
bed
com
preh
ensi
vely
, de
liver
ing
all r
elev
ant i
nfor
mat
ion
nece
ssar
y fo
r fu
ll un
ders
tand
ing.
Issu
e/pr
oble
m to
be
cons
ider
ed
criti
cally
is s
tate
d, d
escr
ibed
, and
cl
arifi
ed s
o th
at u
nder
stan
ding
is n
ot
seri
ousl
y im
pede
d by
om
issi
ons.
Issu
e/pr
oble
m to
be
cons
ider
ed
criti
cally
is s
tate
d bu
t des
crip
tion
leav
es s
ome
term
s un
defi
ned,
am
bigu
ities
une
xplo
red,
bou
ndar
ies
unde
term
ined
, and
/or
back
grou
nds
unkn
own.
Issu
e/pr
oble
m to
be
cons
ider
ed
criti
cally
is s
tate
d w
ithou
t cl
arifi
catio
n or
des
crip
tion.
Evid
ence
Sel
ectin
g an
d us
ing
info
rmat
ion
to in
vest
igat
e a
poin
t of v
iew
or
conc
lusi
on
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
eno
ugh
inte
rpre
tatio
n/ev
alua
tion
to d
evel
op a
co
mpr
ehen
sive
ana
lysi
s or
sy
nthe
sis.
Vi
ewpo
ints
of e
xper
ts a
re q
uest
ione
d th
orou
ghly
.
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
eno
ugh
inte
rpre
tatio
n/ev
alua
tion
to d
evel
op a
coh
eren
t an
alys
is o
r sy
nthe
sis.
View
poin
ts o
f exp
erts
are
sub
ject
to
ques
tioni
ng.
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
som
e in
terp
reta
tion/
eval
uatio
n,
but n
ot e
noug
h to
dev
elop
a c
oher
ent
anal
ysis
or
synt
hesi
s.Vi
ewpo
ints
of e
xper
ts a
re ta
ken
as
mos
tly
fact
, with
litt
le q
uest
ioni
ng.
Info
rmat
ion
is ta
ken
from
sou
rce(
s)
with
out a
ny in
terp
reta
tion/
eval
uatio
n.Vi
ewpo
ints
of e
xper
ts a
re ta
ken
as
fact
, with
out q
uest
ion.
Infl
uenc
e of
co
ntex
t and
as
sum
ptio
ns
Thor
ough
ly (s
yste
mat
ical
ly a
nd
met
hodi
cally
) ana
lyze
s ow
n an
d ot
hers
’ ass
umpt
ions
and
car
eful
ly
eval
uate
s th
e re
leva
nce
of c
onte
xts
whe
n pr
esen
ting
a po
sitio
n.
Iden
tifies
ow
n an
d ot
hers
’ as
sum
ptio
ns a
nd s
ever
al r
elev
ant
cont
exts
whe
n pr
esen
ting
a po
sitio
n.
Que
stio
ns s
ome
assu
mpt
ions
. Id
entifi
es s
ever
al r
elev
ant c
onte
xts
whe
n pr
esen
ting
a po
sitio
n. M
ay b
e m
ore
awar
e of
oth
ers’
ass
umpt
ions
th
an o
ne’s
ow
n (o
r vi
ce v
ersa
).
Sho
ws
an e
mer
ging
aw
aren
ess
of
pres
ent a
ssum
ptio
ns (s
omet
imes
la
bels
ass
ertio
ns a
s as
sum
ptio
ns).
Beg
ins
to id
entif
y so
me
cont
exts
w
hen
pres
entin
g a
posi
tion.
Stu
dent
’s
posi
tion
(p
ersp
ecti
ve,
thes
is/
hypo
thes
is)
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) is
imag
inat
ive,
ta
king
into
acc
ount
the
com
plex
ities
of
an
issu
e.Li
mits
of p
ositi
on (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) a
re
ackn
owle
dged
.O
ther
s’ p
oint
s of
vie
w a
re
synt
hesi
zed
with
in p
ositi
on
(per
spec
tive,
thes
is/h
ypot
hesi
s).
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) ta
kes
into
acc
ount
th
e co
mpl
exiti
es o
f an
issu
e.O
ther
s’ p
oint
s of
vie
w a
re
ackn
owle
dged
with
in p
ositi
on
(per
spec
tive,
thes
is/h
ypot
hesi
s).
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) a
ckno
wle
dges
di
ffer
ent s
ides
of a
n is
sue.
Spe
cifi
c po
sitio
n (p
ersp
ectiv
e,
thes
is/h
ypot
hesi
s) is
sta
ted,
but
is
sim
plis
tic a
nd o
bvio
us.
Conc
lusi
ons
and
rela
ted
outc
omes
(i
mpl
icat
ions
an
d co
nseq
uenc
es)
Con
clus
ions
and
rel
ated
out
com
es
(con
sequ
ence
s an
d im
plic
atio
ns)
are
logi
cal a
nd r
eflec
t stu
dent
’s
info
rmed
eva
luat
ion
and
abili
ty to
pl
ace
evid
ence
and
per
spec
tives
di
scus
sed
in p
rior
ity o
rder
.
Con
clus
ion
is lo
gica
lly ti
ed to
a r
ange
of
info
rmat
ion,
incl
udin
g op
posi
ng
view
poin
ts; r
elat
ed o
utco
mes
(c
onse
quen
ces
and
impl
icat
ions
) are
id
entifi
ed c
lear
ly.
Con
clus
ion
is lo
gica
lly ti
ed to
in
form
atio
n (b
ecau
se in
form
atio
n is
cho
sen
to fi
t the
des
ired
co
nclu
sion
); so
me
rela
ted
outc
omes
(c
onse
quen
ces
and
impl
icat
ions
) are
id
entifi
ed c
lear
ly.
Con
clus
ion
is in
cons
iste
ntly
tied
to
som
e of
the
info
rmat
ion
disc
usse
d;
rela
ted
outc
omes
(con
sequ
ence
s an
d im
plic
atio
ns) a
re o
vers
impl
ified
.
VALUE RUbRics for more information, please contact [email protected]
24 25VALUE RUbRics for more information, please contact [email protected]
Eth
ical
Reaso
nin
g V
ALU
E R
ub
ric
Defi
nit
ion
– Eth
ical
Rea
son
ing
is r
easo
nin
g a
bo
ut
rig
ht
and
wro
ng
hu
man
co
nd
uct
. It
req
uir
es s
tud
ents
to
be
able
to
ass
ess
thei
r o
wn
eth
ical
val
ues
an
d t
he
soci
al c
on
text
of
pro
ble
ms,
rec
og
niz
e et
hic
al is
sues
in a
var
iety
of
sett
ing
s, t
hin
k ab
ou
t h
ow
dif
fere
nt
eth
ical
per
spec
tive
s m
igh
t b
e ap
plie
d t
o e
thic
al d
ilem
mas
an
d
con
sid
er t
he
ram
ifica
tio
ns
of
alte
rnat
ive
acti
on
s. S
tud
ents
’ eth
ical
sel
f id
enti
ty e
volv
es a
s th
ey p
ract
ice
eth
ical
dec
isio
n-m
akin
g s
kills
an
d le
arn
ho
w t
o d
escr
ibe
and
anal
yze
po
siti
on
s o
n e
thic
al is
sues
.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2B
ench
mar
k1
Ethi
cal S
elf-
Aw
aren
ess
Stu
dent
dis
cuss
es in
det
ail/
anal
yzes
bo
th c
ore
belie
fs a
nd th
e or
igin
s of
th
e co
re b
elie
fs a
nd d
iscu
ssio
n ha
s gr
eate
r de
pth
and
clar
ity.
Stu
dent
dis
cuss
es in
det
ail/
anal
yzes
bo
th c
ore
belie
fs a
nd th
e or
igin
s of
th
e co
re b
elie
fs.
Stu
dent
sta
tes
both
cor
e be
liefs
and
th
e or
igin
s of
the
core
bel
iefs
.S
tude
nt s
tate
s ei
ther
thei
r co
re
belie
fs o
r ar
ticul
ates
the
orig
ins
of
the
core
bel
iefs
but
not
bot
h.
Und
erst
andi
ng
Diff
eren
t Et
hica
l P
ersp
ecti
ves/
Conc
epts
Stu
dent
nam
es th
e th
eory
or
theo
ries
, can
pre
sent
the
gist
of s
aid
theo
ry o
r th
eori
es, a
nd a
ccur
atel
y ex
plai
ns th
e de
tails
of t
he th
eory
or
theo
ries
use
d.
Stu
dent
can
nam
e th
e m
ajor
theo
ry
or th
eori
es s
he/h
e us
es, c
an p
rese
nt
the
gist
of s
aid
theo
ry o
r th
eori
es,
and
atte
mpt
s to
exp
lain
the
deta
ils o
f th
e th
eory
or
theo
ries
use
d, b
ut h
as
som
e in
accu
raci
es.
Stu
dent
can
nam
e th
e m
ajor
theo
ry
she/
he u
ses,
and
is o
nly
able
to
pres
ent t
he g
ist o
f the
nam
ed th
eory
.
Stu
dent
onl
y na
mes
the
maj
or th
eory
sh
e/he
use
s.
Ethi
cal I
ssue
R
ecog
niti
onS
tude
nt c
an r
ecog
nize
eth
ical
issu
es
whe
n pr
esen
ted
in a
com
plex
, m
ultil
ayer
ed (g
ray)
con
text
AN
D c
an
reco
gniz
e cr
oss-
rela
tions
hips
am
ong
the
issu
es.
Stu
dent
can
rec
ogni
ze e
thic
al is
sues
w
hen
issu
es a
re p
rese
nted
in a
co
mpl
ex, m
ultil
ayer
ed (g
ray)
con
text
O
R c
an g
rasp
cro
ss-r
elat
ions
hips
am
ong
the
issu
es.
Stu
dent
can
rec
ogni
ze b
asic
and
ob
viou
s et
hica
l iss
ues
and
gras
p (in
com
plet
ely)
the
com
plex
ities
or
inte
rrel
atio
nshi
ps a
mon
g th
e is
sues
.
Stu
dent
can
rec
ogni
ze b
asic
an
d ob
viou
s et
hica
l iss
ues
but
fails
to g
rasp
com
plex
ity o
r in
terr
elat
ions
hips
.
App
licat
ion
of E
thic
al
Per
spec
tive
s/Co
ncep
ts
Stu
dent
can
inde
pend
entl
y ap
ply
ethi
cal p
ersp
ectiv
es/c
once
pts
to a
n et
hica
l que
stio
n, a
ccur
atel
y, a
nd is
ab
le to
con
side
r fu
ll im
plic
atio
ns o
f th
e ap
plic
atio
n.
Stu
dent
can
inde
pend
entl
y ap
ply
ethi
cal p
ersp
ectiv
es/c
once
pts
to a
n et
hica
l que
stio
n, a
ccur
atel
y, b
ut d
oes
not c
onsi
der
the
spec
ific
impl
icat
ions
of
the
appl
icat
ion.
Stu
dent
can
app
ly e
thic
al
pers
pect
ives
/con
cept
s to
an
ethi
cal
ques
tion,
inde
pend
entl
y (t
o a
new
ex
ampl
e) a
nd th
e ap
plic
atio
n is
in
accu
rate
.
Stu
dent
can
app
ly e
thic
al
pers
pect
ives
/con
cept
s to
an
ethi
cal
ques
tion
with
sup
port
(usi
ng
exam
ples
, in
a cl
ass,
in a
gro
up, o
r a
fixe
d-ch
oice
set
ting)
but
is u
nabl
e to
ap
ply
ethi
cal p
ersp
ectiv
es/c
once
pts
inde
pend
entl
y (t
o a
new
exa
mpl
e.).
Eval
uati
on
of D
iffer
ent
Ethi
cal
Per
spec
tive
s/Co
ncep
ts
Stu
dent
sta
tes
a po
sitio
n an
d ca
n st
ate
the
obje
ctio
ns to
, ass
umpt
ions
an
d im
plic
atio
ns o
f and
can
re
ason
ably
def
end
agai
nst t
he
obje
ctio
ns to
, ass
umpt
ions
and
im
plic
atio
ns o
f diff
eren
t eth
ical
pe
rspe
ctiv
es/c
once
pts,
and
the
stud
ent’s
def
ense
is a
dequ
ate
and
effec
tive.
Stu
dent
sta
tes
a po
sitio
n an
d ca
n st
ate
the
obje
ctio
ns to
, ass
umpt
ions
an
d im
plic
atio
ns o
f, an
d re
spon
d to
the
obje
ctio
ns to
, ass
umpt
ions
an
d im
plic
atio
ns o
f diff
eren
t eth
ical
pe
rspe
ctiv
es/c
once
pts,
but
the
stud
ent’s
res
pons
e is
inad
equa
te.
Stu
dent
sta
tes
a po
sitio
n an
d ca
n st
ate
the
obje
ctio
ns to
, ass
umpt
ions
an
d im
plic
atio
ns o
f diff
eren
t eth
ical
pe
rspe
ctiv
es/c
once
pts
but d
oes
not
resp
ond
to th
em (a
nd u
ltim
atel
y ob
ject
ions
, ass
umpt
ions
, and
im
plic
atio
ns a
re c
ompa
rtm
enta
lized
by
stu
dent
and
do
not a
ffec
t st
uden
t’s p
ositi
on.)
Stu
dent
sta
tes
a po
sitio
n bu
t ca
nnot
sta
te th
e ob
ject
ions
to a
nd
assu
mpt
ions
and
lim
itatio
ns o
f the
di
ffer
ent p
ersp
ectiv
es/c
once
pts.
