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STUDENT CENTERED DISCUSSIONS RUBRIC

Dimensions Advanced (4) Proficient (3) Deveo!in" (#) Basic ($)


Pre!aredness% Comes to
disc&ssions !re!ared'
(avin" read and
researc(ed materia
&nder st&d)* e+!icit)
dra,s on t(at
!re!aration -) referrin"
to evidence from t(e te+t
to stim&ate a t(o&"(tf&'
,e.reasoned e+c(an"e
of ideas/
Comes to discussion
prepared by having read and
researched extensively;
refers to the evidence and
research multiple times,
indicating and documenting
where the evidence has
come from, i.e., In the
article _ by _ it states;
information and research
presented is accurate and
appropriate !OR) being able
to use pertinent information,
which has been previously
discussed; clearly identifies
necessary math s"ills to
build on discussion.
Comes to discussion
prepared, having read
and researched the
topic; refers to the
evidence and research
multiple times; some
parts of information and
research presented may
be inaccurate or
misunderstood !OR)
mainly being able to
use pertinent
information, which has
been previously
discussed; clearly
identifies necessary
math s"ills to build on
discussion.
Comes to discussion
somewhat prepared;
sometimes refers to
evidence and research
on the topic !OR)
somewhat use of
pertinent information,
which has been
previously discussed;
generally identifies
necessary math s"ills
to build on discussion;
spea"s with some
contradictions or
irrelevant points that
distract from the
discussion.
#oes not appear to
have come prepared.
$as not fully read and
researched the
topic%s"ills, or may be
unclear or off topic;
only spea"s generally
on the topic without
referring to evidence
from texts or evidence
from the text is
inaccurate or
misunderstood.
Coa-oration% Pro!es
conversations -) !osin"
and res!ondin" to
0&estions t(at reate t(e
c&rrent disc&ssion to
-roader t(emes or ar"er
ideas* active)
incor!orates ot(ers into
t(e disc&ssion* and
carifies' verifies' or
c(aen"es ideas or
conc&sions/
&ully engaged in
conversation; responds to
and poses 'uestions;
actively includes others into
the discussion so that there
is no e'ual balance of
student spea"ing and
listening to others by
agreeing, disagreeing, or
verifying others( views in a
thoughtful and respectful
manner.
)ngaged in
conversation; responds
to and poses 'uestions;
actively includes others
into the discussion so
that there is an e'ual
balance of student
spea"ing and listening
to others.
*omewhat engaged in
conversation; poses
'uestions but does not
respond to others(
'uestions, or others
are included in
discussion but
student(s voice is still
predominant.
+ot engaged in
conversation; does not
respond to or pose
'uestions, or spea"s to
the extent that other
students are excluded
from the discussion.
Res!onse% Res!onds
t(o&"(tf&) to different
!ers!ectives' s&mmari1es
!oints of a"reement and
disa"reement' and' ,(en
necessar)' 0&aifies or
2&stifies vie,s and
&nderstandin"/ 3a4es
ne, connections in i"(t
of ne, evidence and
reasonin" !resented/
3a4es connections to t(e
rea.,ord' ,(ie &sin"
content -ased
voca-&ar)/
,esponds thoughtfully to
different perspectives,
summari-ing points of
agreement and
disagreement; .ustifies
claims with a substantive
amount of relevant
evidence. /a"es new
connections in light of new
evidence and reasoning
presented, while using real0
world connections and
content based vocabulary.
,esponse
ac"nowledges different
perspectives and
effectively summari-es
points of agreement and
disagreement; .ustifies
own claims with a
thorough amount of
relevant evidence.
/a"es new connections
in light of new evidence
and reasoning
presented, while using
real0world connections
and content based
vocabulary.
,esponse occasionally
ac"nowledges
different perspectives
and summari-es points
of agreement and
disagreement; attempts
to .ustify claims with
useful evidence,
sometimes
unsuccessfully, rarely
connects to real0world
and hardly uses
content based
vocabulary.
,esponse does not
ac"nowledge different
perspectives and does
not .ustify or 'ualify
claims with evidence,
does not connect to the
real0world or use
content based
vocabulary.
Presentation% Presents
information' findin"s'
and evidence cear)'
concise)' and o"ica)
s&c( t(at isteners can
foo, t(e ine of
reasonin"* or"ani1ation'
deveo!ment' s&-stance'
and st)e are a!!ro!riate
to tas4' a&dience' and
!&r!ose/
1resents information,
findings, and evidence
clearly, concisely, and
logically such that listeners
can follow the line of
reasoning; organi-ation,
development, substance, and
style are appropriate to tas",
audience, and purpose.
1resents information,
findings, and evidence
concisely and logically
such that listeners can
follow the line of
reasoning; organi-ation,
development,
substance, and style are
mostly appropriate to
tas", audience, and
purpose.
1resentation of ideas
and information is
sometimes clear,
though listeners may
struggle at times to
follow the line of
reasoning.
2rgani-ation,
development,
substance, and style
are sometimes
appropriate to tas",
audience, or purpose.
1resentation of ideas
and information is
unclear to the point
that listeners often
cannot follow the line
of reasoning.
Information is
presented in illogical
order. *tyle is not
appropriate to tas",
audience, or purpose.

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