Sep
2017
teaching and assessing soft skills
Teaching & Assessing Soft Skills
Communication in Person & Online (available in PDF format here: Communication in Person Online Rubric)
https://docs.google.com/document/d/16JVAivizIysXdmUVXzC2BP2NiclbJ21N9cOZQ6NdqxU/edit
| 1 | 2 | 3 | 4 |
| Limited, to no, participation in discussions.
Does not come to discussions prepared. As a result, fails to support statements with evidence from texts and other research.
Few attempts to ask questions or build on ideas shared.
Frequently violates the “dos and don’ts of online communication.” |
Limited participation in discussions (one-on-one, in groups, and teacher-led) with various partners.
Does not consistently come to discussions prepared. Limited preparation and inability to support statements with evidence from texts and other research reflects lack of preparation.
Limited attempts to ask questions, build on ideas shared, or invite quieter voices into the conversation.
Hesitant to respond to other perspectives and fails to summarize points or make connections.
Occasionally violates the “dos and don’ts of online communication.” |
Participates in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners.
Comes to discussions prepared, having read and researched material. Draws on that preparation by referring to evidence from texts and other research on the topic.
Attempts to drive conversations forward by asking questions, building on ideas shared, and inviting quieter voices into the conversation. Responds to diverse perspectives, summarizes points, and makes connections.
Respects the “dos and don’ts for online communication.” |
Initiates and participates effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners.
Comes to discussions prepared with a unique perspective, having read and researched material; explicitly draws on that preparation by referring to evidence from texts and other research on the topic. Propels conversations by posing and responding to questions that relate to the current discussion. (Adds depth by providing a new, unique perspective to the discussion.) Responds thoughtfully to diverse perspectives, summarizes points of agreement and disagreement, and makes new connections. Leans in and actively listens. Makes eye contact, speaks loud enough to be heard, and body language is strong. Respects the “dos and don’ts for online communication.” |
Critical Thinking & Problem Solving, (available in PDF format here: Critical Thinking Problem Solving Rubric)
https://docs.google.com/document/d/1fjlODmLvrVZyrKnzz54LbVa7CqfbAJvLfb98805fjuY/edit
| 1 | 2 | 3 | 4 |
| Reflects surface level understanding of information.
Unable or unwilling to evaluate quality of information or draw conclusions about information found. Does not try to solve problems or help others solve problems. Lets others do the work.
Does not actively seek answers to questions or attempt to find information. Does not seek out peers or ask teacher for guidance or support. |
Attempts to dive below the surface when analyzing information but work lacks depth.
Struggles to evaluate the quality of information and does not draw insightful conclusions about information found. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Asks teachers or other students for answers but does not use online tools, like Google and YouTube, to attempt to answer questions or find information. |
Demonstrates a solid understanding of the information.
Evaluates the quality of information and makes inferences/draws conclusions.
Refines solutions suggested by others.
Attempts to use online tools, like Google and YouTube, to seek answers and find information. |
Demonstrates a comprehensive understanding of the information.
Effectively evaluates the quality of information and makes inferences/draws conclusion that are insightful.
Actively looks for and suggests solutions to problems.
Uses online tools, like Google and YouTube, to proactively seek answers and find information.
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Collaboration & Contributions in a Team Dynamic (available in PDF format here: Collaboration Contributions in a Team Dynamic Rubric)
https://docs.google.com/document/d/1ucjgylXWz8nOM5Vq8FpTByur8smsbov3mR8pX-7n1SE/edit
| 1 | 2 | 3 | 4 |
| Fails to listen to, share with, and support the efforts of team members making accomplishing a task more difficult for the team.
Frequently inattentive or distracting when team members talk. Requires frequent redirection by team members and/or teacher. Body language does not reflect engagement in the process. Focus on leaning in, asking questions, actively listening (e.g. make eye contact). Rarely offers feedback. Frequently becomes impatient, frustrated, and/or disrespectful.
Limited attempts to move between roles. Does not use resources to support the team’s work. |
Attempts to listen to, share with, and support the efforts of team members are limited or inconsistent.
Does not always listen when team members talk and requires redirection by team members and/or teacher. Body language does not reflect engagement in the process. Focus on leaning in, asking questions, actively listening (e.g. make eye contact). Occasionally offers feedback. At times, becomes impatient or frustrated with the process making teamwork more challenging. Limited attempts to move between roles. Does not consistently use resources to support the team’s work. |
Listens to, shares with, and supports the efforts of team members.
Listens when team members talk. Attempts to engage in group tasks; however, body language does not consistently communicate interest or attention. Body language reflects engagement in the process, but there is room for improvement. Offers feedback and treats team members with respect. At times, becomes impatient or frustrated with the process making teamwork more challenging. Attempts to be flexible and move between roles; at times dominates a particular role. This is an area of potential growth. Uses resources to support the team’s work. |
Consistently listens to, shares with, and supports the efforts of team members.
Leans in and actively listens when team members talk.
Body language communicates interest in team tasks and engagement in the process.
Offers constructive feedback, treats team members with respect, and is patient with the process.
Creates balance on the team moving between responsibilities without dominating any one role.
Uses resources effectively to support the team’s work. |
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more on soft skills in this IMS blog
https://blog.stcloudstate.edu/ims?s=soft+skills