MS Success Skills


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B

BPS-MS.4Cs.CC.01

Under Development

(CC) Collaboration and Cooperation

Leadership and Initiative

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Provides leadership to the group in defining the mission and vision for the work. 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.
  • Shows a willingness to challenge the mission and vision for the team’s work; diplomatically shares position on the mission and vision.
P Proficient
-
 

"The Standard"

  • 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.
A Approaching Proficiency
-
 
  • 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.
N Novice -
 
  • 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.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CC.02

Under Development

(CC) Collaboration and Cooperation

Cooperation

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently works to address challenges in the group through discussion and consensus-building activities; shows understanding of the learning needs of group members.
P Proficient
-
 

"The Standard"

  • Consistently follows agreed-upon norms for respectful discussions and decision-making; consistently accepts and fulfills individual role within group.
A Approaching Proficiency
-
 
  • Periodically, but not consistently, follows agreed-upon norms for respectful discussions and decision-making.
N Novice -
 
  • Rarely follows agreed-upon norms for respectful discussions and decision-making

 

Resources

Link to District Rubric


BPS-MS.4Cs.CC.03

Under Development

(CC) Collaboration and Cooperation

Flexibility

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Compares and contrasts diverse ideas and opinions shared by team members; identifies points of agreement and disagreement; can look at ideas from multiple perspectives.
P Proficient
-
 

"The Standard"

  • Acknowledges and shows understanding of the diverse ideas and opinions expressed by group members; consistently shows a willingness to change his/her ideas or opinions based on the information exchanged.
A Approaching Proficiency
-
 
  • Shows understanding of the various ideas and opinions of group members; sometimes shows a willingness to change his/her ideas or opinions based on the information exchanged.
N Novice -
 
  • Demonstrates a willingness to listen to the ideas and opinions expressed by group members, 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.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CC.04

Under Development

(CC) Collaboration and Cooperation

Responsibility and Productivity

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Shows excitement about the task at hand; inspires and motivates the group.
  • Frequently produces large quantities of high-quality individual work; connects this work to the work of others in ways that improve the group’s overall work.
  • Consistently and accurately monitors individual and team progress toward goals, making sufficient corrections and adjustments when needed.
  • Provides suggestions regarding resources that can assist others in their work.
P Proficient
-
 

"The Standard"

  • Accepts responsibilities with a positive attitude.
  • Assists others as needed; values opinions and skills of all group members.
  • Is often well-prepared for group work; completes all individual action items on time.
  • Submits high-quality products; regularly meets specifications for assigned tasks.
  • Consistently prioritizes and tracks the group’s progress toward established goals and deadlines.
A Approaching Proficiency
-
 
  • Shows a willingness to accept responsibilities.
  • Sometimes helps others in need.
  • Is sometimes well-prepared for group work; completes some individual action items on time.
  • Products may be lacking in quality; periodically, but not consistently, meets specifications for assigned tasks.
  • Periodically prioritizes and tracks the group’s progress toward established goals and deadlines.
N Novice -
 
  • Shows a lack of willingness to accept responsibilities.
  • Rarely helps others in need.
  • Is rarely well-prepared for group work; consistently submits work late.
  • Performs work that is often not related or is unimportant to the assignment; submits work that is incomplete and does not meet specifications for assigned task.
  • Rarely prioritizes and tracks the group’s progress toward established goals and deadlines.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CC.05

Under Development

(CC) Collaboration and Cooperation

Use of Tech Tools for Synchronous and Asynchronous

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently 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
P Proficient
-
 

"The Standard"

  • Shows awareness of the range of current technological tools available and how they can be used for collaboration, effectively uses tools selected to complete the tasks, and is beginning to use the selected tools appropriately and responsibly in a manner that increases the team’s productivity.
  • Is beginning to demonstrate comfort and confidence in collaborating asynchronously using technological tools.
A Approaching Proficiency
-
 
  • Is beginning to show awareness of the range of current technological tools available and how they can be used for collaboration; uses tools selected to complete the tasks, but often uses the selected tools in a manner that decreases the team’s productivity.
  • Shows a lack of comfort and confidence in collaborating asynchronously using technological tools, but can be guided to do so.
N Novice -
 
  • Shows a lack of awareness of the range of current technological tools available and how they can be used for collaboration; is beginning to demonstrate skill and confidence in the use of the tools selected, but does not actually use the tools to assist in completion of tasks.
  • Refrains from collaborating asynchronously using technological tools.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CC.06

