Sukh

Group Discussion Rubric:-

ATTRIBUTE | EMERGING | COMPETENT | EXEMPLARY | LISTENING | Recognizes and responds to others speaking. | Uses and practices listening processes regularly. | Habitually uses listening processes. | NON-VERBAL COMMUNICATION Eye contact, gestures, posture, facial expression, voice. | Comprehends some information from non-verbal cues. | Draws accurate conclusions from body language and facial expressions. | Able to recognize and use subtle non-verbal communication cues. | CO-OPERATION | Sometimes shows ability to wait to give appropriate verbal / non-verbal responses. | Usually shows ability to wait to give appropriate verbal / non-verbal responses. | Habitually shows ability to wait with openness and awareness to give appropriate verbal / non-verbal responses. | PARTICIPATION Tells thoughts, feelings, ideas so others understand. | Rarely talks during the discussion or talk is off the subject. Offers few ideas to the discussion. | Shares freely and explains with details. Makes connections to what others say. | Talk inspires others. Supports and leads others in discussion. |

Debate Rubric:-

| Levels of Performance | Criteria | 1 | 2 | 3 | 4 | 1. Organization and Clarity: Viewpoints and responses are outlined both clearly and orderly. | Unclear in most parts | Clear in some parts but not over all | Most clear and orderly in all parts | Completely clear and orderly presentation | 2. Use of Arguments: Reasons are given to support viewpoint. | Few or no relevant reasons given | Some relevant reasons given | Most reasons given: most relevant | Most relevant reasons given in support | 3. Use of Examples and Facts: Examples and facts are given to support reasons. | Few or no relevant supporting examples/facts | Some relevant examples/facts given | Many examples/facts given: most relevant | Many relevant supporting examples and facts given | 4. Use of Rebuttal: Arguments made by the other teams are responded to and dealt with effectively. | No effective counter-arguments made | Few effective counter-arguments made | Some effective counter-arguments made | Many effective counter-arguments made | 5. Presentation Style: Tone of voice, use of gestures, and level of enthusiasm are convincing to audience. | Few style features were used; not convincingly | Few style features were used convincingly | All style features were used, most convincingly | All style features were used convincingly |

Debate Rubric:- Levels of Performance for AFFIRMATIVE Team Criteria | 4 | 3 | 2 | 1 | Grade: | 1. Organization & Clarity: Main arguments and responses are outlined in a clear and orderly way. | Completely clear and orderly presentation | Mostly clear and orderly in all parts | Clear in some parts but not overall | Unclear and disorganized throughout | | 2. Use of Argument: Reasons are given to support the resolution | Very strong and persuasive arguments given throughout | Many good arguments given, with only minaor problems | Some decent arguments, but some significant problems | Few or no real arguments given, or all arguments given had significant problems | | 3. Use of cross-examination and rebuttal: Identification of weakness in Negative team’s arguments and ability to defend itself against attack. | Excellent cross-exam and defense against Negative team’s objections | Good cross-exam and rebuttals, with only minor slip-ups | Decent cross-exam and/or rebuttals, but with some significant problems | Poor cross-exam or rebuttals, failure to point out problems in Negative team’s position or failure to defend itself against attack. | | 4. Presentation Style: Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case. | All style features were used convincingly | Most style features were used convincingly | Few style features were used convincingly | Very few style features were used, none of them convincingly | | | | | | | TOTAL SCORE: _____ |

