Rubrics for Learning
Habits of Mind Learning ReflectionThe main focus of our reflections on learning will consider the critical thinking skills of RICO: Refine, Invent, Connect, Own. Questions: Refine: Once you have drafted and played with your ideas, how will you (and how did you) refine them to clarify and elaborate on your understanding, your intention and meaning, and your sharing of these ideas? Have you conveyed your message to your reader?
Invent: During your discovery process of gathering, playing with, and drafting your ideas, how will you turn them into your ideas and in what form will that invention take? How did you take risks and push yourself to discover more? How does the reader know
these are your ideas and your voice?
Connect: Who is the audience, and how does the work connect with your
audience? What is the context? During your discovery process of
gathering, playing with, and drafting your ideas, what connections helped you
a) discover what is important and appropriate for you and your audience, b)
invent your place in these ideas, and c) decide on the format of sharing your
ideas for your audience? How did you
decide your audience needed these ideas using these words,
this style, and in this format?
Own: As you review your process and your product, what is it within the process and product that makes this idea and this piece truly yours? Are you proud of your work? What do you need to be successful? What are your strengths and weaknesses?
As you choose projects, gather evidence, draft ideas, plan presentations, and offer your reflection on the process and product, what did you learn? If you consider your refinement, inventiveness, connections, and ownership, your learning of how and what will be clear. Think of the questions above, and refer to this rubric to help you reflect on your learning. What have you learned, what are you learning, and what do you still need to learn? | Scale | Refine | Invent | Connect | Own |
| | Organizes work in understandable, compelling manner Communication of findings (technical or literary) is vivid, thorough and accurate Uses a variety of content to explain ideas Uses primary and secondary sources Creates a comprehensive, well-reasoned, organized presentation with clear sequencing of ideas and transitions, supported by related details Uses language that is interesting and well suited to topic and audience Uses language that is accurate and equitable
|
Draws conclusions from evidence to: Hypothesize or imagine other issues relevant to this topic Respond to "What if?" questions and changes of circumstance Expresses insights that: Show importance of key concepts in information to other larger or more specific topics
Takes risk and tries new genres, styles, language, etc. | Shows clear understanding of issues and concepts Demonstrate personal understanding and meaning Demonstrates ability to research key issues Expresses insights that: Link concepts and issues with those from other subjects Show how research connects to other topics, careers, local issues Work is strongly targeted toward a specific audience Develops ideas and content for audience and purpose Considers multiple perspectives Demonstrates understanding of subtleties and differences among perspectives Detects bias, stereotype, overgeneralization, association Develops effective personal voice for audience and purpose Uses language to influence others (persuade, convince, correct, disagree) Uses appropriate humor, slang, idioms, and conversational styles according to audience and purpose Shows awareness of cultural premises, assumptions, and world views in order to effectively communicate cross-culturally
| Am I proud of the work I am doing? What do I need to be successful? What are your strengths and weaknesses?
|
| | 3 | Surpasses | Surpasses | Surpasses | Surpasses |
| | 2 | Meets | Meets | Meets | Meets |
| | 1 | Needs More | Needs More | Needs More | Needs More | -- |
Overall Evaluation:
| Surpasses | Distinguished responses. Demonstrates exceptional critical thinking and understanding, answers all questions completely, poses new questions, demonstrates skills and concepts in an exceptional manner. | | Meets | Competent Responses. Convincing; demonstrates skills and understanding in almost all regards, makes appropriate connections, answers questions completely, clearly, and effectively. | | Needs More | Inadequate responses. Needs improvement in several areas, unclear or incomplete, insufficient demonstration of skills or understanding. Re-do.