Under Development

(CC) Collaboration and Cooperation

Responsiveness

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently provides constructive feedback; delivers feedback effectively in a manner that is well-received by the recipients.
  • Proactively seeks feedback; consistently accepts and shows appreciation for constructive feedback.
P Proficient
-
 

"The Standard"

  • Consistently provides constructive feedback; delivers feedback effectively in a manner that is well-received by the recipients.
  • Proactively seeks feedback; consistently accepts and shows appreciation for constructive feedback.
A Approaching Proficiency
-
 
  • Is beginning to show confidence in offering feedback to team members; feedback is sometimes well-received.
  • Sometimes accepts constructive feedback; shows minimal appreciation for constructive feedback.
N Novice -
 
  • Refrains from offering feedback.
  • Responds to constructive feedback with a negative and/or disengaged attitude. Delivery of or response to constructive criticism limits the group’s ability to produce high-quality work (e.g., becomes defensive or provides vague, confusing commentary).

 

Resources

Link to District Rubric


BPS-MS.4Cs.CC.07

Under Development

(CC) Collaboration and Cooperation

Self-Regulation / Reflection

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Is highly reflective and shows a strong capacity for self-critique.
P Proficient
-
 

"The Standard"

  • 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?)
A Approaching Proficiency
-
 
  • 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?)
N Novice -
 
  • 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?)

 

Resources

Link to District Rubric


BPS-MS.4Cs.CI.01

Under Development

(CI) Creativity and Innovation

Idea Generation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Generates a high volume of clear ideas to meet the challenge.
  • Takes an original, unique, and imaginative approach to idea generation; offers ideas that are broad in their diversity.
  • Shows skill in asking open-ended questions that lead to the generation of original ideas.
  • Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.
P Proficient
-
 

"The Standard"

  • Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.
  • Generates a sufficient volume of clear ideas to meet the challenge; ideas closely address the challenge and are sufficiently detailed to spark a creative process.
A Approaching Proficiency
-
 
  • Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.
  • Communicates ideas to meet the challenge, but the volume is not sufficient to spark a creative process; ideas are somewhat connected to the challenge at hand.
N Novice -
 
  • Shows an inability to grasp the problem, investigation, or challenge.
  • Generates few ideas; offers ideas that are often vague and relate loosely to the challenge.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CI.02

Under Development

(CI) Creativity and Innovation

Idea Design and Refinement

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Sorts, arranges, categorizes, and prioritizes ideas in ways that turn options into creatively productive outcomes.
  • Makes revisions that significantly improve the quality of ideas.
P Proficient
-
 

"The Standard"

  • Effectively uses organizational techniques such as categorization, prioritization, and classification to evaluate ideas; uses results to select the best idea and provides a clear rationale for decision.
  • Reviews feedback, translates feedback into logical “next steps,” and makes revisions that improve the quality of the idea.
A Approaching Proficiency
-
 
  • Is beginning to demonstrate the ability to use organizational techniques such as categorization, prioritization, and classification to evaluate ideas; selects the best idea, but rationale for decision lacks clarity.
  • Reviews feedback and translates feedback into “next steps,” but is unable use feedback to improve the quality of the idea.
N Novice -
 
  • Reviews ideas without evidence of categorization or prioritization; selects an idea, but is unable to provide a rationale for the decision.

 

 

Resources

Link to District Rubric


BPS-MS.4Cs.CI.03

Under Development

(CI) Creativity and Innovation

Openness and Courage to Explore

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Is curious, flexible, and open to ambiguity in exploring ideas.
  • Displays sufficient resilience when confronted with production challenges/setbacks. Is confident and able to take calculated risks and adapt plans.
  • Consistently challenges existing boundaries and ideas.
P Proficient
-
 

"The Standard"

  • Demonstrates openness to ambiguity in exploring ideas.
  • Shares a clear vision of the end product or performance.
  • Consistently perseveres when presented with challenges, shows resilience in situations in which failure is part of the experience, and shows confidence and an ability to take risks.
A Approaching Proficiency
-
 
  • Is beginning to display tolerance for ambiguity.
  • Shows a somewhat clear vision of the end product or performance.
  • Usually perseveres when presented with challenges.
N Novice -
 
