Bridging The Gap - Education Component - Evaluation Tools

Group Work Rubrics and Checklists
Group Participation Assessment Rubric
Class Participation Assessment Rubric
Group Presentation Assessment Rubric
Group Work Rubric

Group Participation Assessment Rubric

Apprentice

Basic

Learned

Exemplary

* Rarely contributed to the group’s project; often needed to be begged to focus and produce; frequently off task; distracted group.

* Rarely completed his or her share; almost always needed to be prodded.

* Contributed good effort to the group’s project.

* Was helpful and cooperative in completing his or her share.

* Contributed great effort to the group’s project.

* Did a good job of organizing group efforts and keeping people on track.

* Completed his or her share with great effort.

* Contributed exceptional effort to the group’s project.

* Did a fantastic job in organizing group efforts and keeping people on track.

* Went above and beyond the call of duty to further group’s work.

Class Participation Assessment Rubric

Apprentice

Basic

Learned

Exemplary

* Does not attend class on consistent basis.

* Never prepared for class. Evident that individual has not completed reading assignments prior to class.

* Exhibits negative attitudes toward course and class members.

* Does not contribute to class discussions or in-class activities.

* Participation is generally similar to one receiving an Apprentice rating, but there are one or two elements which are relatively well done.

* Participation is as good as one receiving a Exemplary rating, but one or two elements are not quite a distinguished level.

* Attends all but one or two class sessions.

* Always well prepared for class.

* Evident that individual has completed all reading assignments prior to class.

* Exhibits positive, supportive attitude toward course and class members.

* Consistently contributes to class discussion.

* Consistently contributes to in-class activities.

Group Presentation Assessment Rubric

Apprentice

Basic

Learned

Exemplary

* Presenters are difficult to hear. The rates of speaking are too fast or too slow.

* The speakers do not show much interest and/or enthusiasm in the topic. May sound like the speakers are reading the presentation.

* Eye contact is made with only some of the audience.

* The speakers may have nervous habits which distract from presentation. The speakers are not presentable.

* Speakers do not involve audience.

* Presentation shows little organization, unclear purpose, unclear relationship and/or transition between presenters, rambles or may seem like a list of facts. Lacks conclusion.

* Details and examples are lacking or not well chosen for the topic or audience. Lacks evidence of research.

* The presentation is generally similar to one receiving a novice rating, but there are one or two elements which are relatively well done.

* The presentation is as good as one receiving a distinguished rating, but there are one or two elements of the presentation which are less polished.

* Presenters speak in a clear voice and show a flair for communicating with the audience.

* Rates of speech are appropriate.

* A speaker makes eye contact with everyone and has no nervous habits, is appropriately dressed and has excellent posture.

* Presentation involves audience, allowing time for audience to think and respond.

* Presentation is well organized with a beginning, middle and end. There is a strong organizing theme, with clear main ideas and transitions.

* Information is complete and accurate. Clear evidence of research.

* Visual aids are well done and are used to make presentation more interesting and meaningful.

* Handout(s) attractive, well organized and includes relevant information.

* Appropriate length.

Group Work Rubric

Criteria	Apprentice	Basic	Learned	Exemplary
Decision Making	One person dominates decision- making.	Some students contribute to decision-making.	Most students contribute to decision-making.	Students contribute to decision-making.
Social Interaction	Students frequently interrupt and/or put down the views of others.Students do not ask questions or clarification.	Students pay attention to the group discussion.Some students ask questions and build on others comments.	Body and/or verbal responses indicate active listening.Most students ask questions and build on others comments.	Students respect and encourage the views of others. Students ask questions or clarification.Students build on others comments.
Contributing	Students do not contribute in any positive way to the group work.	Some students contribute positively to the group work.	Most students contribute positively to the group work.	Students consistently contribute in a positive way to the group work.
On Task Behaviour	Students exhibit on-task behaviour inconsistently	Students exhibit on-task behaviour some of the time.	Most students exhibit on-task behaviour most of the time.	Students exhibit on-task behaviour consistently.
Group Structure and Functioning	With assistance, students have difficulty sequencing steps.Task is not completed on time.	With assistance, students are able to sequence steps.Rush to complete task.Division of tasks and responsibilities if inefficient and wastes time.	Students complete a sequence of steps.Complete task on time.The leader assigns responsibilities and tasks.	Students complete a clear and logical sequence of steps.Complete task with form and reflection and revision.Members volunteer to take responsibilities and roles.


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