K-2 Collaboration Rubric · 2018-09-04 · Collaboration Rubric - Grades 6-8 An effective collaborator works with others to complete a task or to progress toward a common goal. Learning

An effective collaborator works with others to complete a task or to progress toward a common goal.

Collaboration Rubric: Kindergarten -‐2nd Grade

Learning Goal

Novice – 1 Emerging – 2 Proficient -‐ 3 Exemplary -‐ 4

I can work with others to figure out a plan.

• Student eitherdominates or pullsaway from the groupwhich requiresconstant monitoringand reminders

• Shares ideas but thoseideas are not directlyconnected to theassignment or the ideasare not included whichmakes the studentvisibly unhappy

• Offers ideas that arerelevant andincorporated into thelarger plan

• Generates ideas andbuilds upon other’sideas to develop alarger plan

I can help my team by doing my part.

• Student does notunderstand the part oris unhappy about thepart which requiresconstant monitoringand reminders

• Does his/her part inisolation — works byhim/herselfindependently andsubmits to the group orthe teacher

• Works independentlyon his/her part but alsorevises based ongroup’srecommendations

• Works independentlyto do his/her part andis invested in the othergroup members (e.g.helps out when needed,cares about the groupproduct)

Collaboration Rubric-‐ Grades 3-‐5


Learning Goal Novice – 1 Emerging -‐ 2 Proficient -‐ 3 Exemplary -‐ 4

I can cooperate with my group to solve a problem or create a task.

Cooperation

Student is unable to work with other students in a group setting and insists on working alone, disregarding group members’ input.

Reluctant to work in groups, but takes into consideration the opinions of others and incorporates the ideas into his/her individual work.

Works with the group and is able to accommodate the opinions and ideas of others.

Consistently works to address challenges within the group through discussion; shows understanding of the learning needs of group members

I can take responsibility and initiative in my

group.

Responsibility and Initiative

Student frequently misunderstands the scope and importance of the group’s work; rarely shows responsibility for carrying out the plans.

Demonstrates a limited understanding of the scope and importance of the group’s work; sometimes shows responsibility for carrying out the plans.

Demonstrates a clear understanding of the scope and importance of the group’s work; consistently shows responsibility for carrying out the plans.

Provides leadership to the group by checking on progress and providing direction; fulfills roles and responsibilities with little prompting or coaching.

I can listen to and use the opinions of

others.

Flexibility

Student demonstrates a willingness to listen to the ideas and opinions expressed by group members, but does not always show understanding; explains his/her ideas and opinions, but rarely shows a willingness to change his/her ideas or opinions based on the information exchanged.

Shows understanding of the various ideas and opinions of group members; sometimes shows a willingness to change his/her ideas or opinions based on information exchanged.

Acknowledges and shows understanding of diverse ideas and opinions expressed by group members; consistently shows a willingness to change his/her ideas or opinions based on the information exchanged.

Compares and contrasts diverse ideas and opinions shared by team members; identifies points of agreement and disagreement; can look at ideas from multiple perspectives.

Collaboration Rubric - Grades 6-8 An effective collaborator works with others to complete a task or to progress toward a common goal.

Learning Goal Novice - 1 Emerging - 2 Proficient - 3 Exemplary - 4


Frequently misunderstands the scope and importance of the group’s work.

Refrains from contributing to discussion about the group’s goals and deadlines.

Plays a passive role in carrying out the work of the group; tends to be an observer rather than taking the initiative.

Demonstrates a limited understanding of the scope and importance of the group’s work.

Offers minor contributions to the establishment of the group’s goals and deadlines.

Fulfills roles and responsibilities with regular prompting and coaching.

Demonstrates a clear understanding of the scope and importance of the group’s work.

Plays an active role and offers significant contributions to the establishment of the group’s goals and deadlines.

Fulfills roles and responsibilities with little prompting or coaching.

Clearly articulates the team’s goals, thoughtfully organizes and divides the work, checks on progress, or provides focus and direction for the project.

Shares leadership; knows when to lead and when to follow.

Initiates connections with individuals beyond the student group (i.e. experts in the field, those with first-hand knowledge of events, etc.)

Cooperation

Rarely follows agreed-upon norms for respectful discussions and decision-making.

Periodically, but not consistently, follows agreed-upon norms for respectful discussions and decision-making.

Consistently follows agreed-upon norms for respectful discussions and decision-making; consistently accepts and fulfills individual role within group.

Consistently works to address challenges in the group through discussion and consensus-building activities; shows understanding of the learning needs of group members.

Flexibility Demonstrates a willingness to listen to the ideas and opinions expressed by group members,

Shows understanding of the various ideas and opinions of group members; sometimes

Acknowledges and shows understanding of the diverse ideas and opinions expressed

Compares and contrasts diverse ideas and opinions shared by team members;

Collaboration Rubric - Grades 6-8 An effective collaborator works with others to complete a task or to progress toward a common goal.

Learning Goal Novice - 1 Emerging - 2 Proficient - 3 Exemplary - 4

but does not always show understanding; explains his/her own ideas and opinions, but rarely shows a willingness to change his/her ideas or opinions based on the information exchanged.

shows a willingness to change his/her ideas or opinions based on the information exchanged.

by group members; consistently shows a willingness to change his/her ideas or opinions based on the information exchanged.

identifies points of agreement and disagreement; can look at ideas from multiple perspectives.

