NPDL Collaboration

Assessing and Measuring

Rubric for students

To make deep learning progressions real for students, teachers need to scaffold the progression so that students have an understanding of where they are and what they need to do next. Below is a rubric, developed by Lane Clark, that captures many of the key threads in the progressions whilst maintaining a voice that is accessible to students.

Leveraging Digital

Collaboration

Work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective management of team dynamics and challenges, making substantive decisions together, and learning from and contributing to the learning of others.
Limited Evidence
  • I can focus on my work when I am working beside others and share materials.
  • I can help my team complete a learning job when the teacher tells me/the team what to do and how to do it.
  • I need reminders to change behaviour that is disruptive, when I am working in a group.
  • AND/OR I can share my own viewpoint with others but will change my view to avoid conflict.
  • AND/OR I can share my own viewpoint with others but will take the view of others in response to peer pressure.
  • I need help to fix conflicts that happen when I am working in a group.
Emerging
  • I can work in a team to complete a shared goal but the work each team member does is not equal; and only 1 or 2 group members have made the decisions for the team.
  • I can use cooperative group strategies that my teacher chooses.
  • I can monitor my behaviour to ensure it is not disruptive to others on my team.
  • I can offer ideas to the group, with reminders.
  • I can offer my opinion to the group, with reminders.
  • I can share what I know and understand with the group, with reminders.
  • I can listen to others share their knowledge, opinions and ideas without interrupting, with reminders.
  • I can identify similarities and difference between my viewpoint and the viewpoint of others; and give reasons for these, with guidance.
  • I can ask questions when I don’t understand, with reminders.
  • I can paraphrase what others have said to make sure I understand, with reminders.
  • I can agree to compromises that others come up with.
Developing
  • I can work with a team to make decisions about our learning purpose; our learning tasks; and how we will navigate our learning.
  • I can work with my team to identify the strengths of each team member.
  • I can work with my team to match learning jobs with the specific strengths of our team members.
  • I can work with one or two of my team members or with the whole team to complete a shared goal.
  • I can suggest one or more cooperative group strategies for our group to use to help it operate well.
  • I can do my fair share when I am working in a team.
  • I can offer ideas to the group and share where my ideas have come from.
  • I can offer my opinion to the group.
  • I can share what I know and understand with the group.
  • I can invite others into discussions.
  • I can listen to others share their knowledge, opinions and ideas without interrupting.
  • I can explain why the opinions, feelings, and ideas of group members might differ and can identify the value of varying perspectives.
  • I can ask questions when I don't understand.
  • I can paraphrase what others have said to make sure I understand them.
  • I can work with my team to solve most problems and meet most challenges, although we do require adult intervention on occasion.
  • I can suggest compromises when my team disagrees.
Accelerating
  • I can work with a team to make decisions about our learning purpose; our learning tasks; and how we will navigate our learning; and together we can justify our decisions.
  • I can work with my team to identify the strengths of each team member; and can provide evidence of our evaluations.
  • I can work with my team to match learning jobs with the specific strengths of our team members; and can explain how these decisions will enable our team to work more effectively and productively.
  • I can work with my team to meet a mutually determined challenge; and explain how the contributions of everyone enabled us to be successful in a way that would not have been possible had we been working alone.
  • I can offer ideas to the group and share where my ideas have come from and why I believe they should be considered.
  • I can offer my opinion to the group and justify my thinking.
  • I can share what I know and understand with the group and explain how this knowledge might help us meet our group goals.
  • I can invite and encourage other team members to share their ideas, opinions, feelings and knowledge with the group.
  • I can listen to the contributions of others and use their knowledge, skills, opinions and ideas to grow my thinking, my skills and my understanding.
Proficient
  • I can plan out the workload with my team to ensure that everyone does his fair share and completes tasks that are matched to individual strengths.
  • I can set time lines for task completion and regular meeting times so that everyone in the team knows what everyone else is doing as we work to meet our goal.
  • I can share my ideas, opinions with my group and justify my thinking.
  • I can share what I know and understand with the group and explain how this knowledge might help us meet our group goals.
  • I can invite and encourage other team members to share their ideas, opinions, feelings and knowledge with the group.
  • I can listen to the contributions of others and use their knowledge, skills, opinions and ideas to challenge and/or develop my thinking, my skills and my understanding.
  • I can change my opinions, feelings and ideas based on the contributions of others; and can explain my change of thinking.
  • I can respectfully question the viewpoints of others when I disagree.
  • I can ask others questions to help further their thinking.
  • I can use my strengths to coach others when I have strengths they do not have.
  • I can accept coaching from my teammates when they have strengths I do not have.
  • I can use a problem solving process and decision making process with my team to help us do our best thinking and learning.
  • I can evaluate the effectiveness of our team and offer ideas for improvement.
  • I can demonstrate the above skills when working with individuals in my own class, school, schools regionally, nationally and internationally.

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