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    Exhibition-Transdisciplinary Skills Rubric-1

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    api-279213766
    This rubric evaluates students across 4 categories - thinking skills, social skills, communication skills, and self-management skills - with ratings from 1-4. It assesses abilities such as making connections to central ideas, cooperating with others, organizing meetings, managing time and materials, gathering information from sources, and interpreting research independently. The highest level demonstrates strong skills in all areas and independent work, while lower levels require more guidance, support and teacher direction.

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    Exhibition-Transdisciplinary Skills Rubric-1

    Uploaded by

    api-279213766
    8K views2 pages
    This rubric evaluates students across 4 categories - thinking skills, social skills, communication skills, and self-management skills - with ratings from 1-4. It assesses abilities such as making connections to central ideas, cooperating with others, organizing meetings, managing time and materials, gathering information from sources, and interpreting research independently. The highest level demonstrates strong skills in all areas and independent work, while lower levels require more guidance, support and teacher direction.

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    exhibition-transdisciplinary skills rubric-1

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    This rubric evaluates students across 4 categories - thinking skills, social skills, communication skills, and self-management skills - with ratings from 1-4. It assesses abilities such as making connections to central ideas, cooperating with others, organizing meetings, managing time and materials, gathering information from sources, and interpreting research independently. The highest level demonstrates strong skills in all areas and independent work, while lower levels require more guidance, support and teacher direction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    8K views2 pages

    Exhibition-Transdisciplinary Skills Rubric-1

    Uploaded by

    api-279213766
    This rubric evaluates students across 4 categories - thinking skills, social skills, communication skills, and self-management skills - with ratings from 1-4. It assesses abilities such as making connections to central ideas, cooperating with others, organizing meetings, managing time and materials, gathering information from sources, and interpreting research independently. The highest level demonstrates strong skills in all areas and independent work, while lower levels require more guidance, support and teacher direction.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 2

    TRANSDISCIPLINARY SKILLS RUBRIC

    4
    Thinking skills

    Demonstrates a strong

    understanding and connection to


    the central idea and lines of inquiry
    Considers aspects of the essential

    elements, and records thoughts in


    journal during all stages of the
    process

    Social skills

    Discusses problems in a calm and

    rational way, and suggests


    reasonable solutions to resolve
    conflicts
    Cooperates with others and is
    actively involved in group decision
    making
    Responds positively to constructive
    feedback from others (i.e. action)
    Takes on different roles within the

    group and negotiates


    responsibilities for tasks with others
    Communication
    skills

    3
    Understands and makes

    connections to the central idea and


    the lines of inquiry
    Considers aspects of the essential

    connections to the central idea and


    the lines of inquiry
    Considers some aspects of the

    elements, and often records


    thoughts in journal during most
    stages of the process

    essential elements, and records


    some thoughts in journal during
    some stages of the process

    Discusses problems and suggests

    Discusses problems with guidance

    reasonable solutions to resolve


    conflicts

    and provides some strategies to


    resolve conflicts

    Cooperates with others and is part

    of most group decision making


    Often responds positively to

    constructive feedback from others


    (i.e. action)
    Takes on different roles within the
    group and accepts responsibility for
    different aspects to complete tasks

    Listens and speaks to others in an

    Listens and speaks to others in an

    appropriate way, always adjusting


    behaviour and language depending
    on the situation
    Organises meetings with primary
    sources after initiating, consulting
    with teachers and then leading the
    action (student directed)

    appropriate way, often adjusting


    behaviour and language depending
    on the situation
    Organises meetings with primary
    sources after consulting with
    teachers then leading the action
    (student-teacher directed)