Glo
bal
Learn
ing
VA
LUE R
ub
ric
Defi
nit
ion
– Glo
bal
lear
nin
g is
a c
riti
cal a
nal
ysis
of
and
an
en
gag
emen
t w
ith
co
mp
lex,
inte
rdep
end
ent
glo
bal
sys
tem
s an
d le
gac
ies
(su
ch a
s n
atu
ral,
ph
ysic
al,
soci
al, c
ult
ura
l, ec
on
om
ic, a
nd
po
litic
al)
and
th
eir
imp
licat
ion
s fo
r p
eop
le’s
live
s an
d t
he
eart
h’s
su
stai
nab
ility
. Th
rou
gh
glo
bal
lear
nin
g, s
tud
ents
sh
ou
ld 1
) b
eco
me
info
rmed
, op
en-m
ind
ed, a
nd
res
po
nsi
ble
peo
ple
wh
o a
re a
tten
tive
to
div
ersi
ty a
cro
ss t
he
spec
tru
m o
f d
iffe
ren
ces,
2)
seek
to
un
der
stan
d h
ow
th
eir
acti
on
s af
fect
b
oth
loca
l an
d g
lob
al c
om
mu
nit
ies,
an
d 3
) ad
dre
ss t
he
wo
rld
’s m
ost
pre
ssin
g a
nd
en
du
rin
g is
sues
co
llab
ora
tive
ly a
nd
eq
uit
ably
. Ev
alu
ato
rs a
re e
nco
ura
ged
to
ass
ign
a z
ero
to
an
y w
ork
sam
ple
or
colle
ctio
n o
f w
ork
th
at d
oes
no
t m
eet
ben
chm
ark
(cel
l on
e) le
vel p
erfo
rman
ce.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1G
loba
l Sel
f-A
war
enes
sEff
ectiv
ely
addr
esse
s si
gnifi
cant
is
sues
in th
e na
tura
l and
hum
an
wor
ld b
ased
on
artic
ulat
ing
one’
s id
entit
y in
a g
loba
l con
text
.
Eval
uate
s th
e gl
obal
impa
ct o
f one
’s
own
and
othe
rs’ s
peci
fic
loca
l act
ions
on
the
natu
ral a
nd h
uman
wor
ld.
Ana
lyze
s w
ays
that
hum
an a
ctio
ns
infl
uenc
e th
e na
tura
l and
hum
an
wor
ld.
Iden
tifies
som
e co
nnec
tions
bet
wee
n an
indi
vidu
al’s
per
sona
l dec
isio
n-m
akin
g an
d ce
rtai
n lo
cal a
nd g
loba
l is
sues
.
Per
spec
tive
Ta
king
Eval
uate
s an
d ap
plie
s di
vers
e pe
rspe
ctiv
es to
com
plex
sub
ject
s w
ithin
nat
ural
and
hum
an s
yste
ms
in th
e fa
ce o
f mul
tiple
and
eve
n co
nflic
ting
posi
tions
(i.e
. cul
tura
l, di
scip
linar
y, a
nd e
thic
al.)
Syn
thes
izes
oth
er p
ersp
ectiv
es (s
uch
as c
ultu
ral,
disc
iplin
ary,
and
eth
ical
) w
hen
inve
stig
atin
g su
bjec
ts w
ithin
na
tura
l and
hum
an s
yste
ms.
Iden
tifies
and
exp
lain
s m
ultip
le
pers
pect
ives
(suc
h as
cul
tura
l, di
scip
linar
y, a
nd e
thic
al) w
hen
expl
orin
g su
bjec
ts w
ithin
nat
ural
and
hu
man
sys
tem
s.
Iden
tifies
mul
tiple
per
spec
tives
whi
le
mai
ntai
ning
a v
alue
pre
fere
nce
for
own
posi
tioni
ng (s
uch
as c
ultu
ral,
disc
iplin
ary,
and
eth
ical
).
Cult
ural
D
iver
sity
Ada
pts
and
appl
ies
a de
ep
unde
rsta
ndin
g of
mul
tiple
w
orld
view
s, e
xper
ienc
es, a
nd p
ower
st
ruct
ures
whi
le in
itiat
ing
mea
ning
ful
inte
ract
ion
with
oth
er c
ultu
res
to
addr
ess
sign
ifica
nt g
loba
l pro
blem
s.
Ana
lyze
s su
bsta
ntia
l con
nect
ions
be
twee
n th
e w
orld
view
s, p
ower
st
ruct
ures
, and
exp
erie
nces
of
mul
tiple
cul
ture
s hi
stor
ical
ly o
r in
co
ntem
pora
ry c
onte
xts,
inco
rpor
atin
g re
spec
tful
inte
ract
ions
with
oth
er
cult
ures
.
Expl
ains
and
con
nect
s tw
o or
m
ore
cult
ures
his
tori
cally
or
in c
onte
mpo
rary
con
text
s w
ith
som
e ac
know
ledg
emen
t of p
ower
st
ruct
ures
, dem
onst
ratin
g re
spec
tful
in
tera
ctio
n w
ith v
arie
d cu
ltur
es a
nd
wor
ldvi
ews.
Des
crib
es th
e ex
peri
ence
s of
oth
ers
hist
oric
ally
or
in c
onte
mpo
rary
co
ntex
ts p
rim
arily
thro
ugh
one
cult
ural
per
spec
tive,
dem
onst
ratin
g so
me
open
ness
to v
arie
d cu
ltur
es
and
wor
ldvi
ews.
Per
sona
l an
d S
ocia
l R
espo
nsib
ility
Take
s in
form
ed a
nd r
espo
nsib
le
actio
n to
add
ress
eth
ical
, soc
ial,
and
envi
ronm
enta
l cha
lleng
es in
glo
bal
syst
ems
and
eval
uate
s th
e lo
cal a
nd
broa
der
cons
eque
nces
of i
ndiv
idua
l an
d co
llect
ive
inte
rven
tions
.
Ana
lyze
s th
e et
hica
l, so
cial
, and
en
viro
nmen
tal c
onse
quen
ces
of
glob
al s
yste
ms
and
iden
tifies
a r
ange
of
act
ions
info
rmed
by
one’
s se
nse
of
pers
onal
and
civ
ic r
espo
nsib
ility
.
Expl
ains
the
ethi
cal,
soci
al, a
nd
envi
ronm
enta
l con
sequ
ence
s of
loca
l an
d na
tiona
l dec
isio
ns o
n gl
obal
sy
stem
s.
Iden
tifies
bas
ic e
thic
al d
imen
sion
s of
so
me
loca
l or
natio
nal d
ecis
ions
that
ha
ve g
loba
l im
pact
.
Und
erst
andi
ng
Glo
bal S
yste
ms
Use
s de
ep k
now
ledg
e of
the
hist
oric
and
con
tem
pora
ry r
ole
and
diff
eren
tial e
ffec
ts o
f hum
an
orga
niza
tions
and
act
ions
on
glob
al
syst
ems
to d
evel
op a
nd a
dvoc
ate
for
info
rmed
, app
ropr
iate
act
ion
to s
olve
co
mpl
ex p
robl
ems
in th
e hu
man
and
na
tura
l wor
lds.
Ana
lyze
s m
ajor
ele
men
ts o
f glo
bal
syst
ems,
incl
udin
g th
eir
hist
oric
and
co
ntem
pora
ry in
terc
onne
ctio
ns a
nd
the
diff
eren
tial e
ffec
ts o
f hum
an
orga
niza
tions
and
act
ions
, to
pose
el
emen
tary
sol
utio
ns to
com
plex
pr
oble
ms
in th
e hu
man
and
nat
ural
w
orld
s.
Exam
ines
the
hist
oric
al a
nd
cont
empo
rary
rol
es, i
nter
conn
ectio
ns,
and
diff
eren
tial e
ffec
ts o
f hum
an
orga
niza
tions
and
act
ions
on
glob
al
syst
ems
with
in th
e hu
man
and
the
natu
ral w
orld
s.
Iden
tifies
the
basi
c ro
le o
f som
e gl
obal
and
loca
l ins
titut
ions
, ide
as,
and
proc
esse
s in
the
hum
an a
nd
natu
ral w
orld
s.
App
lyin
g K
now
ledg
e to
Co
ntem
pora
ry
Glo
bal
Cont
exts
App
lies
know
ledg
e an
d sk
ills
to im
plem
ent s
ophi
stic
ated
, ap
prop
riat
e, a
nd w
orka
ble
solu
tions
to
add
ress
com
plex
glo
bal p
robl
ems
usin
g in
terd
isci
plin
ary
pers
pect
ives
in
depe
nden
tly
or w
ith o
ther
s.
Pla
ns a
nd e
valu
ates
mor
e co
mpl
ex
solu
tions
to g
loba
l cha
lleng
es th
at
are
appr
opri
ate
to th
eir
cont
exts
us
ing
mul
tiple
dis
cipl
inar
y pe
rspe
c-tiv
es (s
uch
as c
ultu
ral,
hist
oric
al, a
nd
scie
ntifi
c).
Form
ulat
es p
ract
ical
yet
ele
men
tary
so
lutio
ns to
glo
bal c
halle
nges
th
at u
se a
t lea
st tw
o di
scip
linar
y pe
rspe
ctiv
es (s
uch
as c
ultu
ral,
hist
oric
al, a
nd s
cien
tific)
.
Defi
nes
glob
al c
halle
nges
in b
asic
w
ays,
incl
udin
g a
limite
d nu
mbe
r of
pe
rspe
ctiv
es a
nd s
olut
ions
.
VALUE RUbRics for more information, please contact [email protected]
26 27VALUE RUbRics for more information, please contact [email protected]
Info
rmati
on
Lit
era
cy V
ALU
E R
ub
ric
Defi
nit
ion
– Th
e ab
ility
to
kn
ow
wh
en t
her
e is
a n
eed
fo
r in
form
atio
n, t
o b
e ab
le t
o id
enti
fy, l
oca
te, e
valu
ate,
an
d e
ffec
tive
ly a
nd
res
po
nsi
bly
use
an
d s
har
e th
at
info
rmat
ion
fo
r th
e p
rob
lem
at
han
d. -
Ad
op
ted
fro
m t
he
Nat
ion
al F
oru
m o
n In
form
atio
n L
iter
acy
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2B
ench
mar
k1
Det
erm
ine
the
Exte
nt o
f In
form
atio
n N
eede
d
Effec
tivel
y de
fine
s th
e sc
ope
of
the
rese
arch
que
stio
n or
thes
is.
Effec
tivel
y de
term
ines
key
con
cept
s.
Type
s of
info
rmat
ion
(sou
rces
) se
lect
ed d
irec
tly
rela
te to
con
cept
s or
an
swer
res
earc
h qu
estio
n.
Defi
nes
the
scop
e of
the
rese
arch
qu
estio
n or
thes
is c
ompl
etel
y. C
an
dete
rmin
e ke
y co
ncep
ts. T
ypes
of
info
rmat
ion
(sou
rces
) sel
ecte
d re
late
to
con
cept
s or
ans
wer
res
earc
h qu
estio
n.
Defi
nes
the
scop
e of
the
rese
arch
qu
estio
n or
thes
is in
com
plet
ely
(par
ts
are
mis
sing
, rem
ains
too
broa
d or
to
o na
rrow
, etc
.). C
an d
eter
min
e ke
y co
ncep
ts. T
ypes
of i
nfor
mat
ion
(sou
rces
) sel
ecte
d pa
rtia
lly r
elat
e to
con
cept
s or
ans
wer
res
earc
h qu
estio
n.
Has
diffi
cult
y de
fini
ng th
e sc
ope
of
the
rese
arch
que
stio
n or
thes
is. H
as
diffi
cult
y de
term
inin
g ke
y co
ncep
ts.
Type
s of
info
rmat
ion
(sou
rces
) se
lect
ed d
o no
t rel
ate
to c
once
pts
or
answ
er r
esea
rch
ques
tion.
Acc
ess
the
Nee
ded
Info
rmat
ion
Acc
esse
s in
form
atio
n us
ing
effec
tive,
w
ell-
desi
gned
sea
rch
stra
tegi
es
and
mos
t app
ropr
iate
info
rmat
ion
sour
ces.
Acc
esse
s in
form
atio
n us
ing
vari
ety
of
sear
ch s
trat
egie
s an
d so
me
rele
vant
in
form
atio
n so
urce
s. D
emon
stra
tes
abili
ty to
refi
ne s
earc
h.
Acc
esse
s in
form
atio
n us
ing
sim
ple
sear
ch s
trat
egie
s, r
etri
eves
in
form
atio
n fr
om li
mite
d an
d si
mila
r so
urce
s.
Acc
esse
s in
form
atio
n ra
ndom
ly,
retr
ieve
s in
form
atio
n th
at la
cks
rele
vanc
e an
d qu
ality
.
Eval
uate
In
form
atio
n an
d it
s S
ourc
es
Crit
ical
ly*
Cho
oses
a v
arie
ty o
f inf
orm
atio
n so
urce
s ap
prop
riat
e to
the
scop
e an
d di
scip
line
of th
e re
sear
ch q
uest
ion.
S
elec
ts s
ourc
es a
fter
con
side
ring
the
impo
rtan
ce (t
o th
e re
sear
ched
topi
c)
of th
e m
ultip
le c
rite
ria
used
(suc
h as
re
leva
nce
to th
e re
sear
ch q
uest
ion,
cu
rren
cy, a
utho
rity
, aud
ienc
e, a
nd
bias
or
poin
t of v
iew
.)
Cho
oses
a v
arie
ty o
f inf
orm
atio
n so
urce
s ap
prop
riat
e to
the
scop
e an
d di
scip
line
of th
e re
sear
ch q
uest
ion.
S
elec
ts s
ourc
es u
sing
mul
tiple
cr
iteri
a (s
uch
as r
elev
ance
to th
e re
sear
ch q
uest
ion,
cur
renc
y, a
ndau
thor
ity.)
Cho
oses
a v
arie
ty o
f inf
orm
atio
n so
urce
s.S
elec
ts s
ourc
es u
sing
bas
ic c
rite
ria
(suc
h as
rel
evan
ce to
the
rese
arch
qu
estio
n an
dcu
rren
cy.)
Cho
oses
a fe
w in
form
atio
n so
urce
s.