  • Displays low tolerance for ambiguity.
  • Shares an unclear vision of the end product or performance.
  • Sometimes perseveres when presented with challenges.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CI.04

Under Development

(CI) Creativity and Innovation

Work Creatively with Others

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Works collaboratively with others. Communicates ideas and feedback to others effectively; often makes connections between and builds upon others’ ideas to generate new and unique insights.
P Proficient
-
 

"The Standard"

  • Works collaboratively with others. Communicates ideas and feedback to others effectively; usually makes connections between and builds upon others’ ideas to generate new and unique insights.
A Approaching Proficiency
-
 
  • Almost always works in isolation; is hesitant to communicate ideas and provide feedback to others.
N Novice -
 
  • Almost always works in isolation; is hesitant to communicate ideas and provide feedback to others.

 

 

Resources

Link to District Rubric


BPS-MS.4Cs.CI.05

Under Development

(CI) Creativity and Innovation

Creative Production and Innovation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Always exhibits diligence and ethical behavior in producing creative works.
  • Uses convergent thinking skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions.
  • Demonstrates a high degree of adaptability in the production of creative products or performances (e.g., making do with what is at hand to reach goals.
P Proficient
-
 

"The Standard"

  • Uses ideas to create a product or performance that is directly related to the challenge or problem. Provides a clear explanation of the innovation process and how the product addresses the challenge.
  • Product is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative.
  • Reflects with accuracy on the quality of work.
A Approaching Proficiency
-
 
  • Uses ideas to create products or performances that are directly related to the challenge or problem. Provides a somewhat clear explanation of the innovation process and how the product addresses the challenge.
  • Product is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative.
  • Reflects with minimal accuracy on the quality of work.
N Novice -
 
  • Creates a product or performance that has a vague or incomplete connection to the task. Provides an explanation of the innovation process and how the product addresses the challenge, but explanation is unclear.
  • Product is not considered to be useful or unique by the broad, target audience and is not considered to be creative by experts. (May simply replicate an existing product.)
  • Shows an inability to reflect on the quality of work.

 

 

Resources

Link to District Rubric


BPS-MS.4Cs.CI.06

Under Development

(CI) Creativity and Innovation

Self-Regulation / Reflection

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Is highly reflective and shows a strong capacity for self-critique.
P Proficient
-
 

"The Standard"

  • Often analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)
A Approaching Proficiency
-
 
  • Sometimes analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)
N Novice -
 
  • Rarely analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)

 

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.01

Under Development

(CP) Communication and Presentation

Engaging in Conversations and Discussions

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Asks probing questions that lead to greater understanding and help the collaborators think more deeply about the discussion topic.
  • Consistently delivers feedback in a manner that makes the recipients feel respected.
  • Consistently communicates positively and indicates that collaborators’ opinions and ideas are valued.
P Proficient
-
 

"The Standard"

  • Applies effective interpersonal skills during conversations to build positive relationships with collaborators.
  • Poses questions that connect to ideas shared during discussion, Usually clarifies, verifies, or challenges ideas and conclusions with diplomacy, without coming across as argumentative or defensive; consistently participates relevantly in conversations.
  • Is beginning to deliver feedback in a manner that makes the recipients feel respected; can be direct, but shows care and respect.
  • Is usually positive and is beginning to express that collaborators’ opinions and ideas are valued.
A Approaching Proficiency
-
 
  • Is beginning to apply effective interpersonal skills during conversations to build positive relationships with collaborators.
  • Poses questions that contribute to the discussion, but questions sometimes do not closely link to the ideas shared by collaborators; inconsistently clarifies, verifies, or challenges ideas; and sometimes participates relevantly in conversations.
  • Delivers feedback, but sometimes comes across as lacking respect when attempting to be direct.
  • Is usually positive, but inconsistently lets collaborators know that their opinions and ideas are valued.
N Novice -
 
  • Rarely uses interpersonal skills that are necessary for effective communication.
  • Rarely responds to questions during conversations. When attempting to clarify, verify, or challenge ideas, often comes across as argumentative or defensive; rarely participates relevantly in conversations.
  • Rarely delivers feedback in a manner that makes the recipients feel respected.
  • Often shows negativity.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.02

