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TRANSDISCIPLINARY SKILLS RUBRIC 4 Thinking skills

• Demonstrates a strong

understanding and connection to the central idea and lines of inquiry • Considers aspects of the essential

elements, and records thoughts in journal during all stages of the process

Social skills

• Discusses problems in a calm and

rational way, and suggests reasonable solutions to resolve conflicts • Cooperates with others and is actively involved in group decision making • Responds positively to constructive feedback from others (i.e. action) • Takes on different roles within the

group and negotiates responsibilities for tasks with others Communication skills

3 • Understands and makes

connections to the central idea and the lines of inquiry • Considers aspects of the essential

connections to the central idea and the lines of inquiry • Considers some aspects of the

elements, and often records thoughts in journal during most stages of the process

essential elements, and records some thoughts in journal during some stages of the process

• Discusses problems and suggests

• Discusses problems with guidance

reasonable solutions to resolve conflicts

and provides some strategies to resolve conflicts

• Cooperates with others and is part

of most group decision making • Often responds positively to

constructive feedback from others (i.e. action) • Takes on different roles within the group and accepts responsibility for different aspects to complete tasks

• Listens and speaks to others in an

• Listens and speaks to others in an

appropriate way, always adjusting behaviour and language depending on the situation • Organises meetings with primary sources after initiating, consulting with teachers and then leading the action (student directed)

appropriate way, often adjusting behaviour and language depending on the situation • Organises meetings with primary sources after consulting with teachers then leading the action (student-teacher directed)

• Negotiates with others during every

• Negotiates with others during most

stage of the process

2 • Understands and makes some

stages of the process

• Needs reminders to cooperate with

others or be involved in group decision making • Sometimes responds positively to constructive feedback from others (i.e. action) • Takes on some different roles within the group but needs to be reminded to take responsibility for tasks • Listens and speaks to others in an

appropriate way

1 • Makes limited connections with the

central idea and lines of inquiry

• Considers aspects of the essential

elements when reminded, and records thoughts in journal during some stages of the process

• Refuses to discuss problems or

resolve conflicts

• Finds cooperation difficult or avoids

group decision making • Responds negatively to

constructive feedback from others (i.e. action) • Takes on one role within the group and is reluctant to take responsibility for tasks • Does not listen or speak to others in

an appropriate way

• Organises meetings with primary

• Organises meetings with primary

sources after consulting with teachers then leads the action, however, required a directive to initiate (teacher-student directed) • Negotiates with others during some stages of the process

sources after consulting with teachers, however, required a directive to initiate and lead (teacher directed) • Negotiates with others during some stage of the process

4 Selfmanagement skills

• Demonstrates a sound

• Understands the requirements of

• Understands the requirements of

understanding about work ethic different tasks and plans accordingly • Monitors progress and manages time independently and effectively • Always informs others of whereabouts • Always able to manage materials and equipment independently

Research skills

3

• Demonstrates a strong work ethic

• Gathers information from a wide

range of primary and secondary sources • Plans effective ways of finding appropriate information • Maintains a detailed bibliography of

sources used

most tasks and makes some plans • Monitors progress and manages

time effectively • Often informs others of whereabouts • Often able to manage materials and equipment independently

2 • Demonstrates an effective work

ethic when encouraged • Understands the requirements of

some tasks and makes some plans • Monitors progress and manages

time effectively with assistance • Can forget to inform others of

whereabouts • Needs reminders to manage

materials and equipment

• Gathers information from a range

• Gathers information from some

of primary and secondary sources

primary and secondary sources

• Plans ways to find appropriate

information • Makes a bibliography of most

sources used

• Organizes information in a logical

• Organizes information

way independently • Constantly refers to the central idea, lines of inquiry and key questions in order to focus research • Adept interpretation of information in own words with reference to most important ideas, details/facts and vocabulary • Understands important implications and supporting details of information • Action taken was purposeful and appropriate, and was student initiated and led after consultation with teachers (student directed)

independently • Often refers to the central idea, lines of inquiry and key questions in order to focus research • Adequate interpretation of information in own words with reference to some important ideas, details/facts and vocabulary • Understands important implications and some supporting details of information • Action taken was purposeful and appropriate, and was student led after consultation with teachers (student-teacher directed)

1 • Needs reminders about work ethic

• Sometimes needs support to plan

ways to find appropriate information • Makes a bibliography of some sources used • Organizes information with others • Sometimes refers to the central

idea, lines of inquiry and key questions in order to focus research • Partial interpretation of information in own words with reference to some important ideas but there are misinterpretations • Understands some important implications and supporting details of information • Action taken was appropriate, and was student led after consultation with teachers (teacher-student directed)

• Understands the requirements of

tasks and makes plans with guidance • Does not manage time effectively or appropriately • Does not inform others of whereabouts • Relies on others to manage materials and equipment

• Gathers information from either

primary or secondary sources • Needs support to plan ways to find

appropriate information • Makes some references to sources

used or provides a partial bibliography • Requires support to organize information • Needs reminders to refer to the central idea, lines of inquiry or key questions in order to focus research • Limited interpretation in own words or plagiarised information, and there are misinterpretations • Limited or no understanding of

implications of information • Action taken appropriate, but was

teacher led after consultation (teacher directed)