Sel
ects
sou
rces
usi
ng li
mite
d cr
iteri
a (s
uch
as r
elev
ance
to th
e re
sear
ch
ques
tion.
)
Use
In
form
atio
n Eff
ecti
vely
to
Acc
ompl
ish
a S
peci
fic
Pur
pose
Com
mun
icat
es, o
rgan
izes
and
sy
nthe
size
s in
form
atio
n fr
om s
ourc
es
to fu
lly a
chie
ve a
spe
cifi
c pu
rpos
e,
with
cla
rity
and
dep
th
Com
mun
icat
es, o
rgan
izes
and
sy
nthe
size
s in
form
atio
n fr
om
sour
ces.
Int
ende
d pu
rpos
e is
ac
hiev
ed.
Com
mun
icat
es a
nd o
rgan
izes
in
form
atio
n fr
om s
ourc
es. T
he
info
rmat
ion
is n
ot y
et s
ynth
esiz
ed,
so th
e in
tend
ed p
urpo
se is
not
fully
ac
hiev
ed.
Com
mun
icat
es in
form
atio
n fr
om s
ourc
es. T
he in
form
atio
n is
frag
men
ted
and/
or u
sed
inap
prop
riat
ely
(mis
quot
ed, t
aken
ou
t of c
onte
xt, o
r in
corr
ectl
y pa
raph
rase
d, e
tc.),
so
the
inte
nded
pu
rpos
e is
not
ach
ieve
d.
Acc
ess
and
Use
In
form
atio
n Et
hica
lly
and
Lega
lly
Stu
dent
s us
e co
rrec
tly
all o
f the
fo
llow
ing
info
rmat
ion
use
stra
tegi
es
(use
of c
itatio
ns a
nd r
efer
ence
s;
choi
ce o
f par
aphr
asin
g, s
umm
ary,
or
quot
ing;
usi
ng in
form
atio
n in
way
s th
at a
re tr
ue to
ori
gina
l con
text
; di
stin
guis
hing
bet
wee
n co
mm
on
know
ledg
e an
d id
eas
requ
irin
g at
trib
utio
n) a
nd d
emon
stra
te a
full
unde
rsta
ndin
g of
the
ethi
cal a
nd le
gal
rest
rict
ions
on
the
use
of p
ublis
hed,
co
nfide
ntia
l, an
d/or
pro
prie
tary
in
form
atio
n.
Stu
dent
s us
e co
rrec
tly
thre
e of
the
follo
win
g in
form
atio
n us
e st
rate
gies
(u
se o
f cita
tions
and
ref
eren
ces;
ch
oice
of p
arap
hras
ing,
sum
mar
y, o
r qu
otin
g; u
sing
info
rmat
ion
in w
ays
that
are
true
to o
rigi
nal c
onte
xt;
dist
ingu
ishi
ng b
etw
een
com
mon
kn
owle
dge
and
idea
s re
quir
ing
attr
ibut
ion)
and
dem
onst
rate
s a
full
unde
rsta
ndin
g of
the
ethi
cal a
nd le
gal
rest
rict
ions
on
the
use
of p
ublis
hed,
co
nfide
ntia
l, an
d/or
pro
prie
tary
in
form
atio
n.
Stu
dent
s us
e co
rrec
tly
two
of th
e fo
llow
ing
info
rmat
ion
use
stra
tegi
es
(use
of c
itatio
ns a
nd r
efer
ence
s;
choi
ce o
f par
aphr
asin
g, s
umm
ary,
or
quot
ing;
usi
ng in
form
atio
n in
way
s th
at a
re tr
ue to
ori
gina
l con
text
; di
stin
guis
hing
bet
wee
n co
mm
on
know
ledg
e an
d id
eas
requ
irin
g at
trib
utio
n) a
nd d
emon
stra
tes
a fu
ll un
ders
tand
ing
of th
e et
hica
l and
lega
l re
stri
ctio
ns o
n th
e us
e of
pub
lishe
d,
confi
dent
ial,
and/
or p
ropr
ieta
ry
info
rmat
ion.
Stu
dent
s us
e co
rrec
tly
one
of th
e fo
llow
ing
info
rmat
ion
use
stra
tegi
es
(use
of c
itatio
ns a
nd r
efer
ence
s;
choi
ce o
f par
aphr
asin
g, s
umm
ary,
or
quot
ing;
usi
ng in
form
atio
n in
way
s th
at a
re tr
ue to
ori
gina
l con
text
; di
stin
guis
hing
bet
wee
n co
mm
on
know
ledg
e an
d id
eas
requ
irin
g at
trib
utio
n) a
nd d
emon
stra
tes
a fu
ll un
ders
tand
ing
of th
e et
hica
l and
lega
l re
stri
ctio
ns o
n th
e us
e of
pub
lishe
d,
confi
dent
ial,
and/
or p
ropr
ieta
ry
info
rmat
ion.
*Co
rrec
ted
Dim
ensi
on
3: E
valu
ate
Info
rmat
ion
an
d it
s So
urc
es C
riti
cally
in J
uly
201
3
Inq
uir
y a
nd
An
aly
sis
VA
LUE R
ub
ric
Defi
nit
ion
– In
qu
iry
is a
sys
tem
atic
pro
cess
of
exp
lori
ng
issu
es, o
bje
cts
or
wo
rks
thro
ug
h t
he
colle
ctio
n a
nd
an
alys
is o
f ev
iden
ce t
hat
res
ult
s in
info
rmed
co
ncl
usi
on
s o
r ju
dg
men
ts. A
nal
ysis
is t
he
pro
cess
of
bre
akin
g c
om
ple
x to
pic
s o
r is
sues
into
par
ts t
o g
ain
a b
ette
r u
nd
erst
and
ing
of
them
.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2B
ench
mar
k1
Topi
c se
lect
ion
Iden
tifies
a c
reat
ive,
focu
sed,
and
m
anag
eabl
e to
pic
that
add
ress
es
pote
ntia
lly s
igni
fica
nt y
et p
revi
ousl
y le
ss-e
xplo
red
aspe
cts
of th
e to
pic.
Iden
tifies
a fo
cuse
d an
d m
anag
eabl
e/do
able
topi
c th
at a
ppro
pria
tely
ad
dres
ses
rele
vant
asp
ects
of t
he
topi
c.
Iden
tifies
a to
pic
that
whi
le
man
agea
ble/
doab
le, i
s to
o na
rrow
ly
focu
sed
and
leav
es o
ut r
elev
ant
aspe
cts
of th
e to
pic.
Iden
tifies
a to
pic
that
is fa
r to
o ge
nera
l and
wid
e-ra
ngin
g as
to b
e m
anag
eabl
e an
d do
able
.
Exis
ting
K
now
ledg
e,
Res
earc
h, a
nd/
or V
iew
s
Syn
thes
izes
in-d
epth
info
rmat
ion
fr
om r
elev
ant s
ourc
es r
epre
sent
ing
vari
ous
poin
ts o
f vie
w/a
ppro
ache
s.
Pre
sent
s in
-dep
th in
form
atio
n fr
om r
elev
ant s
ourc
es r
epre
sent
ing
vari
ous
poin
ts o
f vie
w/a
ppro
ache
s.
Pre
sent
s in
form
atio
n fr
om r
elev
ant
sour
ces
repr
esen
ting
limite
d po
ints
of
vie
w/a
ppro
ache
s.
Pre
sent
s in
form
atio
n fr
om ir
rele
vant
so
urce
s re
pres
entin
g lim
ited
poin
ts
of v
iew
/app
roac
hes.
Des
ign
Pro
cess
All
elem
ents
of t
he m
etho
dolo
gy o
r th
eore
tical
fram
ewor
k ar
e sk
illfu
lly
deve
lope
d. A
ppro
pria
te m
etho
dolo
gy
or th
eore
tical
fram
ewor
ks m
ay b
e sy
nthe
size
d fr
om a
cros
s di
scip
lines
or
from
rel
evan
t sub
disc
iplin
es.
Cri
tical
ele
men
ts o
f the
met
hodo
logy
or
theo
retic
al fr
amew
ork
are
appr
opri
atel
y de
velo
ped,
how
ever
, m
ore
subt
le e
lem
ents
are
igno
red
or
unac
coun
ted
for.
Cri
tical
ele
men
ts o
f the
met
hodo
logy
or
theo
retic
al fr
amew
ork
are
mis
sing
, in
corr
ectl
y de
velo
ped,
or
unfo
cuse
d.
Inqu
iry
desi
gn d
emon
stra
tes
a m
isun
ders
tand
ing
of th
e m
etho
dolo
gy o
r th
eore
tical
fr
amew
ork.
Ana
lysi
sO
rgan
izes
and
syn
thes
izes
evi
denc
e to
rev
eal i
nsig
htfu
l pat
tern
s,
diff
eren
ces,
or
sim
ilari
ties
rela
ted
to
focu
s.
Org
aniz
es e
vide
nce
to r
evea
l im
port
ant p
atte
rns,
diff
eren
ces,
or
sim
ilari
ties
rela
ted
to fo
cus.
Org
aniz
es e
vide
nce,
but
the
orga
niza
tion
is n
ot e
ffec
tive
in
reve
alin
g im
port
ant p
atte
rns,
di
ffer
ence
s, o
r si
mila
ritie
s.
List
s ev
iden
ce, b
ut it
is n
ot o
rgan
ized
an
d/or
is u
nrel
ated
to fo
cus.
Conc
lusi
ons
Sta
tes
a co
nclu
sion
that
is a
logi
cal
extr
apol
atio
n fr
om th
e in
quir
y fi
ndin
gs.
Sta
tes
a co
nclu
sion
focu
sed
sole
ly o
n th
e in
quir
y fi
ndin
gs. T
he c
oncl
usio
n ar
ises
spe
cifi
cally
from
and
res
pond
s sp
ecifi
cally
to th
e in
quir
y fi
ndin
gs.
Sta
tes
a ge
nera
l con
clus
ion
that
, be
caus
e it
is s
o ge
nera
l, al
so a
pplie
s be
yond
the
scop
e of
the
inqu
iry
find
ings
.
Sta
tes
an a
mbi
guou
s, il
logi
cal,
or
unsu
ppor
tabl
e co
nclu
sion
from
in
quir
y fi
ndin
gs.
Lim
itat
ions
and
Im
plic
atio
nsIn
sigh
tful
ly d
iscu
sses
in d
etai
l re
leva
nt a
nd s
uppo
rted
lim
itatio
ns
and
impl
icat
ions
.
Dis
cuss
es r
elev
ant a
nd s
uppo
rted
lim
itatio
ns a
nd im
plic
atio
ns.
Pre
sent
s re
leva
nt a
nd s
uppo
rted
lim
itatio
ns a
nd im
plic
atio
ns.
Pre
sent
s lim
itatio
ns a
nd im
plic
atio
ns,
but t
hey
are
poss
ibly
irre
leva
nt a
nd
unsu
ppor
ted.
VALUE RUbRics for more information, please contact [email protected]
28 29VALUE RUbRics for more information, please contact [email protected]
Inte
gra
tive L
earn
ing
VA
LUE R
ub
ric
Defi
nit
ion
– In
teg
rati
ve le
arn
ing
is a
n u
nd
erst
and
ing
an
d a
dis
po
siti
on
th
at a
stu
den
t b
uild
s ac
ross
th
e cu
rric
ulu
m a
nd
co
-cu
rric
ulu
m, f
rom
mak
ing
sim
ple
co
nn
ecti
on
s am
on
g id
eas
and
exp
erie
nce
s to
syn
thes
izin
g a
nd
tra
nsf
erri
ng
lear
nin
g t
o n
ew, c
om
ple
x si
tuat
ion
s w
ith
in a
nd
bey
on
d t
he
cam
pu
s.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1Co
nnec
tion
s to
Ex
peri
ence
Con
nect
s re
leva
nt
expe
rien
ce a
nd
acad
emic
kno
wle
dge
Mea
ning
fully
syn
thes
izes
co
nnec
tions
am
ong
expe
rien
ces
outs
ide
of th
e fo
rmal
cla
ssro
om
(incl
udin
g lif
e ex
peri
ence
s an
d ac
adem
ic e
xper
ienc
es s
uch
as
inte
rnsh
ips
and
trav
el a
broa
d) to
de
epen
und
erst
andi
ng o
f fiel
ds o
f st
udy
and
to b
road
en o
wn
poin
ts
of v
iew
.
Effec
tivel
y se
lect
s an
d de
velo
ps
exam
ples
of l
ife e
xper
ienc
es,
draw
n fr
om a
var
iety
of
cont
exts
(e.g
., fa
mily
life
, art
istic
pa
rtic
ipat
ion,
civ
ic in
volv
emen
t, w
ork
expe
rien
ce),
to il
lum
inat
e co
ncep
ts/t
heor
ies/
fram
ewor
ks o
f fi
elds
of s
tudy
.
Com
pare
s lif
e ex
peri
ence
s an
d ac
adem
ic k
now
ledg
e to
infe
r di
ffer
ence
s, a
s w
ell a
s si
mila
ritie
s,
and
ackn
owle
dge
pers
pect
ives
ot
her
than
ow
n.
Iden
tifies
con
nect
ions
bet
wee
n lif
e ex
peri
ence
s an
d th
ose
acad
emic
te
xts
and
idea
s pe
rcei
ved
as
sim
ilar
and
rela
ted
to o
wn
inte
rest
s.
Conn
ecti
ons
to
Dis
cipl
ine
See
s (m
akes
) co
nnec
tions
ac
ross
dis
cipl
ines
, pe
rspe
ctiv
es
Inde
pend
entl
y cr
eate
s w
hole
s ou
t of
mul
tiple
par
ts (s
ynth
esiz
es) o
r dr
aws
conc
lusi
ons
by c
ombi
ning
ex
ampl
es, f
acts
, or
theo
ries
from
m
ore
than
one
fiel
d of
stu
dy o
r pe
rspe
ctiv
e.
Inde
pend
entl
y co
nnec
ts e
xam
ples
, fa
cts,
or
theo
ries
from
mor
e th
an
one
fiel
d of
stu
dy o
r pe
rspe
ctiv
e.