Under Development

(CP) Communication and Presentation

Using 21st Century Communication Tools

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently develops a clear, focused, and specific message when communicating using 21st century tools; both the sender and the receiver understand the same information as a result of the communication.
  • Consistently uses a format, level of formality, and style that is appropriate based on the communication purpose and channel when communicating using digital media and environments.
P Proficient
-
 

"The Standard"

  • Usually develops clear, focused, concise, and specific messages when communicating using digital media and environments (i.e., telecommunications and online resources for asynchronous and synchronous communication). Messages are usually crafted so that both the sender and the receiver understand the same information as a result of the communication.
  • Usually uses a format, level of formality, and style that is appropriate based on the communication purpose and channel when communicating using 21st century tools.
A Approaching Proficiency
-
 
  • Develops messages to communicate using digital media and environments, but the messages lack clarity, focus, and specificity.
  • Uses a format, level of formality, and style that is inappropriate based on the communication purpose and channel messages when communicating using 21st century tools.
N Novice -
 
  • Shows an understanding of digital media and environments and how they can be used for communication, but rarely uses the tools for communication.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.03

Under Development

(CP) Communication and Presentation

Listening

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • When listening, deciphers meaning, including the speaker’s values and attitudes.
  • Listens actively and attentively, demonstrates interest in the speaker’s message, and provides verbal or nonverbal feedback to indicate that the message was received; shows understanding.
  • Consistently honors established norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”).
P Proficient
-
 

"The Standard"

  • Uses strategies to listen effectively: connects the information shared by the speaker to own background knowledge and experience, identifies the key points the speaker is trying to convey, and draws logical inferences and conclusions that show understanding.
  • Frequently asks clarifying questions about the speaker’s intended message.
  • Usually listens actively and attentively, demonstrates interest in the speaker’s message, and is beginning to provide verbal or nonverbal feedback to indicate that the message was received and to show understanding.
  • Recognizes and usually honors agreed-upon discussion norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”).
A Approaching Proficiency
-
 
  • Is beginning to use strategies to listen effectively: connects the information shared by the speaker to own background knowledge and experience, but sometimes confuses the key points the speaker is trying to convey; draws inferences and conclusions that show some understanding.
  • Sometimes asks questions to gain clarification about the intended message.
  • Is beginning to show ability to listen actively and attentively; demonstrates interest in the speaker’s message, but does not provide verbal or nonverbal feedback to indicate that the message was received and to show understanding.
  • Honors agreed-upon discussion norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”) with reminders.
N Novice -
 
  • Is building a foundation to listen effectively: connects the information shared by the speaker to own background knowledge and experience, but often confuses the key points the speaker is trying to convey; draws inferences and conclusions that show minimal understanding.
  • Rarely asks questions to gain clarification about intended message; is building a foundation to do so, with confidence.
  • Listens inattentively, demonstrates a lack of interest in the speaker’s message, and appears to be disengaged.
  • Rarely honors agreed-upon discussion norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”).

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.04

Under Development

(CP) Communication and Presentation

Communicating in Diverse Environments

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Bridges cultural differences to communicate effectively with learners from other cultures during collaborative experiences; compromises and shows respect and openness to those whose views on the world may be different, while working toward a common goal.
P Proficient
-
 

"The Standard"

  • Develops cultural understanding by communicating with learners from other cultures; shows understanding of the perspectives of the world that learners from other cultures bring to the table.
  • Is beginning to communicate effectively in diverse environments (including multi-lingual). Shows understanding that the use of colloquialisms, jargon, or slang makes it difficult for some learners from other cultures to understand what the student is trying to communicate.
A Approaching Proficiency
-
 
  • Is beginning to develop cultural understanding by communicating with learners from other cultures; shows some understanding of the perspectives of the world that learners from other cultures bring to the table.
  • Is building a foundation to communicate effectively in diverse environments (including multi-lingual); is beginning to show awareness that use of colloquialisms, jargon, and slang make it difficult for collaborators to understand what the student is trying to communicate.
N Novice -
 
  • Rarely communicates with learners from other cultures; shows limited understanding of the perspectives of the world that learners from other cultures bring to the table.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.05

Under Development

(CP) Communication and Presentation

Delivering Oral Presentations

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Discusses presentation topic with passion and excitement; generates a high level of interest from the audience.
P Proficient
-
 

"The Standard"