Self-Reflection/ Agency

Rarely engages in self-critique or reflection on collaboration strengths and areas in need of improvement. Shows an inability to describe learning as a result of collaboration experience. (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)

Sometimes engages in self-critique and reflection on collaboration strengths and areas in need of improvement. Describes learning as a result of collaboration experience, but description lacks clarity. (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)

Consistently engages in self-critique and reflection on collaboration strengths and areas in need of improvement. Clearly describes learning as a result of collaboration experience. (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)

Is highly reflective and shows a strong capacity for self-critique.

Collaboration Rubric -‐ Grades 9-‐12


Learning Goal

Novice – 1 Emerging – 2 Proficient – 3 Exemplary – 4

1


Student has difficulty describing the scope and relevance of the group’s work

Student has difficulty describing roles and responsibilities of group members

Student plays a passive role; tends to be an observer rather than taking initiative

Student does not monitor individual or group progress and must repeatedly be given direction

Can generally describe the scope and relevance of the group’s work

Can generally describe roles and responsibilities that each group member is expected to perform

Fulfills roles and responsibilities with regular prompting and coaching

Monitors individual progress, but is less aware of group needs and next step

Can clearly and specifically describe the scope and relevance of the group’s work

Can clearly and specifically describe roles and responsibilities of group members and how they are connected

Fulfills roles and responsibilities with little prompting or coaching

Monitors progress of group’s efforts and is aware of group need and next steps

Clearly articulates the group’s goals, thoughtfully organizes and divides the work, checks on progress, provides focus and direction for the project

Shows an impressive ability to understand and perform each role in the group

Supports others to complete necessary work and ensure group success

Selects and leverages the most applicable protocols or processes for group management



Learning Goal


2

Cooperation, Flexibility, and Responsiveness

Student often contributes to group challenges or confusion by withdrawing participation and/or setting a negative tone in words and actions

Student rarely displays awareness of the diversity of ideas, opinions, and feelings of group members; tends to work in isolation with a fixed, inflexible perspective

Student refrains from offering feedback

Periodically, but not consistently, helps resolve conflict or address challenges within the group through discussion and consensus-building activities

Displays minimal awareness of the diversity of ideas, opinions, and feelings of group members; sometimes takes other ideas, opinions, and perspectives into consideration and negotiates to reach workable solutions

Is beginning to show confidence in offering feedback to team members; feedback is sometimes well-received

Consistently helps resolve conflict or address challenges within the group through discussion and consensus-building activities

Displays sufficient awareness of the diversity of ideas, opinions, and feelings of group members; consistently takes other ideas, opinions, and perspectives into consideration and negotiates to reach workable solutions

Consistently provides constructive feedback; delivers feedback effectively in a manner that is well-received by recipients

Consistently enhances group productivity by making compromises, building consensus among team members and setting a positive tone in words and actions; shows understanding of the learning needs of group members

Consistently shows respect and empathy for the ideas, opinions, values, and feelings of other group members

Shows a high comfort level in providing and receiving feedback; seeks helpful, descriptive feedback from group members and others;



Learning Goal


3

Student responds to constructive feedback with a negative and/or disengaged attitude

Sometimes accepts constructive feedback; shows minimal appreciation for constructive feedback

Proactively solicits feedback; consistently accepts and shows appreciation for constructive feedback

provides and receives feedback in ways that advance the group’s ability to produce high-quality work

Use of Technological Tools for Synchronous

and Asynchronous Collaboration

Student shows a lack of awareness of the current technological tools available for collaboration; is hesitant to use tools selected by the group to complete tasks; often uses selected tools in a manner that decreases the group’s productivity

Student is hesitant to collaborate asynchronously using technological tools; uses an inappropriate tone when collaborating asynchronously

Shows minimal awareness of the current technological tools available for collaboration; agrees to use tools selected by the group to complete tasks; generally uses selected tools appropriately and responsibly, but sometimes does so in a manner that decreases the group’s productivity

Is beginning to demonstrate comfort and confidence in collaborating asynchronously using technological tools; sometimes uses effective communication strategies to appropriately exchange information and read, interpret, and respond to collaborators’ work, but needs coaching at times on how to do so using an appropriate tone

Shows an awareness of the current technological tools available for collaboration; aids in the group’s selection of the most appropriate tools for tasks; uses selected tools appropriately and responsibly in a manner that enhances the group’s productivity

When collaborating asynchronously using technological tools, consistently uses effective communication strategies to appropriately exchange information and read, interpret, and respond to collaborators’ work using an appropriate tone

Shows deep understanding of the current technological tools available for synchronous and asynchronous collaboration by informing group members about options and ways in which various tools can assist with productivity

Supports team members in using the selected tools appropriately and responsively; offers guidance regarding how to increase productivity through effective use of selected tools



Learning Goal


4

Self-Reflection/Agency

Student rarely engages in self-critique or reflection on collaboration strengths and areas in need of improvement; shows an inability to describe learning as a result of collaboration experience

Sometimes engages in self-critique and reflection on collaboration strengths and areas in need of improvement; describes learning as a result of collaboration experience, but description lacks clarity

Consistently engages in self-critique and reflection on collaboration strengths and areas in need of improvement; clearly describes learning as a result of collaboration experience

Is highly reflective and shows a strong capacity for self-critique

Documents

K-2 Collaboration Rubric · 2018-09-04 · Collaboration Rubric - Grades 6-8 An effective collaborator works with others to complete a task or to progress toward a common goal. Learning