Whe
n pr
ompt
ed, c
onne
cts
exam
ples
, fac
ts, o
r th
eori
es fr
om
mor
e th
an o
ne fi
eld
of s
tudy
or
pers
pect
ive.
Whe
n pr
ompt
ed, p
rese
nts
exam
ples
, fac
ts, o
r th
eori
es fr
om
mor
e th
an o
ne fi
eld
of s
tudy
or
pers
pect
ive.
Tran
sfer
Ada
pts
and
appl
ies
skill
s, a
bilit
ies,
th
eori
es, o
r m
etho
dolo
gies
gai
ned
in o
ne s
ituat
ion
to
new
situ
atio
ns
Ada
pts
and
appl
ies,
inde
pend
entl
y,
skill
s, a
bilit
ies,
theo
ries
, or
met
hodo
logi
es g
aine
d in
one
si
tuat
ion
to n
ew s
ituat
ions
to
solv
e di
fficu
lt p
robl
ems
or e
xplo
re
com
plex
issu
es in
ori
gina
l way
s.
Ada
pts
and
appl
ies
skill
s, a
bilit
ies,
th
eori
es, o
r m
etho
dolo
gies
gai
ned
in o
ne s
ituat
ion
to n
ew s
ituat
ions
to
solv
e pr
oble
ms
or e
xplo
re is
sues
.
Use
s sk
ills,
abi
litie
s, th
eori
es,
or m
etho
dolo
gies
gai
ned
in o
ne
situ
atio
n in
a n
ew s
ituat
ion
to
cont
ribu
te to
und
erst
andi
ng o
f pr
oble
ms
or is
sues
.
Use
s, in
a b
asic
way
, ski
lls, a
bilit
ies,
th
eori
es, o
r m
etho
dolo
gies
gai
ned
in o
ne s
ituat
ion
in a
new
situ
atio
n.
Inte
grat
ed
Com
mun
icat
ion
Fulfi
lls th
e as
sign
men
t(s)
by
choo
sing
a fo
rmat
, lan
guag
e,
or g
raph
(or
othe
r vi
sual
re
pres
enta
tion)
in w
ays
that
en
hanc
e m
eani
ng, m
akin
g cl
ear
the
inte
rdep
ende
nce
of la
ngua
ge a
nd
mea
ning
, tho
ught
, and
exp
ress
ion.
Fulfi
lls th
e as
sign
men
t(s)
by
choo
sing
a fo
rmat
, lan
guag
e,
or g
raph
(or
othe
r vi
sual
re
pres
enta
tion)
to e
xplic
itly
conn
ect
cont
ent a
nd fo
rm, d
emon
stra
ting
awar
enes
s of
pur
pose
and
au
dien
ce.
Fulfi
lls th
e as
sign
men
t(s)
by
choo
sing
a fo
rmat
, lan
guag
e,
or g
raph
(or
othe
r vi
sual
re
pres
enta
tion)
that
con
nect
s in
a b
asic
way
wha
t is
bein
g co
mm
unic
ated
(con
tent
) with
how
it
is s
aid
(for
m).
Fulfi
lls th
e as
sign
men
t(s)
(i.e
. to
prod
uce
an e
ssay
, a p
oste
r, a
vide
o,
a P
ower
Poi
nt p
rese
ntat
ion,
etc
.) in
an
app
ropr
iate
form
.
Refl
ecti
on a
nd
Sel
f-A
sses
smen
tD
emon
stra
tes
a de
velo
ping
sen
se
of s
elf a
s a
lear
ner,
build
ing
on p
rior
ex
peri
ence
s to
re
spon
d to
new
and
ch
alle
ngin
g co
ntex
ts
(may
be
evid
ent i
n se
lf-a
sses
smen
t, re
flec
tive,
or
crea
tive
wor
k)
Envi
sion
s a
futu
re s
elf (
and
poss
ibly
mak
es p
lans
that
bui
ld
on p
ast e
xper
ienc
es th
at h
ave
occu
rred
acr
oss
mul
tiple
and
di
vers
e co
ntex
ts).
Eval
uate
s ch
ange
s in
ow
n le
arni
ng
over
tim
e, r
ecog
nizi
ng c
ompl
ex
cont
extu
al fa
ctor
s (e
.g.,
wor
ks
with
am
bigu
ity a
nd r
isk,
dea
ls
with
frus
trat
ion,
con
side
rs e
thic
al
fram
ewor
ks).
Art
icul
ates
str
engt
hs a
nd
chal
leng
es (w
ithin
spe
cifi
c pe
rfor
man
ces
or e
vent
s) to
in
crea
se e
ffec
tiven
ess
in d
iffer
ent
cont
exts
(thr
ough
incr
ease
d se
lf-
awar
enes
s).
Des
crib
es o
wn
perf
orm
ance
s w
ith
gene
ral d
escr
ipto
rs o
f suc
cess
and
fa
ilure
.
Inte
rcu
ltu
ral
Kn
ow
led
ge a
nd
Co
mp
ete
nce
VA
LUE R
ub
ric
Defi
nit
ion
– In
terc
ult
ura
l Kn
ow
led
ge
and
Co
mp
eten
ce is
“a
set
of
cog
nit
ive,
aff
ecti
ve, a
nd
beh
avio
ral s
kills
an
d c
har
acte
rist
ics
that
su
pp
ort
eff
ecti
ve a
nd
ap
pro
pri
ate
inte
ract
ion
in a
var
iety
of
cult
ura
l co
nte
xts.
” (
Ben
net
t, J
. M. 2
008.
Tra
nsf
orm
ativ
e tr
ain
ing
: Des
ign
ing
pro
gra
ms
for
cult
ure
lear
nin
g. I
n C
on
tem
po
rary
lead
ersh
ip a
nd
in
terc
ult
ura
l co
mp
eten
ce: U
nd
erst
and
ing
an
d u
tiliz
ing
cu
ltu
ral d
iver
sity
to
bu
ild s
ucc
essf
ul o
rgan
izat
ion
s, e
d. M
. A. M
oo
dia
n, 9
5-11
0. T
ho
usa
nd
Oak
s, C
A: S
age.
)
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1K
now
ledg
eC
ultu
ral s
elf-
aw
aren
ess
Art
icul
ates
insi
ghts
into
ow
n cu
ltur
al
rule
s an
d bi
ases
(e.g
. see
king
co
mpl
exity
; aw
are
of h
ow h
er/h
is
expe
rien
ces
have
sha
ped
thes
e ru
les,
an
d ho
w to
rec
ogni
ze a
nd r
espo
nd to
cu
ltur
al b
iase
s, r
esul
ting
in a
shi
ft in
se
lf-d
escr
iptio
n.)
Rec
ogni
zes
new
per
spec
tives
abo
ut
own
cult
ural
rul
es a
nd b
iase
s (e
.g. n
ot
look
ing
for
sam
enes
s; c
omfo
rtab
le
with
the
com
plex
ities
that
new
pe
rspe
ctiv
es o
ffer
.)
Iden
tifies
ow
n cu
ltur
al r
ules
and
bi
ases
(e.g
. with
a s
tron
g pr
efer
ence
fo
r th
ose
rule
s sh
ared
with
ow
n cu
ltur
al g
roup
and
see
ks th
e sa
me
in
othe
rs.)
Sho
ws
min
imal
aw
aren
ess
of o
wn
cult
ural
rul
es a
nd b
iase
s (e
ven
thos
e sh
ared
with
ow
n cu
ltur
al g
roup
(s))
(e
.g. u
ncom
fort
able
with
iden
tifyi
ng
poss
ible
cul
tura
l diff
eren
ces
with
ot
hers
.)
Kno
wle
dge
Kno
wle
dge
of c
ultu
ral
wor
ldvi
ew
fram
ewor
ks
Dem
onst
rate
s so
phis
ticat
ed
unde
rsta
ndin
g of
the
com
plex
ity o
f el
emen
ts im
port
ant t
o m
embe
rs
of a
noth
er c
ultu
re in
rel
atio
n to
its
hist
ory,
val
ues,
pol
itics
, co
mm
unic
atio
n st
yles
, eco
nom
y, o
r be
liefs
and
pra
ctic
es.
Dem
onst
rate
s ad
equa
te
unde
rsta
ndin
g of
the
com
plex
ity o
f el
emen
ts im
port
ant t
o m
embe
rs
of a
noth
er c
ultu
re in
rel
atio
n to
its
hist
ory,
val
ues,
pol
itics
, co
mm
unic
atio
n st
yles
, eco
nom
y, o
r be
liefs
and
pra
ctic
es.
Dem
onst
rate
s pa
rtia
l und
erst
andi
ng
of th
e co
mpl
exity
of e
lem
ents
im
port
ant t
o m
embe
rs o
f ano
ther
cu
ltur
e in
rel
atio
n to
its
hist
ory,
va
lues
, pol
itics
, com
mun
icat
ion
styl
es, e
cono
my,
or
belie
fs a
nd
prac
tices
.
Dem
onst
rate
s su
rfac
e un
ders
tand
ing
of th
e co
mpl
exity
of e
lem
ents
im
port
ant t
o m
embe
rs o
f ano
ther
cu
ltur
e in
rel
atio
n to
its
hist
ory,
va
lues
, pol
itics
, com
mun
icat
ion
styl
es, e
cono
my,
or
belie
fs a
nd
prac
tices
.
Ski
lls
Empa
thy
Inte
rpre
ts in
terc
ultu
ral e
xper
ienc
e fr
om th
e pe
rspe
ctiv
es o
f ow
n an
d m
ore
than
one
wor
ldvi
ew a
nd
dem
onst
rate
s ab
ility
to a
ct in
a
supp
ortiv
e m
anne
r th
at r
ecog
nize
s th
e fe
elin
gs o
f ano
ther
cul
tura
l gro
up.
Rec
ogni
zes
inte
llect
ual a
nd e
mot
iona
l di
men
sion
s of
mor
e th
an o
ne
wor
ldvi
ew a
nd s
omet
imes
use
s m
ore
than
one
wor
ldvi
ew in
inte
ract
ions
.
Iden
tifies
com
pone
nts
of o
ther
cu
ltur
al p
ersp
ectiv
es b
ut r
espo
nds
in
all s
ituat
ions
with
ow
n w
orld
view
.
View
s th
e ex
peri
ence
of o
ther
s bu
t doe
s so
thro
ugh
own
cult
ural
w
orld
view
.
Ski
lls
Verb
al a
nd
nonv
erba
l co
mm
unic
atio
n
Art
icul
ates
a c
ompl
ex u
nder
stan
ding
of
cul
tura
l diff
eren
ces
in v
erba
l an
d no
nver
bal c
omm
unic
atio
n (e
.g.,
dem
onst
rate
s un
ders
tand
ing
of th
e de
gree
to w
hich
peo
ple
use
phys
ical
co
ntac
t whi
le c
omm
unic
atin
g in
di
ffer
ent c
ultu
res
or u
se d
irec
t/in
dire
ct a
nd e
xplic
it/im
plic
it m
eani
ngs)
and
is a
ble
to s
killf
ully
ne
gotia
te a
sha
red
unde
rsta
ndin
g ba
sed
on th
ose
diff
eren
ces.
Rec
ogni
zes
and
part
icip
ates
in
cult
ural
diff
eren
ces
in v
erba
l and
no
nver
bal c
omm
unic
atio
n an
d be
gins
to
neg
otia
te a
sha
red
unde
rsta
ndin
g ba
sed
on th
ose
diff
eren
ces.
Iden
tifies
som
e cu
ltur
al d
iffer
ence
s in
ve
rbal
and
non
verb
al c
omm
unic
atio
n an
d is
aw
are
that
mis
unde
rsta
ndin
gs
can
occu
r ba
sed
on th
ose
diff
eren
ces
but i
s st
ill u
nabl
e to
neg
otia
te a
sh
ared
und
erst
andi
ng.
Has
a m
inim
al le
vel o
f und
erst
andi
ng
of c
ultu
ral d
iffer
ence
s in
ver
bal a
nd
nonv
erba
l com
mun
icat
ion;
is u
nabl
e to
neg
otia
te a
sha
red
unde
rsta
ndin
g.
Att
itud
esC
urio
sity
Ask
s co
mpl
ex q
uest
ions
abo
ut o
ther
cu
ltur
es, s
eeks
out
and
art
icul
ates
an
swer
s to
thes
e qu
estio
ns th
at
refl
ect m
ultip
le c
ultu
ral p
ersp
ectiv
es.
Ask
s de
eper
que
stio
ns a
bout
oth
er
cult
ures
and
see
ks o
ut a
nsw
ers
to
thes
e qu
estio
ns.
Ask
s si
mpl
e or
sur
face
que
stio
ns
abou
t oth
er c
ultu
res.
Sta
tes
min
imal
inte
rest
in le
arni
ng
mor
e ab
out o
ther
cul
ture
s.
Att
itud
esO
penn
ess
Initi
ates
and
dev
elop
s in
tera
ctio
ns
with
cul
tura
lly d
iffer
ent o
ther
s.
Sus
pend
s ju
dgm
ent i
n va
luin
g he
r/hi
s in
tera
ctio
ns w
ith c
ultu
rally
diff
eren
t ot
hers
.
Beg
ins
to in
itiat
e an
d de
velo
p in
tera
ctio
ns w
ith c
ultu
rally
diff
eren
t ot
hers
. B
egin
s to
sus
pend
judg
men
t in
val
uing
her
/his
inte
ract
ions
with
cu
ltur
ally
diff
eren
t oth
ers.
Expr
esse
s op
enne
ss to
mos
t, if
not a
ll,
inte
ract
ions
with
cul
tura
lly d
iffer
ent
othe
rs.
Has
diffi
cult
y su
spen
ding
an
y ju
dgm
ent i
n he
r/hi
s in
tera
ctio
ns
with
cul
tura
lly d
iffer
ent o
ther
s,
and
is a
war
e of
ow
n ju
dgm
ent a
nd
expr
esse
s a
will
ingn
ess
to c
hang
e.
