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Rubric SSA v3
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| Students often need help understanding what is required of them in collaborative group work. A rubric such as this one, adapted from a self-assessment rubric that team teachers Allie Pitts and Andrew Hartig provide their high school students, focuses students on their responsibility for the work of the group as a whole. |
| Beginning | Approaching | Meeting | Exceeding | |
| Uses Time | Student rarely or never makes effective use of collaboration time. | Student often makes effective use of collaboration time. | Student makes use of collaboration time and sometimes facilitates others' participation. | Student makes effective use of collaboration time and facilitates others' participation. |
| Contributes Ideas | Student’s comments are mostly off task. | Student’s comments are mostly on task and sometimes move the conversation forward. | Student&rsqup;s comments are on task and often move the conversation forward. | Student’s comments are on task, thoughtful, and consistently move the conversation forward. |
| Listens | Student is not respectful and/or does not listen to others. | Student is respectful but does not demonstrate active listening. | Student is respectful and usually demonstrates active listening. | Student is respectful and consistently demonstrates active listening through body language and tone of voice. |
| Participates | Student participates only if asked, or refuses to participate. | Student participates but sometimes needs to be asked. | Student usually participates without being asked. | Student consistently participates without being asked. |
| Encourages Others | Student discourages others from participating and/or dominates. | Student sometimes encourages others to participate and does not dominate. | Student usually encourages others to participate and does not dominate. | Student consistently encourages others to participate and does not dominate. |
Reading for Understanding, p.322
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