Role play Rubric:-

Levels of Quality Criteria | 4Excellent | 3Proficient | 2Adequate | 1Limited | Participation inPreparation and Presentation | Always willing and focused during group work and presentation. | Usually willing and focused during group work and presentation. | Sometimes willing and focused during group work and presentation. | Rarely willing and focused during group work and presentation. | Presentation ofCharacter | ConvincingCommunication of character’s feelings, situation and motives. | CompetentCommunication of character’s feelings, situations and motives. | AdequateCommunication of character’s feelings, situation and motives. | LimitedCommunication of character’s feelings, situation and motives. | Achievement of Purpose | Purpose is clearly established andEffectively sustained. | Purpose is clearlyestablished andgenerally sustained. | Purpose isestablished butmay not besustained. | Purpose is vaguelyestablished andmay not besustained. | Use of Non Verbal Cues (voice,gestures, eyecontact, props, costumes) | Impressive variety of non-verbal cuesare used in anexemplary way. | Good variety ofnon-verbal cuesare used in acompetent way. | Satisfactory variety of non-verbal cues used in an acceptable way. | Limited variety of non-verbal cues are used in a developing way. | Imagination and Creativity | Choices demonstrateinsight and powerfully enhance role play. | ChoicesDemonstrate thoughtfulness and completelyenhance role play. | Choices demonstrateawareness and developing acceptably enhance role play. | ChoicesDemonstrate little awareness and do little to enhance role play. |

Survey Rubric:-

Directions: Using your pre-approved topic, you are to construct a survey. The survey will be assessed using the rubric below.

Category | Rating | Score | | 4 | 3 | 2 | 1 | | Purpose | Purpose is stated clearly. | Purpose is stated somewhat clearly. | Purpose is stated vaguely. | Purpose is not stated. | | Clarity of questions | Questions are crystal clear and a person would not have to ask for clarification. | Questions are very clear and a person might have to ask for clarification. | Questions are somewhat clear and a person would have to ask for clarification. | Questions are confusing and ambiguous. | | Choice of responses | Every person would be able to choose from the responses. | Most people would be able to choose from the responses. | Few people would be able to choose from the responses. | No one would be able to choose from the responses. | | Layout | The selection of graphics, line styles, and arrangement options enhances the layout and meaning of the survey. | The selection of graphics, line styles and arrangement options mostly enhances the layout of the survey. | The selection of graphics, line styles and arrangement options sometimes enhances the layout of the survey. | The selection of graphics, line styles and arrangement options do not enhance the layout of the survey. | | Content | All essential questions are properly addressed. | Most of the essential questions are properly addressed. | Some of the essential questions are properly addressed. | One or fewer essential questions are addressed. | | Spelling/ Grammar | All words are spelled correctly. Grammar, punctuation, spacing and word usage are appropriate. | Most words are spelled correctly. Grammar, punctuation, spacing and word usage are mostly appropriate. | Most words are spelled correctly. Grammar, punctuation, spacing and word usage have some errors. | Numerous spelling errors. Grammar, punctuation, spacing and word usage have a number of errors. | | Utility | Easy to use and pleasant to look at. | Easy to follow. | Choppy, but gets the job done. | Difficult to follow and is jumbled. | | Total Score | |

Group Presentation Rubric:-

CATEGORY | 4 | 3 | 2 | 1 | Preparedness | Student is completely prepared and has obviously rehearsed. | Student seems pretty prepared but might have needed a couple more rehearsals. | The student is somewhat prepared, but it is clear that rehearsal was lacking. | Student does not seem at all prepared to present. | Comprehension | Student is able to accurately answer almost all questions posed by classmates about the topic. | Student is able to accurately answer most questions posed by classmates about the topic. | Student is able to accurately answer a few questions posed by classmates about the topic. | Student is unable to accurately answer questions posed by classmates about the topic. | Content | Shows a full understanding of the topic. | Shows a good understanding of the topic. | Shows a good understanding of parts of the topic. | Does not seem to understand the topic very well. | Posture and Eye Contact | Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. | Stands up straight and establishes eye contact with everyone in the room during the presentation. | Sometimes stands up straight and establishes eye contact. | Slouches and/or does not look at people during the presentation. | Collaboration with Peers | Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. | Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. | Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. | Volume | Volume is loud enough to be heard by all audience members throughout the presentation. | Volume is loud enough to be heard by all audience members at least 90% of the time. | Volume is loud enough to be heard by all audience members at least 80% of the time. | Volume often too soft to be heard by all audience members. | Stays on Topic | Stays on topic all (100%) of the time. | Stays on topic most (99-90%) of the time. | Stays on topic some (89%-75%) of the time. | It was hard to tell what the topic was. |