Rec
eptiv
e to
inte
ract
ing
with
cu
ltur
ally
diff
eren
t oth
ers.
H
as
diffi
cult
y su
spen
ding
any
judg
men
t in
her
/his
inte
ract
ions
with
cul
tura
lly
diff
eren
t oth
ers,
but
is u
naw
are
of
own
judg
men
t.
VALUE RUbRics for more information, please contact [email protected]
30 31VALUE RUbRics for more information, please contact [email protected]
Fou
nd
ati
on
s an
d S
kil
ls f
or
Life
lon
g L
earn
ing
VA
LUE R
ub
ric
Defi
nit
ion
– Lif
elo
ng
lear
nin
g is
“al
l pu
rpo
sefu
l lea
rnin
g a
ctiv
ity,
un
der
take
n o
n a
n o
ng
oin
g b
asis
wit
h t
he
aim
of
imp
rovi
ng
kn
ow
led
ge,
ski
lls a
nd
co
mp
eten
ce”.
A
n e
nd
eavo
r o
f h
igh
er e
du
cati
on
is t
o p
rep
are
stu
den
ts t
o b
e th
is t
ype
of
lear
ner
by
dev
elo
pin
g s
pec
ific
dis
po
siti
on
s an
d s
kills
des
crib
ed in
th
is r
ub
ric
wh
ile in
sc
ho
ol.
(Fr
om
Th
e Eu
rop
ean
Co
mm
issi
on
. 200
0. C
om
mis
sio
n s
taff
wo
rkin
g p
aper
: A m
emo
ran
du
m o
n li
felo
ng
lear
nin
g. R
etri
eved
Sep
tem
ber
3, 2
003,
ww
w.s
ee-
edu
coo
p.n
et/e
du
cati
on
_in
/pd
f/lif
elo
ng
-oth
-en
l-t0
2.p
df.
)
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1Cu
rios
ity
Expl
ores
a to
pic
in d
epth
, yie
ldin
g a
rich
aw
aren
ess
and/
or li
ttle
-kno
wn
info
rmat
ion
indi
catin
g in
tens
e in
tere
st in
the
subj
ect.
Expl
ores
a to
pic
in d
epth
, yie
ldin
g in
sigh
t and
/or
info
rmat
ion
indi
catin
g in
tere
st in
the
subj
ect.
Expl
ores
a to
pic
with
som
e ev
iden
ce
of d
epth
, pro
vidi
ng o
ccas
iona
l ins
ight
an
d/or
info
rmat
ion
indi
catin
g m
ild
inte
rest
in th
e su
bjec
t.
Expl
ores
a to
pic
at a
sur
face
leve
l, pr
ovid
ing
littl
e in
sigh
t and
/or
info
rmat
ion
beyo
nd th
e ve
ry b
asic
fa
cts
indi
catin
g lo
w in
tere
st in
the
subj
ect.
Init
iati
veC
ompl
etes
req
uire
d w
ork,
gen
erat
es
and
purs
ues
oppo
rtun
ities
to e
xpan
d kn
owle
dge,
ski
lls, a
nd a
bilit
ies.
Com
plet
es r
equi
red
wor
k, id
entifi
es
and
purs
ues
oppo
rtun
ities
to e
xpan
d kn
owle
dge,
ski
lls, a
nd a
bilit
ies.
Com
plet
es r
equi
red
wor
k an
d id
entifi
es o
ppor
tuni
ties
to e
xpan
d kn
owle
dge,
ski
lls, a
nd a
bilit
ies.
Com
plet
es r
equi
red
wor
k.
Inde
pend
ence
Educ
atio
nal i
nter
ests
and
pur
suits
ex
ist a
nd fl
ouri
sh o
utsi
de c
lass
room
re
quir
emen
ts.
Kno
wle
dge
and/
or e
xper
ienc
es a
re p
ursu
ed
inde
pend
entl
y.
Bey
ond
clas
sroo
m r
equi
rem
ents
, pu
rsue
s su
bsta
ntia
l, ad
ditio
nal
know
ledg
e an
d/or
act
ivel
y pu
rsue
s in
depe
nden
t edu
catio
nal
expe
rien
ces.
Bey
ond
clas
sroo
m r
equi
rem
ents
, pu
rsue
s ad
ditio
nal k
now
ledg
e an
d/or
sho
ws
inte
rest
in p
ursu
ing
inde
pend
ent e
duca
tiona
l ex
peri
ence
s.
Beg
ins
to lo
ok b
eyon
d cl
assr
oom
re
quir
emen
ts, s
how
ing
inte
rest
in
purs
uing
kno
wle
dge
inde
pend
entl
y.
Tran
sfer
Mak
es e
xplic
it re
fere
nces
to
prev
ious
lear
ning
and
app
lies
in a
n in
nova
tive
(new
and
cre
ativ
e) w
ay
that
kno
wle
dge
and
thos
e sk
ills
to
dem
onst
rate
com
preh
ensi
on a
nd
perf
orm
ance
in n
ovel
situ
atio
ns.
Mak
es r
efer
ence
s to
pre
viou
s le
arni
ng a
nd s
how
s ev
iden
ce o
f ap
plyi
ng th
at k
now
ledg
e an
d th
ose
skill
s to
dem
onst
rate
com
preh
ensi
on
and
perf
orm
ance
in n
ovel
situ
atio
ns.
Mak
es r
efer
ence
s to
pre
viou
s le
arni
ng a
nd a
ttem
pts
to a
pply
th
at k
now
ledg
e an
d th
ose
skill
s to
de
mon
stra
te c
ompr
ehen
sion
and
pe
rfor
man
ce in
nov
el s
ituat
ions
.
Mak
es v
ague
ref
eren
ces
to p
revi
ous
lear
ning
but
doe
s no
t app
ly
know
ledg
e an
d sk
ills
to d
emon
stra
te
com
preh
ensi
on a
nd p
erfo
rman
ce in
no
vel s
ituat
ions
.
Refl
ecti
on R
evie
ws
prio
r le
arni
ng (p
ast
expe
rien
ces
insi
de a
nd o
utsi
de
of th
e cl
assr
oom
) in
dept
h to
re
veal
sig
nifi
cant
ly c
hang
ed
pers
pect
ives
abo
ut e
duca
tiona
l an
d lif
e ex
peri
ence
s, w
hich
pro
vide
fo
unda
tion
for
expa
nded
kno
wle
dge,
gr
owth
, and
mat
urity
ove
r tim
e.
Rev
iew
s pr
ior
lear
ning
(pas
t ex
peri
ence
s in
side
and
out
side
of
the
clas
sroo
m) i
n de
pth,
rev
ealin
g fu
lly c
lari
fied
mea
ning
s or
indi
catin
g br
oade
r pe
rspe
ctiv
es a
bout
ed
ucat
iona
l or
life
even
ts.
Rev
iew
s pr
ior
lear
ning
(pas
t ex
peri
ence
s in
side
and
out
side
of
the
clas
sroo
m) w
ith s
ome
dept
h,
reve
alin
g sl
ight
ly c
lari
fied
mea
ning
s or
indi
catin
g a
som
ewha
t bro
ader
pe
rspe
ctiv
es a
bout
edu
catio
nal o
r lif
e ev
ents
.
Rev
iew
s pr
ior
lear
ning
(pas
t ex
peri
ence
s in
side
and
out
side
of
the
clas
sroo
m) a
t a s
urfa
ce le
vel,
with
out r
evea
ling
clar
ified
mea
ning
or
indi
catin
g a
broa
der
pers
pect
ive
abou
t edu
catio
nal o
r lif
e ev
ents
.
Ora
l C
om
mu
nic
ati
on
VA
LUE R
ub
ric
The
typ
e o
f o
ral c
om
mu
nic
atio
n m
ost
like
ly t
o b
e in
clu
ded
in a
co
llect
ion
of
stu
den
t w
ork
is a
n o
ral p
rese
nta
tio
n a
nd
th
eref
ore
is t
he
focu
s fo
r th
e ap
plic
atio
n o
f th
is r
ub
ric.
Defi
nit
ion
–Ora
l co
mm
un
icat
ion
is a
pre
par
ed, p
urp
ose
ful p
rese
nta
tio
n d
esig
ned
to
incr
ease
kn
ow
led
ge,
to
fo
ster
un
der
stan
din
g, o
r to
pro
mo
te c
han
ge
in t
he
liste
ner
s’ a
ttit
ud
es, v
alu
es, b
elie
fs, o
r b
ehav
iors
.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1O
rgan
izat
ion
Org
aniz
atio
nal p
atte
rn
(spe
cifi
c in
trod
uctio
n an
d co
nclu
sion
, seq
uenc
ed
mat
eria
l with
in th
e bo
dy, a
nd
tran
sitio
ns) i
s cl
earl
y an
d co
nsis
tent
ly o
bser
vabl
e an
d is
sk
illfu
l and
mak
es th
e co
nten
t of
the
pres
enta
tion
cohe
sive
.
Org
aniz
atio
nal p
atte
rn
(spe
cifi
c in
trod
uctio
n an
d co
nclu
sion
, seq
uenc
ed
mat
eria
l with
in th
e bo
dy, a
nd
tran
sitio
ns) i
s cl
earl
y an
d co
nsis
tent
ly o
bser
vabl
e w
ithin
th
e pr
esen
tatio
n.
Org
aniz
atio
nal p
atte
rn
(spe
cifi
c in
trod
uctio
n an
d co
nclu
sion
, seq
uenc
ed
mat
eria
l with
in th
e bo
dy, a
nd
tran
sitio
ns) i
s in
term
itten
tly
obse
rvab
le w
ithin
the
pres
enta
tion.
Org
aniz
atio
nal p
atte
rn
(spe
cifi
c in
trod
uctio
n an
d co
nclu
sion
, seq
uenc
ed
mat
eria
l with
in th
e bo
dy, a
nd
tran
sitio
ns) i
s no
t obs
erva
ble
with
in th
e pr
esen
tatio
n.
Lang
uage
Lang
uage
cho
ices
are
im
agin
ativ
e, m
emor
able
, and
co
mpe
lling
, and
enh
ance
th
e eff
ectiv
enes
s of
the
pres
enta
tion.
Lan
guag
e in
pr
esen
tatio
n is
app
ropr
iate
to
audi
ence
.
Lang
uage
cho
ices
are
th
ough
tful
and
gen
eral
ly
supp
ort t
he e
ffec
tiven
ess
of
the
pres
enta
tion.
Lan
guag
e in
pr
esen
tatio
n is
app
ropr
iate
to
audi
ence
.
Lang
uage
cho
ices
are
m
unda
ne a
nd c
omm
onpl
ace
and
part
ially
sup
port
th
e eff
ectiv
enes
s of
the
pres
enta
tion.
Lan
guag
e in
pr
esen
tatio
n is
app
ropr
iate
to
audi
ence
.
Lang
uage
cho
ices
are
un
clea
r an
d m
inim
ally
su
ppor
t the
eff
ectiv
enes
s of
th
e pr
esen
tatio
n. L
angu
age
in p
rese
ntat
ion
is n
ot
appr
opri
ate
to a
udie
nce.
Del
iver
yD
eliv
ery
tech
niqu
es (p
ostu
re,
gest
ure,
eye
con
tact
, and
vo
cal e
xpre
ssiv
enes
s) m
ake
the
pres
enta
tion
com
pelli
ng,
and
spea
ker
appe
ars
polis
hed
and
confi
dent
.
Del
iver
y te
chni
ques
(pos
ture
, ge
stur
e, e
ye c
onta
ct, a
nd
voca
l exp
ress
iven
ess)
mak
e th
e pr
esen
tatio
n in
tere
stin
g,
and
spea
ker
appe
ars
com
fort
able
.
Del
iver
y te
chni
ques
(pos
ture
, ge
stur
e, e
ye c
onta
ct, a
nd
voca
l exp
ress
iven
ess)
m
ake
the
pres
enta
tion
unde
rsta
ndab
le, a
nd s
peak
er
appe
ars
tent
ativ
e.
Del
iver
y te
chni
ques
(pos
ture
, ge
stur
e, e
ye c
onta
ct, a
nd
voca
l exp
ress
iven
ess)
det
ract
fr
om th
e un
ders
tand
abili
ty o
f th
e pr
esen
tatio
n, a
nd s
peak
er
appe
ars
unco
mfo
rtab
le.
Sup
port
ing
Mat
eria
lA
var
iety
of t
ypes
of s
uppo
rtin
g m
ater
ials
(exp
lana
tions
, exa
mpl
es,
illus
trat
ions
, sta
tistic
s, a
nalo
gies
, qu
otat
ions
from
rel
evan
t au
thor
ities
) mak
e ap
prop
riat
e re
fere
nce
to in
form
atio
n or
ana
lysi
s th
at s
igni
fica
ntly
sup
port
s th
e pr
esen
tatio
n or
est
ablis
hes
the
pres
ente
r’s
cred
ibili
ty/a
utho
rity
on
the
topi
c.
Sup
port
ing
mat
eria
ls (e
xpla
natio
ns,
exam
ples
, illu
stra
tions
, sta
tistic
s,
anal
ogie
s, q
uota
tions
from
rel
evan
t au
thor
ities
) mak
e ap
prop
riat
e re
fere
nce
to in
form
atio
n or
an
alys
is th
at g
ener
ally
sup
port
s th
e pr
esen
tatio
n or
est
ablis
hes
the
pres
ente
r’s
cred
ibili
ty/a
utho
rity
on
the
topi
c.
Sup
port
ing
mat
eria
ls (e
xpla
natio
ns,
exam
ples
, illu
stra
tions
, sta
tistic
s,
anal
ogie
s, q
uota
tions
from
rel
evan
t au
thor
ities
) mak
e ap
prop
riat
e re
fere
nce
to in
form
atio
n or
an
alys
is th
at p
artia
lly s
uppo
rts
the
pres
enta
tion
or e
stab
lishe
s th
e pr
esen
ter’
s cr
edib
ility
/aut
hori
ty o
n th
e to
pic.