  • Presents claims and findings; communicates in a focused, clear manner with an appropriate amount of descriptions, facts, details, and examples. Uses appropriate eye contact, adequate volume, and clear pronunciation.
  • Use of digital media enhances audience understanding and adds interest.
  • When delivering oral presentations, accurately and confidently fields grade-level appropriate questions to demonstrate conceptual understanding and knowledge.
A Approaching Proficiency
-
 
  • Presents claims and findings; presentation is somewhat focused and clear. Added descriptions, facts, details, and examples would enhance the quality of the presentation. Makes some eye contact and speaks loudly enough for some audience members, but mispronounces some words.
  • Use of digital media somewhat enhances audience understanding and adds interest.
  • When delivering oral presentations, is able to accurately answer some grade-level appropriate questions to demonstrate conceptual understanding and knowledge. Is beginning to show confidence when fielding questions during presentations; offers clear responses to some questions.
N Novice -
 
  • Presents claims and findings; presentation lacks focus and clarity; and communicates a limited amount of descriptions, facts, details, and examples. Does not look at audience, uses a volume that is too low to be heard, and pronounces several words incorrectly.
  • Use of digital media detracts from the presentation and diminishes audience understanding and interest.
  • When delivering oral presentations, is able to accurately answer few grade-level appropriate questions to demonstrate conceptual understanding and knowledge. Shows a lack of confidence when fielding questions during presentations; offers responses to few questions, but responses lack clarity.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.06

Under Development

(CP) Communication and Presentation

Self-Regulation / Reflection

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
    Accurately identifies underlying causes that influence communication challenges or breakdowns; consistently identifies action items to improve communication.
P Proficient
-
  "The Standard" Consistently reflects accurately on the level of success of communications. (Where was his/her communication strong? Where was it weak? How much support did he/she need? What improvements could be made in communication next time?)
A Approaching Proficiency
-
  Sometimes reflects accurately on the level of success of communications. (Where was his/her communication strong? Where was it weak? How much support did he/she need? What improvements could be made in communication next time?)
N Novice -
  Discusses presentation topic with passion and excitement; generates a high level of interest from the audience.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.01

Under Development

Critical Thinking

Information and Discovery

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Provides a thorough description of the problem, investigation, or challenge; explains why the inquiry is relevant and necessary.
  • Generates powerful questions closely related to the problem, investigation, or challenge (i.e., open-ended; requiring deep thought).
  • Uses advanced searches effectively. Gathers relevant information from multiple trustworthy sources.
P Proficient
-
 

"The Standard"

  • Clearly defines the problem, investigation, or challenge; continuously seeks clarity and understanding.
  • Creates additional questions related to the problem, investigation, or challenge. Effectively refines and improves questions and identifies a key question or set of questions to investigate.
  • Conducts efficient research and gathers relevant information from multiple sources; effectively assesses the credibility and accuracy of each source.
A Approaching Proficiency
-
 
  • Defines the problem, investigation, or challenge, but explanation lacks clarity; seeks clarity and understanding at times, but sometimes moves forward without sufficient understanding.
  • Is beginning to formulate clear questions, but questions are limited and are sometimes not closely related to the problem, investigation, or challenge. Somewhat effectively, refines and improves questions and identifies a key question or a prioritized set of questions on which to focus.
  • Conducts research and gathers information from a limited number of sources; somewhat effectively selects relevant, trustworthy information.
N Novice -
 
  • Shows an inability to grasp the problem, investigation, or challenge; rarely seeks clarity and understanding.
  • Creates a small number of questions connected to the problem, investigation, or challenge, but questions are unclear. Student is building the foundation to refine and improve questions and to identify a key question or prioritized set of questions on which to focus.
  • Attempts to gather information from sources, but information is very limited or is not relevant to the inquiry questions.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.02

Under Development

Critical Thinking

Interpretation and Analysis

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Integrates information from a large number of sources on the inquiry topic to build background knowledge.
  • Thoroughly evaluates sources’ points of view and detects bias, when present; clearly analyzes how sources address conflicting viewpoints.
  • Shows openness or ability to look at information from different viewpoints, even viewpoints that challenge his/her point of view.
  • Thoroughly and accurately assesses and describes arguments and claims provided by sources. Assesses whether the reasoning is sound, if the evidence is helpful to the argument, and if a sufficient amount of evidence is provided; identifies false statements.
P Proficient
-
 

"The Standard"

