ID: Semester: Class: Professor: Advisor: Student Dashboard for: Studenting Rubric Writing Rubric Student Name Faculty Member

ElementUnsatisfactory 1Proficient 2Distinguished 3 Attendance  Student attended some class sessions. Student may have been tardy to class.  Student attended most class sessions. Student may have struggled with getting to class on time.  Student attended all class sessions. Student was prompt to most classes. Atttude/Advocacy  Student shared negative attitudes or practices with the class. (sarcasm, the expense of others).  Student did not challenge negative attitudes or practices in my class, but did not engage in them.  Student made a concerted effort to challenge negative attitudes or practices in class. Collaboration  Collaboration is difficult for student. Student dominates conversations or lets others do the work.  Student collaborates with others. Student lets others give direction to the group.  Student collaborates with others.  Student takes initiative in assuming leadership roles in groups.  Student scaffolds/coaches others. Content  Student conveyed a negative attitude toward the content in class, suggesting it was not important.  Student conveyed genuine enthusiasm for the content in the class. Student answered questions when asked.  Student demonstrated the content is important by actively participating, discussing or questioning in class, being curious, and taking initiative in class projects. Fairness  Student shows bias, prejudice, lack of fairness toward certain students, or groups of people.  Student is sensitive to others’ feelings. Student tries to be fair to all students.  Student is educated and sensitive to community and cultural norms. Student makes a concerted effort to challenge prejudice or injustice to others. Feedback  Student resisted feedback on work. Student argued with comments if sought. Student was unable to adapt to changing classroom circumstances.  Student accepted with some reluctance, feedback on my work or did not ask for feedback or seek it out. Student did not argue with comments  Student sought out feedback on work from the teacher and colleagues. Student was open to constructive criticism vs. being defensive. Relationships  Student’s relationships with colleagues and/or the teacher might be classified as negative or self- serving.  Student maintained cordial relationships with the teacher and colleagues. Student did not take the initiative in getting to know others.  Student’s relationships with the teacher and peers were characterized by mutual support and cooperation. Student took the initiative in getting to know others. Reliability  Frequently fails to complete reading and other assignments, duties, or tasks on time. A pattern is evident.  Reading and other assignments, duties, and tasks are completed with prompting. No discernible pattern of unreliability present.  Reading and other assignments, duties and tasks are completed on time or ahead of time. “Studenting” Rubric Student Name Faculty Member

ElementUnsatisfactory 1Proficient 2Distinguished 3 Content  Writing shows little understanding of assignment, lacks thesis, or is off topic.  Writing demonstrates basic thesis, clarity of thinking about one’s own perspective and opinions, and is mostly on topic.  Writing demonstrates an engaging a well-developed thesis.  Writer’s perspective and opinions are thought provoking, original, and on topic. Format  Little or no outside source material used.  Citations and format are used incorrectly or inconsistently.  Outside source material is utilized, but connection to own ideas is tenuous.  Sources are cited, but with errors.  Sources are skillfully integrated to support ideas and correctly cited. Mechanics  Writing is at the level of a first draft, with numerous errors that interfere with readability.  Contains multiple errors in sentence structure (run-ons, fragments, etc.) and spelling.  Writing could improve with revision.  Writing includes some errors in usage and syntax, but most do not interfere with readability.  Virtually free of punctuation, spelling and capitalization errors.  Mastery of grammar and mechanics. Organization  Writing is unfocused, ideas arranged illogically.  Writing shows basic sense of beginning, middle and end.  Logically sequenced.  Writing demonstrates logical, clear structure.  Well developed and related introduction and conclusion. Writing Rubric Student Name Faculty Member