Insu
ffici
ent s
uppo
rtin
g m
ater
ials
(e
xpla
natio
ns, e
xam
ples
, ill
ustr
atio
ns, s
tatis
tics,
ana
logi
es,
quot
atio
ns fr
om r
elev
ant a
utho
ritie
s)
mak
e re
fere
nce
to in
form
atio
n or
an
alys
is th
at m
inim
ally
sup
port
s th
e pr
esen
tatio
n or
est
ablis
hes
the
pres
ente
r’s
cred
ibili
ty/a
utho
rity
on
the
topi
c.
Cent
ral
Mes
sage
Cen
tral
mes
sage
is c
ompe
lling
(p
reci
sely
sta
ted,
app
ropr
iate
ly
repe
ated
, mem
orab
le, a
nd s
tron
gly
supp
orte
d.)
Cen
tral
mes
sage
is c
lear
and
co
nsis
tent
with
the
supp
ortin
g m
ater
ial.
Cen
tral
mes
sage
is b
asic
ally
un
ders
tand
able
but
is n
ot o
ften
re
peat
ed a
nd is
not
mem
orab
le.
Cen
tral
mes
sage
can
be
dedu
ced,
bu
t is
not e
xplic
itly
stat
ed in
the
pres
enta
tion.
VALUE RUbRics for more information, please contact [email protected]
32 33VALUE RUbRics for more information, please contact [email protected]
Pro
ble
m S
olv
ing
VA
LUE R
ub
ric
Defi
nit
ion
– Pro
ble
m s
olv
ing
is t
he
pro
cess
of
des
ign
ing
, eva
luat
ing
an
d im
ple
men
tin
g a
str
ateg
y to
an
swer
an
op
en-e
nd
ed q
ues
tio
n o
r ac
hie
ve a
des
ired
go
al.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1D
efine
Pro
blem
Dem
onst
rate
s th
e ab
ility
to c
onst
ruct
a
clea
r an
d in
sigh
tful
pro
blem
st
atem
ent w
ith e
vide
nce
of a
ll re
leva
nt c
onte
xtua
l fac
tors
.
Dem
onst
rate
s th
e ab
ility
to c
onst
ruct
a
prob
lem
sta
tem
ent w
ith e
vide
nce
of m
ost r
elev
ant c
onte
xtua
l fac
tors
, an
d pr
oble
m s
tate
men
t is
adeq
uate
ly
deta
iled.
Beg
ins
to d
emon
stra
te th
e ab
ility
to
cons
truc
t a p
robl
em s
tate
men
t with
ev
iden
ce o
f mos
t rel
evan
t con
text
ual
fact
ors,
but
pro
blem
sta
tem
ent i
s su
perfi
cial
.
Dem
onst
rate
s a
limite
d ab
ility
in
iden
tifyi
ng a
pro
blem
sta
tem
ent o
r re
late
d co
ntex
tual
fact
ors.
Iden
tify
S
trat
egie
sId
entifi
es m
ultip
le a
ppro
ache
s fo
r so
lvin
g th
e pr
oble
m th
at a
pply
with
in
a sp
ecifi
c co
ntex
t.
Iden
tifies
mul
tiple
app
roac
hes
for
solv
ing
the
prob
lem
, onl
y so
me
of
whi
ch a
pply
with
in a
spe
cifi
c co
ntex
t.
Iden
tifies
onl
y a
sing
le a
ppro
ach
for
solv
ing
the
prob
lem
that
doe
s ap
ply
with
in a
spe
cifi
c co
ntex
t.
Iden
tifies
one
or
mor
e ap
proa
ches
fo
r so
lvin
g th
e pr
oble
m th
at d
o no
t ap
ply
with
in a
spe
cifi
c co
ntex
t.
Pro
pose
S
olut
ions
/H
ypot
hese
s
Pro
pose
s on
e or
mor
e so
lutio
ns/
hypo
thes
es th
at in
dica
tes
a de
ep
com
preh
ensi
on o
f the
pro
blem
. S
olut
ion/
hypo
thes
es a
re s
ensi
tive
to c
onte
xtua
l fac
tors
as
wel
l as
all
of th
e fo
llow
ing:
eth
ical
, log
ical
, and
cu
ltur
al d
imen
sion
s of
the
prob
lem
.
Pro
pose
s on
e or
mor
e so
lutio
ns/
hypo
thes
es th
at in
dica
tes
com
preh
ensi
on o
f the
pro
blem
. S
olut
ions
/hyp
othe
ses
are
sens
itive
to
con
text
ual f
acto
rs a
s w
ell a
s th
e on
e of
the
follo
win
g: e
thic
al,
logi
cal,
or c
ultu
ral d
imen
sion
s of
the
prob
lem
.
Pro
pose
s on
e so
lutio
n/hy
poth
esis
th
at is
“off
the
shel
f” r
athe
r th
an
indi
vidu
ally
des
igne
d to
add
ress
the
spec
ific
cont
extu
al fa
ctor
s of
the
prob
lem
.
Pro
pose
s a
solu
tion/
hypo
thes
is th
at
is d
ifficu
lt to
eva
luat
e be
caus
e it
is
vagu
e or
onl
y in
dire
ctly
add
ress
es
the
prob
lem
sta
tem
ent.
Eval
uate
P
oten
tial
S
olut
ions
Eval
uatio
n of
sol
utio
ns is
dee
p an
d el
egan
t (fo
r ex
ampl
e, c
onta
ins
thor
ough
and
insi
ghtf
ul e
xpla
natio
n)
and
incl
udes
, dee
ply
and
thor
ough
ly,
all o
f the
follo
win
g: c
onsi
ders
his
tory
of
pro
blem
, rev
iew
s lo
gic/
reas
onin
g,
exam
ines
feas
ibili
ty o
f sol
utio
n, a
nd
wei
ghs
impa
cts
of s
olut
ion.
Eval
uatio
n of
sol
utio
ns is
ade
quat
e (f
or e
xam
ple,
con
tain
s th
orou
gh
expl
anat
ion)
and
incl
udes
the
follo
win
g: c
onsi
ders
his
tory
of
prob
lem
, rev
iew
s lo
gic/
reas
onin
g,
exam
ines
feas
ibili
ty o
f sol
utio
n, a
nd
wei
ghs
impa
cts
of s
olut
ion.
Eval
uatio
n of
sol
utio
ns is
bri
ef (f
or
exam
ple,
exp
lana
tion
lack
s de
pth)
an
d in
clud
es th
e fo
llow
ing:
con
side
rs
hist
ory
of p
robl
em, r
evie
ws
logi
c/re
ason
ing,
exa
min
es fe
asib
ility
of
solu
tion,
and
wei
ghs
impa
cts
of
solu
tion.
Eval
uatio
n of
sol
utio
ns is
sup
erfi
cial
(f
or e
xam
ple,
con
tain
s cu
rsor
y,
surf
ace
leve
l exp
lana
tion)
and
in
clud
es th
e fo
llow
ing:
con
side
rs
hist
ory
of p
robl
em, r
evie
ws
logi
c/re
ason
ing,
exa
min
es fe
asib
ility
of
solu
tion,
and
wei
ghs
impa
cts
of
solu
tion.
Impl
emen
t S
olut
ion
Impl
emen
ts th
e so
lutio
n in
a m
anne
r th
at a
ddre
sses
thor
ough
ly a
nd
deep
ly m
ultip
le c
onte
xtua
l fac
tors
of
the
prob
lem
.
Impl
emen
ts th
e so
lutio
n in
a m
anne
r th
at a
ddre
sses
mul
tiple
con
text
ual
fact
ors
of th
e pr
oble
m in
a s
urfa
ce
man
ner.
Impl
emen
ts th
e so
lutio
n in
a
man
ner
that
add
ress
es th
e pr
oble
m
stat
emen
t but
igno
res
rele
vant
co
ntex
tual
fact
ors.
Impl
emen
ts th
e so
lutio
n in
a m
anne
r th
at d
oes
not d
irec
tly
addr
ess
the
prob
lem
sta
tem
ent.
Eval
uate
O
utco
mes
Rev
iew
s re
sult
s re
lativ
e to
the
prob
lem
defi
ned
with
thor
ough
, sp
ecifi
c co
nsid
erat
ions
of n
eed
for
furt
her
wor
k.
Rev
iew
s re
sult
s re
lativ
e to
the
prob
lem
defi
ned
with
som
e co
nsid
erat
ion
of n
eed
for
furt
her
wor
k.
Rev
iew
s re
sult
s in
term
s of
the
prob
lem
defi
ned
with
litt
le, i
f any
, co
nsid
erat
ion
of n
eed
for
furt
her
wor
k.
Rev
iew
s re
sult
s su
perfi
cial
ly in
te
rms
of th
e pr
oble
m d
efine
d w
ith
no c
onsi
dera
tion
of n
eed
for
furt
her
wor
k
Qu
an
tita
tive L
itera
cy V
ALU
E R
ub
ric
Defi
nit
ion
– Qu
anti
tati
ve L
iter
acy
(QL)
– a
lso
kn
ow
n a
s N
um
erac
y o
r Q
uan
tita
tive
Rea
son
ing
(Q
R)
– is
a “
hab
it o
f m
ind
,” c
om
pet
ency
, an
d c
om
fort
in w
ork
ing
wit
h
nu
mer
ical
dat
a. In
div
idu
als
wit
h s
tro
ng
QL
skill
s p
oss
ess
the
abili
ty t
o r
easo
n a
nd
so
lve
qu
anti
tati
ve p
rob
lem
s fr
om
a w
ide
arra
y o
f au
then
tic
con
text
s an
d e
very
day
lif
e si
tuat
ion
s. T
hey
un
der
stan
d a
nd
can
cre
ate
sop
his
tica
ted
arg
um
ents
su
pp
ort
ed b
y q
uan
tita
tive
evi
den
ce a
nd
th
ey c
an c
lear
ly c
om
mu
nic
ate
tho
se a
rgu
men
ts in
a
vari
ety
of
form
ats
(usi
ng
wo
rds,
tab
les,
gra
ph
s, m
ath
emat
ical
eq
uat
ion
s, e
tc.,
as a
pp
rop
riat
e).
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1In
terp
reta
tion
Abi
lity
to e
xpla
in in
form
atio
n pr
esen
ted
in m
athe
mat
ical
form
s (e
.g.,
equa
tions
, gra
phs,
dia
gram
s,
tabl
es, w
ords
)
Pro
vide
s ac
cura
te e
xpla
natio
ns
of in
form
atio
n pr
esen
ted
in
mat
hem
atic
al fo
rms.
Mak
es
appr
opri
ate
infe
renc
es b
ased
on
that
info
rmat
ion.
For
exa
mpl
e,
accu
rate
ly e
xpla
ins
the
tren
d da
ta s
how
n in
a g
raph
and
mak
es
reas
onab
le p
redi
ctio
ns r
egar
ding
w
hat t
he d
ata
sugg
est a
bout
futu
re
even
ts.
Pro
vide
s ac
cura
te e
xpla
natio
ns
of in
form
atio
n pr
esen
ted
in
mat
hem
atic
al fo
rms.
For
inst
ance
, ac
cura
tely
exp
lain
s th
e tr
end
data
sh
own
in a
gra
ph.
Pro
vide
s so
mew
hat a
ccur
ate
expl
anat
ions
of i
nfor
mat
ion
pres
ente
d in
mat
hem
atic
al fo
rms,
bu
t occ
asio
nally
mak
es m
inor
er
rors
rel
ated
to c
ompu
tatio
ns
or u
nits
. Fo
r in
stan
ce, a
ccur
atel
y ex
plai
ns tr
end
data
sho
wn
in a
gr
aph,
but
may
mis
calc
ulat
e th
e sl
ope
of th
e tr
end
line.
Att
empt
s to
exp
lain
info
rmat
ion
pres
ente
d in
mat
hem
atic
al fo
rms,
bu
t dra
ws
inco
rrec
t con
clus
ions
ab
out w
hat t
he in
form
atio
n m
eans
. Fo
r ex
ampl
e, a
ttem
pts
to e
xpla
in
the
tren
d da
ta s
how
n in
a g
raph
, bu
t will
freq
uent
ly m
isin
terp
ret
the
natu
re o
f tha
t tre
nd, p
erha
ps
by c
onfu
sing
pos
itive
and
neg
ativ
e tr
ends
.
Rep
rese
ntat
ion
Abi
lity
to c
onve
rt r
elev
ant
info
rmat
ion
into
var
ious
m
athe
mat
ical
form
s (e
.g.,
equa
tions
, gra
phs,
dia
gram
s,
tabl
es, w
ords
)
Ski
llful
ly c
onve
rts
rele
vant
in
form
atio
n in
to a
n in
sigh
tful
m
athe
mat
ical
por
tray
al in
a w
ay
that
con
trib
utes
to a
furt
her
or
deep
er u
nder
stan
ding
.
Com
pete
ntly
con
vert
s re
leva
nt
info
rmat
ion
into
an
appr
opri
ate
and
desi
red
mat
hem
atic
al
port
raya
l.
Com
plet
es c
onve
rsio
n of
in
form
atio
n bu
t res
ultin
g m
athe
mat
ical
por
tray
al is
onl
y pa
rtia
lly a
ppro
pria
te o
r ac
cura
te.
Com
plet
es c
onve
rsio
n of
in
form
atio
n bu
t res
ultin
g m
athe
mat
ical
por
tray
al is
in
appr
opri
ate
or in
accu
rate
.
Calc
ulat
ion
Cal
cula
tions
att
empt
ed a
re
esse
ntia
lly a
ll su
cces
sful
and
su
ffici
entl
y co
mpr
ehen
sive
to
solv
e th
e pr
oble
m. C
alcu
latio
ns
are
also
pre
sent
ed e
lega
ntly
(c
lear
ly, c
onci
sely
, etc
.)
