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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

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)