Rubrics on Group Dynamic
Name: _________________
Class: ________________
Criteria 5 (Highest)
A. Work load is Each group member assumes an
distributed evenly equal amount of workload.
among group Each group member has
members opportunity to be in control of or
take the lead on portions of the
work done.
B. The group has a All members are comfortable and
reasonable, satisfied with means of making
project decisions.
equitable and
effective means All group members have a voice in
of making project decisions, whether they are finally
decisions. made by the consensus of the
group as a whole, or a leader or
subcommittee.
Decisions are made rapidly and
efficiently.
C. Differing or Group seeks out different and
opposing opposing points of views from
amongst its members.
viewpoints are
respected. The opinions and thoughts of all
members are given a voice.
All alternative views are
considered impartially and
rationally.
D. Group members Group members demonstrate
display sensitivity insight concerning the feelings and
levels of knowledge of the other
to the feelings members and exhibit this insight
and level of while communicating.
knowledge of
others in the Each one respects individual
Teacher in Charge: ________________
Topic: ___________________
4 3
Each group member assumes an
equal amount of the work load.
Not all group members have an
opportunity to take the lead on
aspects of the project.
All members are comfortable and
satisfied with the means of making
project decisions.
But, not all members have a voice
in the way those decisions are
made.
Some members’ perspectives are
heard more frequently than others.
No attempt is made to draw out the
opinions and viewpoints of the
more "silent" group members.
Most of the group members
show the ability to communicate
with persons of diverse knowledge
and sensitivities.
Each respects the feelings of
others.
Some group members do
significantly more of the work than
others.
There is dissent around how group
decisions are made. Arguments
occur on occasion.
Some members feel as if their
input into decisions is not valued.
Decisions may be hampered and
prolonged by these difficulties.
The opinions and viewpoints of
some members, although voiced,
are consistently and deliberately
ignored.
Some of the group members have
difficulty in adjusting
communications to accommodate
persons of diverse knowledge and
sensitivities.
Members do little to encourage
Score: _______/20
Date: ___________
Ratin
2 (Lowest)
g
One or two members do all the
work for the project, while others
do nothing.
There is no clear decision making
process. Many key decisions
simply are not made at all.
Arguments are frequent.
Stalemates in project work occur
frequently.
All group members have different
perspectives and are not willing to
listen to those of the other group
members.
Bickering and miscommunication
is frequent.
Several of the group members
demonstrate an inability to work or
communicate with others of
differing knowledge and abilities.
The members’ work reflects apathy
or callousness towards the feelings
 group. differences and sensitivities of the respect in others for individual of others. As a result, group
others. differences. cooperation breaks down.
`
Rubrics on Interview
Name: _________________ Teacher in Charge: ________________ Score: _______/32+3 = 35