Cal
cula
tions
att
empt
ed a
re
esse
ntia
lly a
ll su
cces
sful
and
su
ffici
entl
y co
mpr
ehen
sive
to
solv
e th
e pr
oble
m.
Cal
cula
tions
att
empt
ed a
re e
ither
un
succ
essf
ul o
rre
pres
ent o
nly
a po
rtio
n of
th
e ca
lcul
atio
ns r
equi
red
to
com
preh
ensi
vely
sol
ve th
e pr
oble
m.
Cal
cula
tions
are
att
empt
ed b
ut
are
both
uns
ucce
ssfu
l and
are
not
co
mpr
ehen
sive
.
App
licat
ion
/ A
naly
sis
Abi
lity
to m
ake
judg
men
ts
and
draw
app
ropr
iate
con
clu-
sion
s ba
sed
on th
e qu
antit
ativ
e an
alys
is o
f dat
a, w
hile
rec
ogni
z-in
g th
e lim
its o
f thi
s an
alys
is
Use
s th
e qu
antit
ativ
e an
alys
is o
f da
ta a
s th
e ba
sis
for
deep
and
th
ough
tful
judg
men
ts, d
raw
ing
insi
ghtf
ul, c
aref
ully
qua
lified
co
nclu
sion
s fr
om th
is w
ork.
Use
s th
e qu
antit
ativ
e an
alys
is o
f da
ta a
s th
e ba
sis
for
com
pete
nt
judg
men
ts, d
raw
ing
reas
onab
le
and
appr
opri
atel
y qu
alifi
ed
conc
lusi
ons
from
this
wor
k.
Use
s th
e qu
antit
ativ
e an
alys
is o
f da
ta a
s th
e ba
sis
for
wor
kman
like
(with
out i
nspi
ratio
n or
nua
nce,
or
dina
ry) j
udgm
ents
, dra
win
g pl
ausi
ble
conc
lusi
ons
from
this
w
ork.
Use
s th
e qu
antit
ativ
e an
alys
is o
f da
ta a
s th
e ba
sis
for
tent
ativ
e,
basi
c ju
dgm
ents
, alt
houg
h is
he
sita
nt o
r un
cert
ain
abou
t dr
awin
g co
nclu
sion
s fr
om th
is
wor
k.
Ass
umpt
ions
Abi
lity
to m
ake
and
eval
uate
im
port
ant a
ssum
ptio
ns in
es
timat
ion,
mod
elin
g, a
nd d
ata
anal
ysis
Expl
icitl
y de
scri
bes
assu
mpt
ions
and
pr
ovid
es c
ompe
lling
rat
iona
le fo
r w
hy e
ach
assu
mpt
ion
is a
ppro
pria
te.
Sho
ws
awar
enes
s th
at c
onfid
ence
in
fina
l con
clus
ions
is li
mite
d by
the
accu
racy
of t
he a
ssum
ptio
ns.
Expl
icitl
y de
scri
bes
assu
mpt
ions
an
d pr
ovid
es c
ompe
lling
rat
iona
le
for
why
ass
umpt
ions
are
ap
prop
riat
e.
Expl
icitl
y de
scri
bes
assu
mpt
ions
.A
ttem
pts
to d
escr
ibe
assu
mpt
ions
.
Com
mun
icat
ion
Expr
essi
ng q
uant
itativ
e ev
iden
ce
in s
uppo
rt o
f the
arg
umen
t or
purp
ose
of th
e w
ork
(in te
rms
of
wha
t evi
denc
e is
use
d an
d ho
w
it is
form
atte
d, p
rese
nted
, and
co
ntex
tual
ized
)
Use
s qu
antit
ativ
e in
form
atio
n in
co
nnec
tion
with
the
argu
men
t or
purp
ose
of th
e w
ork,
pre
sent
s it
in
an e
ffec
tive
form
at, a
nd e
xplic
ates
it
with
con
sist
entl
y hi
gh q
ualit
y.
Use
s qu
antit
ativ
e in
form
atio
n in
co
nnec
tion
with
the
argu
men
t or
purp
ose
of th
e w
ork,
thou
gh d
ata
may
be
pres
ente
d in
a le
ss th
an
com
plet
ely
effec
tive
form
at o
r so
me
part
s of
the
expl
icat
ion
may
be
une
ven.
Use
s qu
antit
ativ
e in
form
atio
n, b
ut
does
not
eff
ectiv
ely
conn
ect i
t to
the
argu
men
t or
purp
ose
of th
e w
ork.
Pre
sent
s an
arg
umen
t for
whi
ch
quan
titat
ive
evid
ence
is p
ertin
ent,
but d
oes
not p
rovi
de a
dequ
ate
expl
icit
num
eric
al s
uppo
rt.
(May
us
e qu
asi-
quan
titat
ive
wor
ds s
uch
as “
man
y,” “
few
,””in
crea
sing
,” “s
mal
l,” a
nd th
e lik
e in
pla
ce o
f ac
tual
qua
ntiti
es.)
VALUE RUbRics for more information, please contact [email protected]
34 35VALUE RUbRics for more information, please contact [email protected]
Read
ing
VA
LUE R
ub
ric
Defi
nit
ion
– Rea
din
g is
“th
e p
roce
ss o
f si
mu
ltan
eou
sly
extr
acti
ng
an
d c
on
stru
ctin
g m
ean
ing
th
rou
gh
inte
ract
ion
an
d in
volv
emen
t w
ith
wri
tten
lan
gu
age”
(Sn
ow
et
al.,
2002
). (
Fro
m w
ww
.ran
d.o
rg/p
ub
s/re
sear
ch_b
rief
s/R
B80
24/in
dex
1.h
tml)
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1Co
mpr
ehen
sion
Rec
ogni
zes
poss
ible
impl
icat
ions
of
the
text
for
cont
exts
, per
spec
tives
, or
issu
es b
eyon
d th
e as
sign
ed ta
sk
with
in th
e cl
assr
oom
or
beyo
nd
the
auth
or’s
exp
licit
mes
sage
(e.g
., m
ight
rec
ogni
ze b
road
er is
sues
at
play
, or
mig
ht p
ose
chal
leng
es to
the
auth
or’s
mes
sage
and
pre
sent
atio
n).
Use
s th
e te
xt, g
ener
al b
ackg
roun
d kn
owle
dge,
and
/or
spec
ific
know
ledg
e of
the
auth
or’s
con
text
to
draw
mor
e co
mpl
ex in
fere
nces
abo
ut
the
auth
or’s
mes
sage
and
att
itude
.
Eval
uate
s ho
w te
xtua
l fea
ture
s (e
.g.,
sent
ence
and
par
agra
ph s
truc
ture
or
tone
) con
trib
ute
to th
e au
thor
’s
mes
sage
; dra
ws
basi
c in
fere
nces
ab
out c
onte
xt a
nd p
urpo
se o
f tex
t.
App
rehe
nds
voca
bula
ry
appr
opri
atel
y to
par
aphr
ase
or
sum
mar
ize
the
info
rmat
ion
the
text
co
mm
unic
ates
.
Gen
res
Use
s ab
ility
to id
entif
y te
xts
with
in
and
acro
ss g
enre
s, m
onito
ring
an
d ad
just
ing
read
ing
stra
tegi
es
and
expe
ctat
ions
bas
ed o
n ge
neri
c nu
ance
s of
par
ticul
ar te
xts.
Art
icul
ates
dis
tinct
ions
am
ong
genr
es a
nd th
eir
char
acte
rist
ic
conv
entio
ns.
Refl
ects
on
read
ing
expe
rien
ces
acro
ss a
var
iety
of g
enre
s, r
eadi
ng
both
with
and
aga
inst
the
grai
n ex
peri
men
tally
and
inte
ntio
nally
.
App
lies
taci
t gen
re k
now
ledg
e to
a
vari
ety
of c
lass
room
rea
ding
as
sign
men
ts in
pro
duct
ive,
if
unre
flec
tive,
way
s.
Rel
atio
nshi
p to
Te
xtM
akin
g m
eani
ngs
with
text
s in
thei
r co
ntex
ts
Eval
uate
s te
xts
for
scho
larl
y si
gnifi
canc
e an
d re
leva
nce
with
in
and
acro
ss th
e va
riou
s di
scip
lines
, ev
alua
ting
them
acc
ordi
ng to
thei
r co
ntri
butio
ns a
nd c
onse
quen
ces.
Use
s te
xts
in th
e co
ntex
t of
scho
lars
hip
to d
evel
op a
foun
datio
n of
dis
cipl
inar
y kn
owle
dge
and
to r
aise
and
exp
lore
impo
rtan
t qu
estio
ns.
Enga
ges
text
s w
ith th
e in
tent
ion
and
expe
ctat
ion
of b
uild
ing
topi
cal a
nd
wor
ld k
now
ledg
e.
App
roac
hes
text
s in
the
cont
ext o
f as
sign
men
ts w
ith th
e in
tent
ion
and
expe
ctat
ion
of fi
ndin
g ri
ght a
nsw
ers
and
lear
ning
fact
s an
d co
ncep
ts to
di
spla
y fo
r cr
edit
.
Ana
lysi
sIn
tera
ctin
g w
ith
text
s in
par
ts a
nd
as w
hole
s
Eval
uate
s st
rate
gies
for
rela
ting
idea
s, te
xt s
truc
ture
, or
othe
r te
xtua
l fe
atur
es in
ord
er to
bui
ld k
now
ledg
e or
insi
ght w
ithin
and
acr
oss
text
s an
d di
scip
lines
.
Iden
tifies
rel
atio
ns a
mon
g id
eas,
text
st
ruct
ure,
or
othe
r te
xtua
l fea
ture
s,
to e
valu
ate
how
they
sup
port
an
adva
nced
und
erst
andi
ng o
f the
text
as
a w
hole
.
Rec
ogni
zes
rela
tions
am
ong
part
s or
as
pect
s of
a te
xt, s
uch
as e
ffec
tive
or in
effec
tive
argu
men
ts o
r lit
erar
y fe
atur
es, i
n co
nsid
erin
g ho
w th
ese
cont
ribu
te to
a b
asic
und
erst
andi
ng
of th
e te
xt a
s a
who
le.
Iden
tifies
asp
ects
of a
text
(e.g
., co
nten
t, st
ruct
ure,
or
rela
tions
am
ong
idea
s) a
s ne
eded
to r
espo
nd
to q
uest
ions
pos
ed in
ass
igne
d ta
sks.
Inte
rpre
tati
onM
akin
g se
nse
with
te
xts
as b
luep
rint
s fo
r m
eani
ng
Pro
vide
s ev
iden
ce n
ot o
nly
that
s/
he c
an r
ead
by u
sing
an
appr
opri
ate
epis
tem
olog
ical
lens
but
that
s/h
e ca
n al
so e
ngag
e in
rea
ding
as
part
of
a c
ontin
uing
dia
logu
e w
ithin
and
be
yond
a d
isci
plin
e or
a c
omm
unity
of
rea
ders
.
Art
icul
ates
an
unde
rsta
ndin
g of
th
e m
ultip
le w
ays
of r
eadi
ng a
nd
the
rang
e of
inte
rpre
tive
stra
tegi
es
part
icul
ar to
one
’s d
isci
plin
e(s)
or
in
a gi
ven
com
mun
ity o
f rea
ders
.
Dem
onst
rate
s th
at s
/he
can
read
pu
rpos
eful
ly, c
hoos
ing
amon
g in
terp
retiv
e st
rate
gies
dep
endi
ng o
n th
e pu
rpos
e of
the
read
ing.
Can
iden
tify
purp
ose(
s) fo
r re
adin
g,
rely
ing
on a
n ex
tern
al a
utho
rity
suc
h as
an
inst
ruct
or fo
r cl
arifi
catio
n of
th
e ta
sk.
Rea
der’
s Vo
ice
Par
ticip
atin
g in
ac
adem
ic d
isco
urse
ab
out t
exts
Dis
cuss
es te
xts
with
an
inde
pend
ent
inte
llect
ual a
nd e
thic
al d
ispo
sitio
n so
as
to fu
rthe
r or
mai
ntai
n di
scip
linar
y co
nver
satio
ns.
Elab
orat
es o
n th
e te
xts
(thr
ough
in
terp
reta
tion
or q
uest
ioni
ng) s
o as
to
dee
pen
or e
nhan
ce a
n on
goin
g di
scus
sion
.
Dis
cuss
es te
xts
in s
truc
ture
d co
nver
satio
ns (s
uch
as in
a
clas
sroo
m) i
n w
ays
that
con
trib
ute
to a
bas
ic, s
hare
d un
ders
tand
ing
of
the
text
.
Com
men
ts a
bout
text
s in
way
s th
at
pres
erve
the
auth
or’s
mea
ning
s an
d lin
k th
em to
the
assi
gnm
ent.
Team
wo
rk V
ALU
E R
ub
ric
Defi
nit
ion
– Tea
mw
ork
is b
ehav
iors
un
der
th
e co
ntr
ol o
f in
div
idu
al t
eam
mem
ber
s (e
ffo
rt t
hey
pu
t in
to t
eam
tas
ks, t
hei
r m
ann
er o
f in
tera
ctin
g w
ith
oth
ers
on
te
am, a
nd
th
e q
uan
tity
an
d q
ual
ity
of
con
trib
uti
on
s th
ey m
ake
to t
eam
dis
cuss
ion
s.)
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1Co
ntri
bute
s to
Te
am M
eeti
ngs
Hel
ps th
e te
am m
ove
forw
ard
by
artic
ulat
ing
the
mer
its o
f alt
erna
tive
idea
s or
pro
posa
ls.
Off
ers
alte
rnat
ive
solu
tions
or
cour
ses
of a
ctio
n th
at b
uild
on
the
idea
s of
oth
ers.
Off
ers
new
sug
gest
ions
to a
dvan
ce
the
wor
k of
the
grou
p.S
hare
s id
eas
but d
oes
not a
dvan
ce
the
wor
k of
the
grou
p.
