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San Diego State University Cabrillo Tidepool Study Collaboration Rubric

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San Diego State University Cabrillo Tidepool Study Collaboration Rubric

Retrieved January 3, 2007 from

Beginning 1

Developing 2

Accomplished 3

Exemplary 4



Research & Gather Information

Does not collect any information that relates to the topic.

Collects very little information--some relates to the topic.

Collects some basic information--most relates to the topic.

Collects a great deal of information--all relates to the topic.

Share Information

Does not relay any information to teammates.

Relays very little information--some relates to the topic.

Relays some basic information--most relates to the topic.

Relays a great deal of information--all relates to the topic.

Be Punctual

Does not hand in any assignments.

Hands in most assignments late.

Hands in most assignments on time.

Hands in all assignments on time.

Take Responsibility

Fulfill Team Role's Duties

Does not perform any duties of assigned team role.

Performs very little duties.

Performs nearly all duties.

Performs all duties of assigned team role.

Participate in Science Conference

Does not speak during the science conference.

Either gives too little information or information which is irrelevant to topic.

Offers some information--most is relevant.

Offers a fair amount of important information--all is relevant.

Share Equally

Always relies on others to do the work.

Rarely does the assigned work--often needs reminding.

Usually does the assigned work--rarely needs reminding.

Always does the assigned work without having to be reminded.

Value Others' Viewpoints

Listen to Other Teammates

Is always talking--never allows anyone else to speak.

Usually doing most of the talking--rarely allows others to speak.

Listens, but sometimes talks too much.

Listens and speaks a fair amount.

Cooperate with Teammates

Usually argues with teammates.

Sometimes argues.

Rarely argues.

Never argues with teammates.

Make Fair Decisions

Usually wants to have things their way.

Often sides with friends instead of considering all views.

Usually considers all views.

Always helps team to reach a fair decision.


Rubrics for Assessing Information Competence in the California State University

ACRL Standard




1. Determine the Extent of the Information Needed

Student is unable to effectively formulate a research question based on an information need.

Student can formulate a question that is focused and clear. Student identifies concepts related to the topic, and can find a sufficient number of information resources to meet the information need.

Question is focused, clear, and complete. Key concepts and terms are identified. Extensive information sources are identified in numerous potential formats.

2. Access the Needed Information Effectively and Efficiently

Student is unfocused and unclear about search strategy.

Time is not used effectively and efficiently. Information gathered lacks relevance, quality, and balance.

Student executes an appropriate search strategy within a reasonable amount of time. Student can solve problems by finding a variety of relevant information resources, and can evaluate search effectiveness.

Student is aware and able to analyze search results, and evaluate the appropriateness of the variety of (or) multiple relevant sources of information that directly fulfill an information need for the particular discipline,

3. Evaluate Information and its Sources Critically

Student is unaware of criteria that might be used to judge information quality. Little effort is made to examine the information located

Student examines information using criteria such as authority, credibility, relevance, timeliness, and accuracy, and

is able to make judgments about

what to keep and what to discard.

Multiple and diverse sources and viewpoints of information are compared and evaluated according to specific criteria appropriate for the discipline. Student is able to match criteria to a specific information need, and can articulate how identified sources relate to the context of the discipline.

4. Use Information Effectively to Accomplish a Specific Purpose

Student is not

aware of the information necessary to research a topic, and the types of data that would be useful in formulating a convincing argument. Information is incomplete and does not support the intended purpose.

Student uses appropriate information to solve a problem, answer a question, write a paper, or other purposes

Student is aware of the breadth and depth of research on a topic, and is able to reflect on search strategy, synthesize and integrate information from a variety of sources, draw appropriate conclusions, and is able to clearly communicate ideas to others

5. Understand the Economic, Legal, and Social Issues surrounding the Use of Information, and Access and Use Information Ethically and Legally

Student is unclear regarding proper citation format, and/or copies and paraphrases the information and ideas of others without giving credit to authors. Student does not know how to distinguish between information that is objective and biased, and does not know the role that free access to information plays in a democratic society.

Student gives credit for works used by quoting and listing references. Student is an ethical consumer and producer of information, and understands how free access to information, and free expression, contribute to a democratic society.

Student understands and recognizes the concept of intellectual property, can defend him/herself if challenged, and

can properly incorporate the ideas/published works of others into their own work building upon them. Student can articulate the value of information to a free and democratic society, and can use specific criteria to discern objectivity/fact from bias/propaganda.

*Prepared by the CSU Information Competence Initiative, October 2002, based on the 2000 ACRL Information Literacy Competency Standards For Higher Education. For more information, see

Writing Rubric (FIPSE Project) Retrieved August 28, 2008 from

Below Basic





Shows minimal engagement with the topic, failing to recognize multiple dimensions/ perspectives; lacking even basic observations

Shows some engagement with the topic without elaboration; offers basic observations but rarely original insight

Demonstrates engagement with the topic, recognizing multiple dimensions and/or perspectives; offers some insight

Demonstrates engagement with the topic, recognizing multiple dimensions and/or perspectives with elaboration and depth; offers considerable insight

Focus and Thesis

Paper lacks focus and/or a discernible thesis.

Some intelligible ideas, but thesis is weak, unclear, or too broad.

Identifiable thesis representing adequate understanding of the assigned topic; minimal irrelevant material

Clear, narrow thesis representing full understanding of the assignment; every word counts


Little to no evidence

Some evidence but not enough to develop argument in unified way. Evidence may be inaccurate, irrelevant, or inappropriate for the purpose of the essay

Evidence accurate, well documented, and relevant, but not complete, well integrated, and/or appropriate for the purpose of the essay

Evidence is relevant, accurate, complete, well integrated, well documented, and appropriate for the purpose of the essay.