  • Integrates information from multiple sources on the inquiry topic to build background knowledge, with independence. Accurately determines sources’ points of view and analyzes how the sources address conflicting viewpoints. Clearly explains the difference between his/her point of view and that of sources. Is laying the foundation to thoroughly and accurately assess and describe arguments and claims provided by sources. Assesses whether the reasoning is sound, if the evidence is helpful to the argument, and if a sufficient amount of evidence is provided. Consistently recognizes when irrelevant (i.e., unrelated; unimportant) evidence is introduced.
A Approaching Proficiency
-
 
  • With support, integrates information from a limited number of sources on the inquiry topic to build background knowledge.
  • Is beginning to describe sources’ points of view, but struggles to analyze how the sources address conflicting viewpoints.
  • Explains the difference between their point of view and that of sources, but explanation is somewhat unclear.
  • Provides a basic assessment of the argument and claims presented by sources, but is unable to assess whether the reasoning is sound, if the evidence is helpful to the argument, or if a sufficient amount of evidence is provided.
  • Is beginning to recognize when irrelevant (i.e., unrelated, unimportant) evidence is introduced.
N Novice -
 
  • Builds background knowledge from a single or very limited number of sources.
  • Shows an understanding of the concept of point of view; is building a foundation to describe sources’ points of view.
  • Explains point of view; is building a foundation to explain the difference between their point of view and that of sources.
  • Shows understanding of the components of an argument; is building a foundation to provide a basic assessment of the argument and claims presented by sources.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.03

Under Development

Critical Thinking

Reasoning

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Explains assumptions (what student believes, but has not proven) about the problem, investigation, or challenge; justifies assumptions with sensible evidence.
  • Draws deep inferences from the inquiry experience.
  • Demonstrates ethical reasoning and judgment by clearly sharing perspectives on why the proposed course of action is morally the best decision.
P Proficient
-
 

"The Standard"

  • Clearly explains and justifies assumptions (what student believes, but has not proven) about the problem, investigation, or challenge.
  • Consistently makes clear inferences from the inquiry experience.
A Approaching Proficiency
-
 
  • Explains assumptions (what student believes, but has not proven) about the problem, investigation, or challenge, but explanation is somewhat unclear and does not include supportive details.
  • Is beginning to show ability to describe inferences from the inquiry experience, but inferences are somewhat insignificant.
N Novice -
 
  • Defines “assumption”; is building a foundation to explain assumptions (what student believes, but has not proven) about the problem, investigation, or challenge.
  • Defines “inference”; is building a foundation to draw inferences from the inquiry experience.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.04

Under Development

Critical Thinking

Problem Solving / Solution Finding

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Ideas about how to best solve the problem, meet the challenge, or answer the inquiry question are very convincing.
  • When using systems thinking in problem solving, defines if the system is in equilibrium or is changing; explains how the system interacts with another system.
  • Tests ideas with patience, precision, and accuracy; Carefully assesses outcome and draws logical conclusions about next steps.
P Proficient
-
 

"The Standard"

  • Clearly explains ideas about how to best solve the problem, meet the challenge, or answer the inquiry question; clearly describes why their ideas make sense.
  • Uses systems thinking in problem solving. Describes the function of the whole system, describes the subsystems, and describes how a change in the subsystems influences the entire system.
  • Tests ideas. With little assistance, assesses and clearly describes the outcome and decides if a new solution is necessary.
A Approaching Proficiency
-
 
  • Shares ideas about how to best solve the problem, meet the challenge, or answer the inquiry question, but the explanation is somewhat unclear.
  • Uses systems thinking in problem solving. Describes the function of the whole system; names all of the parts; and describes the function of each part and predicts what would happen if a part is missing, but is unable to describe the subsystems.
  • Tests ideas. With assistance, assesses the outcome, but the explanation may be somewhat unclear. Is beginning to show ability to assess results and decide if a new solution is necessary.
N Novice -
 
  • Is hesitant to share ideas about how to best solve the problem, meet the challenge, or answer the inquiry question.
  • Is beginning to use systems thinking in problem solving. Describes the function of the whole system; names all of the parts; and describes the function of each part, but is unable to predict what will happen if a part is missing.
  • Shows an inability to test ideas, assess the outcome, and decide if a new solution is necessary.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.05