Class: ________________ Topic: ___________________ Date: ___________

Criteria 4 (Highest) 3 2 1 (Lowest) Ratin

g
A. Listening Answer reflected an explicit Answer reflected a general Answer reflected a partial Answer did not reflect an
understanding of the understanding of the understanding of the understanding of the
Did the student question; question; May have missed a question; question or answered an
answer the detail; unasked question;
question that was
presented?
B. Speaking Spoke clearly and Spoke articulately most of Spoke in a somewhat Nervous; Incomplete
articulately; the time; nervous manner; thoughts, Not articulate;
Did the student
speak in an Was confident in knowledge; Used general words at times Lacked confidence in No use of professional
articulate manner instead of details; knowledge; language; Response riddled
and integrate Integrated professional with "um’s, uh's, er's, etc.";
professional language throughout the Integrated a good amount of Sketchy use of professional
language? response; No "um’s, uh's, professional language language; Many "um’s, uh's,
er's” etc." throughout response; Some er's, etc.”
"um’s, uh's, er's”;
C. Integrating Fully integrated knowledge, Integrated knowledge, Integrated some knowledge, Failed to integrate
content and experiences in content or experiences in a content or experiences; knowledge, content or
Did the student an organized, accurate and generally organized and experiences;
integrate detailed manner; accurate manner; Response was somewhat
knowledge, rambling or missing details; Inaccurate and/or incomplete
content and Engaged listener with unique Invited response from the responses;
experiences? answers; listener; Listener needed to clarify
responses; Listener was confused;
D. Expressing Recognized that opinions Did not recognize that Did not recognize that Did not recognize that
might be at odds with opinions might be at odds opinions might be at odds opinions might be at odds
 Did the student listener’s;
express opinions
in a tactful and Identified that it was own
mature manner? opinion;
Expressed opinions in a
highly tactful and mature
manner;
E. Body Language Body language conveyed
eagerness to respond;
Did the student’s
body language Sat in upright and alert
convey interest manner; Seemed natural and
and facilitate the at ease;
responses
F. Gestures Gestures fully facilitated and
enhanced the responses;
Did the student’s
gestures seem Hand and facial movements
natural and were natural, timed
facilitate the effectively and emphasized
responses? key points;
G. Eye Contact Sustained, appropriate and
natural eye contact;
Did the student’s
eye contact seems Conveyed interest in the
natural and topic and the listener;
facilitates the Showed confidence in
responses? interacting with the listener;
H. Professional Dressed in a highly
professional manner (suit,
Did the student sport coat, tie, dress);
dress in a
professional Neat and well-groomed;
with listener’s;
Identified that response was
own opinion;
Expressed opinions in a
generally tactful manner;
Body language conveyed
interest in responding;
Sat in an upright manner;
Seemed fairly natural most
of the time;
Gestures were appropriate
and added to effectiveness
of the response;
Hand and facial movements
were generally natural and
timed to emphasize key
points;
Appropriate, fairly consistent
and natural eye contact;
Generally conveyed interest
in the topic and listener;
Showed generally good
levels of confidence in
interacting with listener;
Dressed in a professional
manner (skirt/blouse, dress
pants/blouse, shirt and tie);
Generally neat and well-
with listener’s;
Did not identify that response
was own opinion;
Expressed opinions in an
open, but unprofessional
manner;
Body language was difficulty
to interpret
Sat upright at times, but
slouched at others;
Extraneous movements
detracted from response;
Gestures were somewhat
limited, unnatural and/or stiff;
Hand and/or facial
movements were timed
inappropriately or were
distracting;
Intermittent or inconsistent
eye contact;
Conveyed non-interest in the
topic and/or listener;
Did not seem confident of
interactions with the patient;
Dressed in a casual, but not
necessarily professional
manner (Revealing blouse,
open collar/no tie);
with listener’s;
Did not identify that response
was own opinion;
Expressed opinions in a
biased, or inappropriate
manner;
Body language conveyed
disinterest and/or extreme
nervousness;
Slouched or moved
nervously throughout the
interview;
Gestures were not evident or
were exceptionally
distracting to the listener;
Limited or no eye contact;
Seemed disengaged with
topic and/or listener;
Dress was inappropriate
and/or unkempt;
manner? groomed; Fairly neat;
 Rubrics on Written Report
Name: _________________ Teacher in Charge: ________________ Score: _______/24+1 = 25

Class: ________________ Topic: ___________________ Date: ___________

Criteria 4 (Highest) 3 2 1 (Lowest) Ratin

A. Organization Information is presented
in effective order.
Excellent structure of
paragraphs and
transitions enhances
readability and
comprehension.
B. Quality of Supporting details are
Information specific to topic and
provide the necessary
information.
C. Introduction Introductory paragraph is
clearly stated, has a
sharp, distinct focus and
enhances the impact of
the report
D. Conclusion Concluding paragraph
summarizes and draws a
clear, effective conclusion
and enhances the impact
of the report.
E. Grammar & No spelling or
Spelling grammatical errors.
F. Bibliography All resources are cited
and appear with correct
formatting.
Information is logically
ordered with paragraphs
and transitions.
Some details don’t support
the report topic.
Introductory paragraph is
clearly stated with a focus.
Concluding paragraph
follows and summarizes
the report discussion and
draws a conclusion.
Fewer than 3 grammatical
or spelling errors.
All resources are cited, but
formatting isn’t correct.
Information is scattered
and needs further
development.
Details are somewhat
sketchy.
Introductory paragraph is
vague.
Concluding paragraph is
only remotely related to the
report topic.
Three to five grammatical
or spelling errors.
Some resources are cited
but not all. Not formatted
correctly.
g
Details and examples are
not organized, are hard to
follow and understand.
Unable to find specific
details.
Introductory paragraph is
not apparent.
Concluding paragraph is
not apparent.
Numerous grammatical
and/or spelling errors.
Resources not cited in
paper or proper format not
used.