    Negotiates with others during every

    Negotiates with others during most

    stage of the process

    2
    Understands and makes some

    stages of the process

    Needs reminders to cooperate with

    others or be involved in group


    decision making
    Sometimes responds positively to
    constructive feedback from others
    (i.e. action)
    Takes on some different roles
    within the group but needs to be
    reminded to take responsibility for
    tasks
    Listens and speaks to others in an

    appropriate way

    1
    Makes limited connections with the

    central idea and lines of inquiry

    Considers aspects of the essential

    elements when reminded, and


    records thoughts in journal during
    some stages of the process

    Refuses to discuss problems or

    resolve conflicts

    Finds cooperation difficult or avoids

    group decision making


    Responds negatively to

    constructive feedback from others


    (i.e. action)
    Takes on one role within the group
    and is reluctant to take
    responsibility for tasks
    Does not listen or speak to others in

    an appropriate way

    Organises meetings with primary

    Organises meetings with primary

    sources after consulting with


    teachers then leads the action,
    however, required a directive to
    initiate (teacher-student directed)
    Negotiates with others during some
    stages of the process

    sources after consulting with


    teachers, however, required a
    directive to initiate and lead
    (teacher directed)
    Negotiates with others during some
    stage of the process

    4
    Selfmanagement
    skills

    Demonstrates a sound

    Understands the requirements of

    Understands the requirements of

    understanding about work ethic


    different tasks and plans
    accordingly
    Monitors progress and manages
    time independently and effectively
    Always informs others of
    whereabouts
    Always able to manage materials
    and equipment independently

    Research skills

    Demonstrates a strong work ethic

    Gathers information from a wide

    range of primary and secondary


    sources
    Plans effective ways of finding
    appropriate information
    Maintains a detailed bibliography of

    sources used

    most tasks and makes some plans


    Monitors progress and manages

    time effectively
    Often informs others of
    whereabouts
    Often able to manage materials and
    equipment independently

    2
    Demonstrates an effective work

    ethic when encouraged


    Understands the requirements of

    some tasks and makes some plans


    Monitors progress and manages

    time effectively with assistance


    Can forget to inform others of

    whereabouts
    Needs reminders to manage

    materials and equipment

    Gathers information from a range

    Gathers information from some

    of primary and secondary sources

    primary and secondary sources

    Plans ways to find appropriate

    information
    Makes a bibliography of most

    sources used

    Organizes information in a logical

    Organizes information

    way independently
    Constantly refers to the central
    idea, lines of inquiry and key
    questions in order to focus research
    Adept interpretation of information
    in own words with reference to
    most important ideas, details/facts
    and vocabulary
    Understands important implications
    and supporting details of
    information
    Action taken was purposeful and
    appropriate, and was student
    initiated and led after consultation
    with teachers (student directed)

    independently
    Often refers to the central idea,
    lines of inquiry and key questions in
    order to focus research
    Adequate interpretation of
    information in own words with
    reference to some important ideas,
    details/facts and vocabulary
    Understands important implications
    and some supporting details of
    information
    Action taken was purposeful and
    appropriate, and was student led
    after consultation with teachers
    (student-teacher directed)

    1
    Needs reminders about work ethic

    Sometimes needs support to plan

    ways to find appropriate


    information
    Makes a bibliography of some
    sources used
    Organizes information with others
    Sometimes refers to the central

    idea, lines of inquiry and key


    questions in order to focus research
    Partial interpretation of information
    in own words with reference to
    some important ideas but there are
    misinterpretations
    Understands some important
    implications and supporting details
    of information
    Action taken was appropriate, and
    was student led after consultation
    with teachers (teacher-student
    directed)

    Understands the requirements of

    tasks and makes plans with


    guidance
    Does not manage time effectively
    or appropriately
    Does not inform others of
    whereabouts
    Relies on others to manage
    materials and equipment

    Gathers information from either

    primary or secondary sources


    Needs support to plan ways to find

    appropriate information
    Makes some references to sources

    used or provides a partial


    bibliography
    Requires support to organize
    information
    Needs reminders to refer to the
    central idea, lines of inquiry or key
    questions in order to focus research
    Limited interpretation in own words
    or plagiarised information, and
    there are misinterpretations
    Limited or no understanding of

    implications of information
    Action taken appropriate, but was

    teacher led after consultation


    (teacher directed)

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