|
Adapted from the Boston Arts Academy at: http://baa.learningnetworks.com/Pages/baa_about/index
|
Scale
|
Organization
R 3.1.3.2
|
Communication
R 3.1.3.2
|
Audience
R 3.2.3.1
|
Conventions
W 1.3.3.1
|
Professionalism
W 3.5.3.2
|
|
4
Excellent
|
Information is
well-organized
|
Communication of findings (technical
or literary) is vivid, thorough
and accurate
|
Writing is strongly targeted toward a
specific audience
_________
|
No errors in standard writing
conventions
|
Consistently legible and
professional-looking
|
|
3
Almost
there
|
Information is organized
|
Communication of findings (technical
or literary) is clear, complete
and accurate
|
Writing is targeted toward a specific
audience
__________
|
No or few errors in standard writing
conventions
|
Generally legible and
professional-looking
|
|
2
Needs more work
|
Information is somewhat
organized
|
Communication of findings (technical
or literary) is somewhat clear, almost complete, and mostly
accurate
|
Writing is vaguely targeted toward a
specific audience
__________
|
Several errors in standard writing
conventions
|
Somewhat legible and
professional-looking
|
|
1
needs more work to be accepted
|
Information is poorly organized
|
Communication of findings (technical
or literary) is vague and general, incomplete, and
inaccurate
|
Writing is not targeted toward a
specific audience
__________
|
Excessive errors in standard writing
conventions
|
Not legible and
professional-looking
|
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Habits of
Mind* Critical Thinking Rubric
READING 2.3.3.6 The student understands the meaning of what is read: thinks critically by analyzing, interpreting, and evaluating ideas and concepts.
The student's oral and written presentations indicate:
|
Scale
|
Perspective
|
Evidence
|
Relevance
|
Connection
|
Supposition
|
|
Considers multiple perspectives
Demonstrates understanding of subtleties and differences
among perspectives
Detects bias, stereotype, overgeneralization, association
|
Organizes work in understandable, compelling manner
Shows clear understanding of issues and concepts
Demonstrates ability to research key issues
|
Expresses insights that:
Show importance of key concepts in information to other
larger or more specific topics
Demonstrate personal understanding and meaning
|
Expresses insights that:
Link concepts and issues with those from other subjects
Show how research connects to other topics, careers,
local issues
|
Draws conclusions from evidence to:
Hypothesize or imagine other issues relevant to this
topic
Respond to "What if?" questions and changes of
circumstance
|
|
3
|
Surpasses
|
Surpasses
|
Surpasses
|
Surpasses
|
Surpasses
|
|
2
|
Meets
|
Meets
|
Meets
|
Meets
|
Meets
|
|
1
|
Needs More
|
Needs More
|
Needs More
|
Needs More
|
Needs More
|
Overall Evaluation:
|
Surpasses
|
Distinguished responses. Demonstrates exceptional
critical thinking and understanding, answers all questions
completely, poses new questions, demonstrates skills and
concepts in an exceptional manner.
|
|
Meets
|
Competent Responses. Convincing; demonstrates skills and
understanding in almost all regards, makes appropriate
connections, answers questions completely, clearly, and
effectively.
|
|
Needs More
|
Inadequate responses. Needs improvement in several areas,
unclear or incomplete, insufficient demonstration of skills
or understanding. Re-do.
|
*Based on Habits
of Mind
Rubric based on Boston's Fenway
Middle College High School Assessment of Student Work
Cushman, K. (1997)
Horace. The
Coalition of Essential Schools;
Volume 14, Number 1; September, 1997, page 5
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Communication Skills
|
Scale
|
Communication
2.2.1-4.3
Presentations communicate ideas clearly and
effectively.
Develops ideas and content
|
Communication
2.3.1-5.3
Presentations communicate ideas clearly and
effectively.
Uses effective delivery
|
Communication
2.4..1-4.3
Presentations communicate ideas clearly and
effectively.
Uses effective language and style
|
Communication
3.1.1-3.3
Uses communication strategies to work effectively
with others.