Faci
litat
es th
e Co
ntri
buti
ons
of T
eam
M
embe
rs
Enga
ges
team
mem
bers
in w
ays
that
faci
litat
e th
eir
cont
ribu
tions
to
mee
tings
by
both
con
stru
ctiv
ely
build
ing
upon
or
synt
hesi
zing
the
cont
ribu
tions
of o
ther
s as
wel
l as
not
icin
g w
hen
som
eone
is n
ot
part
icip
atin
g an
d in
vitin
g th
em to
en
gage
.
Enga
ges
team
mem
bers
in w
ays
that
faci
litat
e th
eir
cont
ribu
tions
to
mee
tings
by
cons
truc
tivel
y bu
ildin
g up
on o
r sy
nthe
sizi
ng th
e co
ntri
butio
ns o
f oth
ers.
Enga
ges
team
mem
bers
in w
ays
that
faci
litat
e th
eir
cont
ribu
tions
to
mee
tings
by
rest
atin
g th
e vi
ews
of
othe
r te
am m
embe
rs a
nd/o
r as
king
qu
estio
ns fo
r cl
arifi
catio
n.
Enga
ges
team
mem
bers
by
taki
ng
turn
s an
d lis
teni
ng to
oth
ers
with
out
inte
rrup
ting.
Indi
vidu
al
Cont
ribu
tion
s O
utsi
de o
f Tea
m
Mee
ting
s
Com
plet
es a
ll as
sign
ed ta
sks
by
dead
line;
wor
k ac
com
plis
hed
is th
orou
gh,
com
preh
ensi
ve, a
nd a
dvan
ces
the
proj
ect.
Pro
activ
ely
help
s ot
her
team
m
embe
rs c
ompl
ete
thei
r as
sign
ed
task
s to
a s
imila
r le
vel o
f exc
elle
nce.
Com
plet
es a
ll as
sign
ed ta
sks
by
dead
line;
wor
k ac
com
plis
hed
is th
orou
gh,
com
preh
ensi
ve, a
nd a
dvan
ces
the
proj
ect.
Com
plet
es a
ll as
sign
ed ta
sks
by
dead
line;
wor
k ac
com
plis
hed
adva
nces
the
proj
ect.
Com
plet
es a
ll as
sign
ed ta
sks
by
dead
line.
Fost
ers
Cons
truc
tive
Te
am C
limat
e
Sup
port
s a
cons
truc
tive
team
cl
imat
e by
doi
ng a
ll of
the
follo
win
g:• T
reat
s te
am m
embe
rs r
espe
ctfu
lly
by b
eing
pol
ite a
nd c
onst
ruct
ive
in
com
mun
icat
ion.
• Use
s po
sitiv
e vo
cal o
r w
ritt
en
tone
, fac
ial e
xpre
ssio
ns, a
nd/o
r bo
dy la
ngua
ge to
con
vey
a po
sitiv
e at
titud
e ab
out t
he te
am a
nd it
s w
ork.
• Mot
ivat
es te
amm
ates
by
expr
essi
ng
confi
denc
e ab
out t
he im
port
ance
of
the
task
and
the
team
’s a
bilit
y to
ac
com
plis
h it.
• Pro
vide
s as
sist
ance
and
/or
enco
urag
emen
t to
team
mem
bers
.
Sup
port
s a
cons
truc
tive
team
cl
imat
e by
doi
ng a
ny th
ree
of th
e fo
llow
ing:
• Tre
ats
team
mem
bers
res
pect
fully
by
bei
ng p
olite
and
con
stru
ctiv
e in
co
mm
unic
atio
n.• U
ses
posi
tive
voca
l or
wri
tten
to
ne, f
acia
l exp
ress
ions
, and
/or
body
lang
uage
to c
onve
y a
posi
tive
attit
ude
abou
t the
team
and
its
wor
k.• M
otiv
ates
team
mat
es b
y ex
pres
sing
co
nfide
nce
abou
t the
impo
rtan
ce
of th
e ta
sk a
nd th
e te
am’s
abi
lity
to
acco
mpl
ish
it.• P
rovi
des
assi
stan
ce a
nd/o
r en
cour
agem
ent t
o te
am m
embe
rs.
Sup
port
s a
cons
truc
tive
team
cl
imat
e by
doi
ng a
ny tw
o of
the
follo
win
g:• T
reat
s te
am m
embe
rs r
espe
ctfu
lly
by b
eing
pol
ite a
nd c
onst
ruct
ive
in
com
mun
icat
ion.
• Use
s po
sitiv
e vo
cal o
r w
ritt
en
tone
, fac
ial e
xpre
ssio
ns, a
nd/o
r bo
dy la
ngua
ge to
con
vey
a po
sitiv
e at
titud
e ab
out t
he te
am a
nd it
s w
ork.
• Mot
ivat
es te
amm
ates
by
expr
essi
ng
confi
denc
e ab
out t
he im
port
ance
of
the
task
and
the
team
’s a
bilit
y to
ac
com
plis
h it.
• P
rovi
des
assi
stan
ce a
nd/o
r en
cour
agem
ent t
o te
am m
embe
rs.
Sup
port
s a
cons
truc
tive
team
cl
imat
e by
doi
ng a
ny o
ne o
f the
fo
llow
ing:
• Tre
ats
team
mem
bers
res
pect
fully
by
bei
ng p
olite
and
con
stru
ctiv
e in
co
mm
unic
atio
n.• U
ses
posi
tive
voca
l or
wri
tten
to
ne, f
acia
l exp
ress
ions
, and
/or
body
lang
uage
to c
onve
y a
posi
tive
attit
ude
abou
t the
team
and
its
wor
k.• M
otiv
ates
team
mat
es b
y ex
pres
sing
co
nfide
nce
abou
t the
impo
rtan
ce
of th
e ta
sk a
nd th
e te
am’s
abi
lity
to
acco
mpl
ish
it.
• Pro
vide
s as
sist
ance
and
/or
enco
urag
emen
t to
team
mem
bers
.
Res
pond
s to
Co
nflic
tA
ddre
sses
des
truc
tive
confl
ict
dire
ctly
and
con
stru
ctiv
ely,
he
lpin
g to
man
age/
reso
lve
it in
a
way
that
str
engt
hens
ove
rall
team
coh
esiv
enes
s an
d fu
ture
eff
ectiv
enes
s.
Iden
tifies
and
ack
now
ledg
es c
onfl
ict
and
stay
s en
gage
d w
ith it
.R
edir
ectin
g fo
cus
tow
ard
com
mon
gr
ound
, tow
ard
task
at h
and
(aw
ay
from
con
flic
t).
Pas
sive
ly a
ccep
ts a
lter
nate
vi
ewpo
ints
/ide
as/o
pini
ons.
VALUE RUbRics for more information, please contact [email protected]
THE RUBRIC WORKBOOK
3736
Notes
University at Buffalo Center for Educational Innovation
VALUE RUbRics for more information, please contact [email protected]
Wri
tten
Co
mm
un
icati
on
VA
LUE R
ub
ric
Defi
nit
ion
– Wri
tten
co
mm
un
icat
ion
is t
he
dev
elo
pm
ent
and
exp
ress
ion
of
idea
s in
wri
tin
g. W
ritt
en c
om
mu
nic
atio
n in
volv
es le
arn
ing
to
wo
rk in
man
y g
enre
s an
d s
tyle
s. It
can
invo
lve
wo
rkin
g w
ith
man
y d
iffe
ren
t w
riti
ng
tec
hn
olo
gie
s, a
nd
mix
ing
tex
ts, d
ata,
an
d im
ages
. Wri
tten
co
mm
un
icat
ion
ab
iliti
es d
evel
op
th
rou
gh
it
erat
ive
exp
erie
nce
s ac
ross
th
e cu
rric
ulu
m.
Eval
uat
ors
are
en
cou
rag
ed t
o a
ssig
n a
zer
o t
o a
ny
wo
rk s
amp
le o
r co
llect
ion
of
wo
rk t
hat
do
es n
ot
mee
t b
ench
mar
k (c
ell o
ne)
leve
l per
form
ance
.
Caps
tone
4M
ilest
ones
3
2
Ben
chm
ark
1Co
ntex
t of a
nd
Pur
pose
for
Wri
ting
Incl
udes
co
nsid
erat
ions
of
aud
ienc
e,
purp
ose,
and
the
circ
umst
ance
s su
rrou
ndin
g th
e w
ritin
g ta
sk(s
).
Dem
onst
rate
s a
thor
ough
un
ders
tand
ing
of c
onte
xt, a
udie
nce,
an
d pu
rpos
e th
at is
res
pons
ive
to
the
assi
gned
task
(s) a
nd fo
cuse
s al
l el
emen
ts o
f the
wor
k.
Dem
onst
rate
s ad
equa
te
cons
ider
atio
n of
con
text
, aud
ienc
e,
and
purp
ose
and
a cl
ear
focu
s on
the
assi
gned
task
(s) (
e.g.
, the
task
alig
ns
with
aud
ienc
e, p
urpo
se, a
nd c
onte
xt).
Dem
onst
rate
s aw
aren
ess
of
cont
ext,
audi
ence
, pur
pose
, and
to
the
assi
gned
task
s(s)
(e.g
., be
gins
to
sho
w a
war
enes
s of
aud
ienc
e’s
perc
eptio
ns a
nd a
ssum
ptio
ns).
Dem
onst
rate
s m
inim
al a
tten
tion
to c
onte
xt, a
udie
nce,
pur
pose
, an
d to
the
assi
gned
task
s(s)
(e.g
., ex
pect
atio
n of
inst
ruct
or o
r se
lf a
s au
dien
ce).
Cont
ent
Dev
elop
men
tU
ses
appr
opri
ate,
rel
evan
t, an
d co
mpe
lling
con
tent
to il
lust
rate
m
aste
ry o
f the
sub
ject
, con
veyi
ng th
e w
rite
r’s
unde
rsta
ndin
g, a
nd s
hapi
ng
the
who
le w
ork.
Use
s ap
prop
riat
e, r
elev
ant,
and
com
pelli
ng c
onte
nt to
exp
lore
idea
s w
ithin
the
cont
ext o
f the
dis
cipl
ine
and
shap
e th
e w
hole
wor
k.
Use
s ap
prop
riat
e an
d re
leva
nt
cont
ent t
o de
velo
p an
d ex
plor
e id
eas
thro
ugh
mos
t of t
he w
ork.
Use
s ap
prop
riat
e an
d re
leva
nt
cont
ent t
o de
velo
p si
mpl
e id
eas
in
som
e pa
rts
of th
e w
ork.
Gen
re a
nd
Dis
cipl
inar
y Co
nven
tion
sFo
rmal
and
in
form
al r
ules
in
here
nt in
the
expe
ctat
ions
fo
r w
ritin
g in
pa
rtic
ular
form
s an
d/or
aca
dem
ic
fiel
ds (p
leas
e se
e gl
ossa
ry).
Dem
onst
rate
s de
taile
d at
tent
ion
to
and
succ
essf
ul e
xecu
tion
of a
wid
e ra
nge
of c
onve
ntio
ns p
artic
ular
to
a sp
ecifi
c di
scip
line
and/
or w
ritin
g ta
sk (s
) inc
ludi
ng o
rgan
izat
ion,
co
nten
t, pr
esen
tatio
n, fo
rmat
ting,
an
d st
ylis
tic c
hoic
es
Dem
onst
rate
s co
nsis
tent
use
of
impo
rtan
t con
vent
ions
par
ticul
ar to
a
spec
ific
disc
iplin
e an
d/or
wri
ting
task
(s),
incl
udin
g or
gani
zatio
n,
cont
ent,
pres
enta
tion,
and
sty
listic
ch
oice
s
Follo
ws
expe
ctat
ions
app
ropr
iate
to
a sp
ecifi
c di
scip
line
and/
or w
ritin
g ta
sk(s
) for
bas
ic o
rgan
izat
ion,
co
nten
t, an
d pr
esen
tatio
n
Att
empt
s to
use
a c
onsi
sten
t sy
stem
for
basi
c or
gani
zatio
n an
d pr
esen
tatio
n.
Sou
rces
and
Ev
iden
ceD
emon
stra
tes
skill
ful u
se o
f hig
h-qu
ality
, cre
dibl
e, r
elev
ant s
ourc
es to
de
velo
p id
eas
that
are
app
ropr
iate
fo
r th
e di
scip
line
and
genr
e of
the
wri
ting
Dem
onst
rate
s co
nsis
tent
use
of
cred
ible
, rel
evan
t sou
rces
to s
uppo
rt
idea
s th
at a
re s
ituat
ed w
ithin
the
disc
iplin
e an
d ge
nre
of th
e w
ritin
g.
Dem
onst
rate
s an
att
empt
to u
se
cred
ible
and
/or
rele
vant
sou
rces
to
supp
ort i
deas
that
are
app
ropr
iate
fo
r th
e di
scip
line
and
genr
e of
the
wri
ting.
Dem
onst
rate
s an
att
empt
to u
se
sour
ces
to s
uppo
rt id
eas
in th
e w
ritin
g.
Cont
rol o
f S
ynta
x an
d M
echa
nics
Use
s gr
acef
ul la
ngua
ge th
at s
killf
ully
co
mm
unic
ates
mea
ning
to r
eade
rs
with
cla
rity
and
flue
ncy,
and
is
virt
ually
err
or-f
ree.
Use
s st
raig
htfo
rwar
d la
ngua
ge
that
gen
eral
ly c
onve
ys m
eani
ng
to r
eade
rs. T
he la
ngua
ge in
the
port
folio
has
few
err
ors.
Use
s la
ngua
ge th
at g
ener
ally
co
nvey
s m
eani
ng to
rea
ders
with
cl
arity
, alt
houg
h w
ritin
g m
ay in
clud
e so
me
erro
rs.
Use
s la
ngua
ge th
at s
omet
imes
im
pede
s m
eani
ng b
ecau
se o
f err
ors
in u
sage
.
Center for Educational Innovation University at Buffalo
212 Capen Hall, Buffalo NY 14260
716-6450780 [email protected]