Name: _________________
Class: ________________
Criteria 1 (Lowest)
A. Content The documentary is not accurate
and not an appropriate length.
B. Fair Use The documentary does not follow
fair use practices.
Text, audio and/or images are used
without permission and/or in
violation of copyright.
C. Collaboration with Rarely listens to, shares with, and
Peers supports the efforts of others in the
group. Often is not a good team
member.
D. Technical Tone, voice, graphics, and visual
Production images rarely convey interest or
enthusiasm.
The presentation is unclear and/or
not loud enough to be heard.
Composition and technical
production absent or distract from
the topic.
E. Research The documentary failed to prove is
claim
Rubrics on Documentary
Teacher in Charge: ________________
Topic: ___________________
2 3
Students create an accurate
documentary but it does not cover
the topic the issue in an
appropriate length of time.
Most of the documentary is the
original work of the group
members, but some material is
used without permission or in
violation of copyright.
Often listens to, shares with, and
supports the efforts of others in the
group but sometimes is not a good
team member.
Tone, voice, graphics, and visual
images frequently convey interest
or enthusiasm.
Most of the presentation is clear
and loud enough to be heard.
Composition and technical
production sometimes distract from
the topic.
The documentary shows little
evidence of research.
It does not include facts from the
case that support the limitation of
human justice and the like.
Students create an accurate
documentary that adequately
covers the topic in an appropriate
length of time.
The documentary follows fair use
for most audio and images that are
included.
All text is the original work or is
used with permission. There are
some minor issues with copyright
and fair use.
Usually listens to, shares with, and
supports the efforts of others in the
group.
Does not cause problems in the
group.
Tone, voice, graphics, and visual
images frequently convey interest
and enthusiasm.
The presentation is clear and loud
enough to be heard.
Composition and technical
production usually enhance the
topic.
The documentary contains few
facts but needs more evidence to
add credibility of the case
Score: _______/20
Date: ___________
4 (Highest) Ratin
g
Students create an original,
accurate and interesting
documentary that adequately
covers the topic in an appropriate
length of time.
The documentary follows fair use
for all audio and images that are
included.
All text is the original work of the
group members or is used with
permission.
Almost always listens to, shares
with, and supports the efforts of
others in the group.
Tries to keep people working well
together.
Tone, voice, graphics, and visual
images convey interest and
enthusiasm.
The presentation is clear and loud
enough to be heard.
Composition and technical
production enhance the topic.
Well researched with sufficient
evidence to give a complete
account of the event.
 Rubrics on Role Play
Name: _________________ Teacher in Charge: ________________
Class: ________________ Topic: ___________________
Criteria 5 (Highest)
A. Quality of Content Chapter content is accurately portrayed as
either effective or ineffective.
Complete coverage of the topic. A student
could develop multiple aspects of the skill
with this resource.
B. Quality of Scenario Scenario was realistic, class-appropriate,
well-developed.
Scenario clearly incorporated course
concepts.
C. Organization Presentation was well-organized.
The transitions between the role-plays and
the narrator and other presentation
components flowed smoothly.
D. Impact Presentation fully engaged the student
audience.
Presentation would be helpful to students in
developing skills.
Presentation would be easy for students to
learn from.
Students who follow the advice in this
presentation would be effective.
E. Presentation Skills All presenters spoke with appropriate eye
contact, volume, tone, use of pauses, and
gestures.
All presenters were well-prepared and
spoke with confidence.
4 3 (Lowest)
Chapter content is accurately portrayed as
either effective or ineffective.
Adequate coverage of the topic. A student
would need to do more research to develop
this skill.
Scenario was realistic and class-
appropriate,
Course concepts could be identified.
Presentation was fairly well-organized.
The transitions between the role-plays and
the narrator and other presentation
components flowed smoothly at most
times.
Presentation engaged the student
audience.
Presentation may provide some helpful
information to students.
Students who follow the advice in the
presentation could develop skills with
additional research.
Most presenters spoke with appropriate eye
contact, volume, tone, use of pauses, and
gestures.
Most presenters were well-prepared and
spoke with confidence.
Score: _______/25
Date: ___________
Rating
Chapter content is not accurately portrayed.
Incomplete coverage of the topic. A student
who wanted to develop this skill would not
find this presentation to be effective.
Scenario was not realistic, inappropriate for
class, or poorly developed.
Scenario failed to incorporate course
concepts.
Presentation was not well-organized.
The transitions between the role-plays and
the narrator and other presentation
components were poor.
Presentation failed to engage the student
audience.
Presentation would not be helpful to
students.
Presentation would be difficult for students
to use.
None of the presenters spoke with
appropriate eye contact, volume, tone, use
of pauses, and gestures.
None of the presenters appeared prepared
or confident.
 Rubrics on Debate
Name: _________________ Teacher in Charge: ________________ Score: _______/20