Interacts effectively and responsibly
|
|
|
uses a variety of content to explain ideas
uses primary and secondary sources
creates a comprehensive, organized presentation with
clear sequencing of ideas and transitions
makes well-reasoned, insightful presentation, supported
by related details
|
varies tone, pitch, and pace to create effect and aid
communication
projects voice well
uses logic, arguments, or appeals to persuade others
uses good posture and eye contact
skillfully uses facial expression, body movement, and
gestures to convey appropriate tone and mood for audience
and message
|
speaks using standard grammar
uses a variety of sentence structures
uses language that is interesting and well suited to
topic and audience
develops effective personal voice for audience and
purpose
|
Uses language to influence others (persuade, convince,
correct, disagree)
Uses appropriate humor, slang, idioms, and conversational
styles with both peers and adults
Uses language that is accurate and equitable
Shows awareness of cultural premises, assumptions, and
world views in order to effectively communicate
cross-culturally
|
|
3 Surpasses
|
|
|
|
|
|
2 Meets
|
|
|
|
|
|
1 Needs more work
|
|
|
|
Overall evaluation:
|
Surpasses
|
Distinguished responses. Demonstrates exceptional
critical thinking and understanding, answers all questions
completely, poses new questions, demonstrates skills and
concepts in an exceptional manner.
|
|
Meets
|
Competent Responses. Convincing; demonstrates skills and
understanding in almost all regards, makes appropriate
connections, answers questions completely, clearly, and
effectively.
|
|
Needs More work
|
Inadequate responses. Needs improvement in several areas,
unclear or incomplete, insufficient demonstration of skills
or understanding. Re-do.
|
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Reading And Writing For Career Investigations
|
Scale
|
Read for Career
Applications
Identifies skills
needed
R 3.4.1.3
|
Read for Career
Applications
Uses appropriate
Reading Strategies to interpret technical and on-technical
documents
R 3.4.2.3
|
Writes for Career
Applications
Identifies writing
skills needed
W 2.4.1.3
|
Writes for Career
Applications
Produces technical
and non-technical documents for career audiences
(home page,
research report, blueprint, etc.)
W 2.4.2.3
|
Writes for Career
Applications
Understands
importance of using reference style consistently in
technical documents
W 2.4.3.3
|
Professionalism
W 3.5.3.2
|
|
4
Excellent
|
Research &
presentation clearly explain several different examples of
reading skills needed in career of interest.
|
Portfolio includes notes
and summary of data demonstrating careful, thorough, &
extended reading of related research or related documents on
career of choice.
|
Research &
presentation clearly explain several different examples of
writing skills needed in career of interest.
|
Produces technical
and non-technical documents for career audiences:
Career
Portfolio
Includes all
requirements, the looks and contents of which are
exceptionally professional
|
Understands
importance by using reference style consistently in
technical documents
Career
Portfolio
|
Consistently legible and
professional-looking
|
|
3
Almost
there
|
Research &
presentation explain several different examples of reading
skills needed in career of interest.
|
Portfolio includes notes
and summary of data demonstrating careful and thorough
reading of related research or related documents on career
of choice.
|
Research &
presentation explain several different examples of writing
skills needed in career of interest.
|
Produces technical
and non-technical documents for career audiences:
Career
Portfolio
Includes all
requirements, the looks and contents of which are
professional
|
Not applicable |
Generally legible and
professional-looking
|
|
2
Needs more work
|
Research &
presentation refer to several different examples of reading
skills needed in career of interest.
|
Portfolio includes notes
and summary of data demonstrating general reading of related
research or related documents on career of choice.
|
Research &
presentation refer to several different examples of writing
skills needed in career of interest.
|
Produces technical
and non-technical documents for career audiences:
Career
Portfolio
Includes all
requirements, the looks and contents of which are generally
professional
|
Not applicable
|
Somewhat legible and
professional-looking
|
|
1
needs more work to be
accepted
|
Research &
presentation refer to one or two different examples of
reading skills needed in career of interest.
|
Portfolio includes notes
and summary of data demonstrating little reading of related
research or related documents on career of choice.
|
Research &
presentation refer to one or two different examples of
writing skills needed in career of interest.
|
Produces technical
and non-technical documents for career audiences:
Career
Portfolio
Includes all
requirements, the looks and contents of which need
improvement in their professional expectations
|
Does not
Understand importance because reference style is not
consistently used in technical documents
Career
Portfolio
|
Not legible and
professional-looking
|
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|
