Group Project Assessment Concepts of Teamwork/Collaboration Rubric
Below Proficient (1) Approaching Proficient (2)
TEACHER QUALITY STANDARD III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
Teamwork students. ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
THE TEACHER: Models effective communication skills. THE TEACHER: Maintains a positive, productive and respectful relationship with colleagues.
Team members have significant
trouble communicating and
Communication
contacting one another, making
group work difficult.
Team members work
independently and without
Collaboration collaboration; no connection
established between content
areas, or significant redundancy.
Some team members contribute
Contribution much more than others and
workload is very uneven.
Team members do not listen to
Respect one another and have rude
interactions.
Group Project Assessment Written Reports and Presentation Rubric
Below Proficient (1)
Does not fully provide an
accurate analysis of explicit and
Discussion Posts implicit content. Central idea is
(Content) unclear, evidence is missing or
irrelevant; inappropriate to task or
audience.
There is little or no coherence,
clarity, and cohesion of ideas. The
style does not suit the task. There
Discussion Posts
is little or no command of
(Format)
standard English, MLA formatting
and conventions.
Proficient (3) Advanced (4)
Team members communicate
Some team members Team members communicate well, regularly, being clear about time
communicate better than and are clear about expectations conflicts. Communication between
others, with some being difficult and deadlines. At times group individual teammates takes place
to contact. members may be unreachable, often; entire group meets as a whole
but they inform one another. at times.
Team members have trouble Team members know their roles
Team members work well together to
working together, but and work well together, resolving
create a seamless finished product;
collaborate loosely creating a disagreements to create a finished
evidence supports strong connection
product that does not flow well; product; evidence supports a
between content areas and little to no
evidence supports some connection between content areas
redundancy.
connection between content and there are few examples of
areas, redundancy apparent. redundancy.
Each team member is clear of
Each team member is clear on what
what is expected of them,
Some team members do a little is expected of them, completes
completes tasks with few time
more than others. assigned tasks thoroughly and on
extensions and makes up for
time.
lapses in work.
Team members are open and Team members are extremely
Team members are respectful
receptive to new ideas, with minor respectful and open to one anothers
to one another at times.
disagreements. ideas.
Approaching Proficient (2) Proficient (3) Advanced (4)
Mostly accurate analysis of
Written content accurately Written content accurately analyzes
explicit and implicit content.
analyzes explicit and implicit explicit and implicit content that goes
There is an identifiable central
content and demonstrates a beyond summary to provide
idea, some evidence and
strong central topic, clear details, coherent, compelling, comprehensive
comprehension of content.
supporting arguments. Largely and appropriate presentation of
Does not address counter
appropriate to task, purpose, and ideas with skilled argument, purpose,
arguments; not appropriate to
audience. and voice.
task or audience.
Has a consistent command of the
Some coherence, clarity, and conventions of English as well as Demonstrates strong command of
cohesion of ideas. An attempt MLA style. Mostly error-free, errors MLA conventions and presentation,
at structure. Inconsistent do not impede understanding. and shows deliberate care to be error
command of MLA style and Style is engaging and voice is free. Employs elevated style and
Standard English conventions. evident. Central idea is evident. fluency with strong voice.
Some attempt to suite style to Organization is developed logically Organization is purposeful, coherent,
task. and structure supports the clear and serves to deliver the
progression of ideas. content logically and powerfully.
1
 Below Proficient (1)
Chosen presentation methods
and tools do not align with
Presentation course expectations. Elements
(Methods)
of presentation fail to effectively
increase understanding of
projects major topics.
Fails to identify any important
findings in the research. Majority
Presentation of information is irrelevant to the
(Content) topic and action plan remains
undefined.
Organizational issues strongly
detract from effectiveness of
Presentation
(Organization) presentation. Relationships
between topics are not
established.
Delivery of presentation severely
inhibits understanding of the
topic. Numerous grammatical
and/or spelling errors exhibited in Numerous grammatical and/or
Presentation
(Delivery) final product; verbal fluency
detracts from effectiveness;
graphic elements are
inappropriate for the projects
topic.
Approaching Proficient (2)
Chosen presentation methods
and tools align with course
expectations but are found
ineffective at times. Elements
of presentation distract from
the projects major topics.
Identifies some important
findings in the research.
Includes a substantial amount
of unnecessary information and
action plan remains undefined.
Some organizational errors
detract from the effectiveness
of presentation. Relationships
between topics are unclear.
Errors in the delivery of
presentation deter from overall
understanding of the topic.
spelling errors exhibited in final
product; verbal fluency detracts found in text elements; acceptable
from effectiveness; and
numerous errors found within
graphic elements.
Proficient (3)
Chosen presentation methods and
tools align with course
expectations and most elements
contribute towards an increased
understanding of the projects
major topics.
Identifies most important findings
in the research. Includes some
unnecessary information or
proposes an unclear action plan.
Organized in a logical way. Flow is
sometimes a little choppy and
relationships between topics are
not always clear.
Presentation is delivered in a clear
and orderly manner, proving
familiarity with subject matter and
organizational concepts. Few
grammatical or spelling errors
fluency; and graphic elements
have little to no errors.
Advanced (4)
Chosen presentation methods and
tools align with course expectations
and all elements contribute towards
an increased understanding of the
projects major topics.
Identifies most important findings in
the research without including too
much fine print. Includes a logical
action plan for other educators to
follow, based on the research,
addressing
Organized in a cohesive, logical,
easy-to-follow way. Main and sub-
topics are clear, highlighting
relationships between the areas of
study.
Ideas are delivered in a clear and
engaging manner, proving strong
familiarity with subject matter and
organizational concepts. Little to no
grammatical or spelling errors found
in text elements; fluency is
exceptional; graphic elements are
error free.