Organization is missing both overall and within paragraphs. Introduction and conclusion may be lacking or illogical.

Organization, overall and/or within paragraphs, is formulaic or occasionally lacking in coherence; few evident transitions. Introduction and conclusion may lack logic.

Few organizational problems on any of the 3 levels (overall, paragraph, transitions). Introduction and conclusion are effectively related to the whole.

Organization is logical and appropriate to assignment; paragraphs are well-developed and appropriately divided; ideas linked with smooth and effective transitions. Introduction and conclusion are effectively related to the whole.

Style and Mechanics

Multiple and serious errors of sentence structure; frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation such that communication is hindered. Proofreading not evident.

Sentences show errors of structure and little or no variety; many errors of punctuation, spelling and/or capitalization. Errors interfere with meaning in places. Careful proofreading not evident.

Effective and varied sentences; some errors in sentence construction; only occasional punctuation, spelling and/or capitalization errors.

Each sentence structured effectively, powerfully; rich, well-chosen variety of sentence styles and length; virtually free of punctuation, spelling, capitalization errors.

Research Process Rubric*





Defining the Topic

Student has no research question. Teacher has to supply question.

Basic, essential question is vague. Related questions do not help answer basic question. Student knows general subject matter to be searched.

Essential question is focused and clear. Student knows some related concepts for his topic. Most related questions focus topic.

Essential question is clear, complete, and requires critical thinking skills. Related questions focus topic accurately.

Collecting Information

Student looses focus. Information is not accurate or complete.

Student uses the minimal number of sources. Information, though interesting, frequently does not relate to questions.

Student efficiently determines the appropriate sources for information and uses multiple, varied sources. Most information relates directly to the questions.

Student utilizes a variety of resources and only the information that answers the essential question is used. Search strategies are revised as information is located or could not be found.

Evaluating Sources

Only one type of source is used. Little effort is made to determine validity of source.

Two or more types of sources are used. Student recognizes who is authoring the information.

Multiple types of sources are used and reflect support of the essential and related questions. The scope, authority and currency of the information are taken into account.

Diverse sources are used and reflect support of the essential questions. Student compares information from at least 2 sources for accuracy, validity, and inherent bias.

Extracting Information

Product contains missing details and isn’t completely accurate. Questions are unanswered.

Product is not complete. Only one related question is answered. Student can summarize information source but misses some concepts.

Product answers the questions in a way that reflects learning using some detail and accuracy. Student identifies key concepts from the information source by scanning and skimming.

Student assesses information in a meaningful way and creates a product that clearly answers the questions with accuracy, detail and understanding. Student determines if information supports or rejects student’s thesis.

Citing Information

Sources are not cited properly.

MLA format is followed although several errors are apparent.

MLA format is followed. Student lists most of the components in correct form.

MLA format is exact. No errors are evident.

Reflecting on Research

Student is disorganized, does not have a research strategy and does not use time effectively.

Student needs considerable teacher help to organize research. Some steps are missing in the plan.

Student works within the time frame and develops a system to organize information. Requires some teacher help.

Time management skills are excellent. Student develops a clear method to organize information and makes revisions in plan when needed.

*Retrieved December 30, 2006 from

A Rubric for Rubrics: A Tool for Assessing the Quality and Use of Rubrics in Education

Downloaded July 9, 2005 from


1 Unacceptable

2 Acceptable

3 Good/Solid

4 Exemplary

Clarity of criteria

Criteria being assessed are unclear, inappropriate and/or have significant overlap

Criteria being assessed can be identified, but are not clearly differentiated or are inappropriate

Criteria being assessed are clear, appropriate and distinct

Each criteria is distinct, clearly delineated and fully appropriate for the assignment(s)/course

Distinction between Levels

Little/no distinction can be made between levels of achievement

Some distinction between levels is made, but is not totally clear how well

Distinction between levels is apparent

Each level is distinct and progresses in a clear and logical order

Reliability of Scoring

Cross-scoring among faculty and/or students often results in significant differences

Cross-scoring by faculty and/or students occasionally produces inconsistent results

There is general agreement between different scorers when using the rubric (e.g. differs by less than 5-10% or less than ½ level)

Cross-scoring of assignments using rubric results in consistent agreement among scorers

Clarity of Expectations/ Guidance to Learners

Rubric is not shared with learners

Rubric is shared and provides some idea of the assignment/ expectations

Rubric is referenced - used to introduce an assignment/guide learners

Rubric serves as primary reference point for discussion and guidance for assignments as well as evaluation of assignment(s),

Support of Metacognition (Awareness of Learning)

Rubric is not shared with learners

Rubric is shared but not discussed/ referenced with respect to what is being learned through the assignment(s)/course

Rubric is shared and identified as a tool for helping learners to understand what they are learning through the assignment/ in the course

Rubric is regularly referenced and used to help learners identify the skills and knowledge they are developing throughout the course/ assignment(s)

Engagement of Learners in Rubric Development/ Use *

Learners are not engaged in either development or use of the rubrics

Learners offered the rubric and may choose to use it for self assessment

Learners discuss the design of the rubric and offer feedback/input and are responsible for use of rubrics in peer and/or self-evaluation

Faculty and learners are jointly responsible for design of rubrics and learners use them in peer and/or self-evaluation

*Considered optional by some educators and a critical component by others

Scoring: 0 - 10 = needs improvement 11 - 15 = workable 16 – 20 = solid/good 21 – 24 = exemplary

Dr. Bonnie B. Mullinix © Monmouth University December 2003

Rubrics -

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