Under Development

Critical Thinking

Constructing Arguments

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • States opinion about inquiry question in a very articulate, convincing way.
  • Independently gathers proof (evidence) from sources to support opinion; gathers very accurate, correct, credible, and trustworthy sources.
  • Very persuasively, articulately, and clearly compares and contrasts personal opinion from differing opinions.
  • Organizes reasons and evidence in a very well-organized, logical order.
P Proficient
-
 

"The Standard"

  • Clearly states opinion about inquiry question.
  • With little assistance, gathers proof (evidence) from sources to support opinion; uses accurate, correct, credible, and trustworthy sources to support opinion.
  • Clearly compares and contrasts personal opinion from differing opinions.
  • With minimal support, clearly organizes reasons and evidence and recognizes opposing claims.
A Approaching Proficiency
-
 
  • States opinion about inquiry question, but explanation is somewhat unclear.
  • With assistance, gathers proof (evidence) from sources to support opinion, but proof is somewhat weak; sources are at times inaccurate or not trustworthy.
  • Compares and contrasts personal opinion from differing opinions, but explanation is somewhat unclear.
  • Is beginning to show ability to organize reasons and evidence and recognize opposing claims, with support.
N Novice -
 
  • Restates facts rather than stating actual opinion about the inquiry question.
  • Defines “proof”; is building a foundation to gather proof from sources to support opinion.
  • Is beginning to explain the opinion of sources; is building a foundation to compare and contrast personal opinion from differing opinions.
  • Defines “reason,” “evidence,” and “opposing claim”; is building a foundation to organize reasons and evidence to support opinion and recognize opposing claims.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.06

Under Development

Critical Thinking

Self-Regulation / Reflection

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently monitors his/her thought process and clearly articulates strengths and weaknesses in thinking during the inquiry experience.
  • Recognizes and articulates his/her egocentric thinking, when practiced, as well as egocentric thinking on the part of others.
P Proficient
-
 

"The Standard"

  • Clearly explains the critical thinking skills assessed in the unit in his/her own words.
  • Monitors his/her thought process and articulates or describes strengths and weaknesses in thinking during parts of the inquiry experience.Describes how assumptions impacted the ability to think critically in the investigation.
  • Describes how inferences were helpful in the investigation.
  • Describes how his/her points of view compare and contrast with other points of view explored during the inquiry experience.
  • Shows awareness of how the ability to recognize and analyze points of view impacted the critical thinking process.
  • Often assesses one’s own critical thinking dispositions with accuracy. (Does the student continuously seek clarity and understanding? Use accuracy and detail? Dedicate enough time and effort to thinking? Reflect on the amount of support needed during the critical thinking process?)
A Approaching Proficiency
-
 
  • Explains the critical thinking skills assessed in the unit in his/her own words, but explanation is somewhat unclear.
  • Is beginning to show ability to monitor his/her thought process and articulate or describe perceived strengths and weaknesses in thinking during the inquiry experience, but is unable to describe how assumptions impacted the ability to think critically in the investigation.
  • Describes how inferences were helpful in the investigation, but explanation is somewhat unclear.
  • Describes how his/her points of view compare and contrast with other points of view explored during the inquiry experience, but explanation is somewhat unclear.
  • Is beginning to show awareness of how the ability to recognize and analyze points of view impacted the critical thinking process, but description is somewhat unclear.
  • Sometimes assesses one’s own critical thinking dispositions with accuracy. (Does the student continuously seek clarity and understanding? Use accuracy and detail? Dedicate enough time and effort to thinking? Reflect on the amount of support needed during the critical thinking process?)
N Novice -
 
  • Shows understanding that there are critical thinking skills, and that with practice, students can improve these skills. Is building a foundation to define the critical thinking skills assessed in the unit in his/her own words.
  • Shows an inability to monitor his/her thought process and articulate or describe strengths and weaknesses in thinking during the inquiry experience.
  • Describes personal point of view and the points of view explored during the inquiry experience. Is building a foundation to describe how his/her points of view compare and contrast with other points of view explored during the inquiry experience.
  • Shows an inability to show awareness of how the ability to recognize and analyze points of view impacted the critical thinking process.
  • Rarely assesses one’s own critical thinking dispositions with accuracy. (Does the student continuously seek clarity and understanding? Use accuracy and detail? Dedicate enough time and effort to thinking? Reflect on the amount of support needed during the critical thinking process?)

 

Resources

Link to District Rubric



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