Class: ________________ Topic: ___________________ Date: ___________

Criteria 4 (Highest) 3 2 1 (Lowest) Rating

A. Organization and Completely clear and orderly Most clear and orderly in all Most clear and orderly in all Unclear in most parts
Clarity: presentation parts parts

Viewpoints and
responses are
outlined both clearly
and orderly.

B. Use of Arguments: Most relevant reasons given Most reasons given: most Most reasons given: most Few or no relevant reasons
in support relevant relevant given
Reasons are given to
support viewpoint.

C. Use of Examples and Many relevant supporting Many examples/facts given: Many examples/facts given: Few or no relevant
Facts: examples and facts given most relevant most relevant supporting examples/facts

Examples and facts

are given to support
reasons.

D. Use of Rebuttal: Many effective counter- Some effective counter- Some effective counter- No effective counter-
arguments made arguments made arguments made arguments made
Arguments made by
the other teams are
responded to and
dealt with effectively.

E. Presentation Style: All style features were used All style features were used, All style features were used, Few style features were
convincingly most convincingly most convincingly used; not convincingly
Tone of voice, use of
 gestures, and level of
enthusiasm are
convincing to
audience.
Criteria 5 (Advanced)
A. Safety Took preventive measures before
treating the victim
B. Identifying the Described accurately what the
Situation scenario was to the victim;
distinguished surrounding
resources quickly
C. Performance Identified the problem/s and was
able to show at least 90% of the
technique/s
D. Empathy to Reassured the victim throughout
Victim time spent with him/her
E. Language Communicated medical terms
easily at all times
F. Self-Assessment Was able to see that it went well
and reflect on the areas which
need improvement
Rubrics on Return Demonstration
4 (Very Good)
Reacted to safety issues
immediately when needed
Identified what the scenario was to
the victim in a timely manner
Showed 75% proper technique/s
Reassured victim with a calm voice
Did well in wording the identified
problem and solutions were clear
with appropriate key words
Noted what went right in the
scenario and what improvements
are needed for future use
3 (Average)
Remembered 50% of the safety
rules
Took too much time to explore
possible scenarios that the victim
is in; did not draw correct
conclusions as to injury
Showed 50% proper technique/s
Spoke to victim and showed some
compassion
Able to communicate to a fellow
rescuer
Focused only on what he did
wrong, was able to correct the
error in hindsight
Ratin
2 (Needs Improvement)
g
Forgot the majority of safety rules;
remembered after treating the
victim
Attempted to identify the scenario
the victim is in
Showed some of the proper
techniques; many steps were
missed
Spoke very little to either
conscious or unconscious victim;
lack of compassion
Used very little first responder
vocabulary
Did not see any positive nor any
areas for improvement