MCREL Summary Rubrics for Content Standards

The information on this page has been reproduced in electronic format and published on this Web site with permission from the McREL Institute. The information is also available in the print publication, Assessing Student Outcomes, written by Robert J. Marzano, Debra Pickering, and Jay McTighe. The print version is published by the Association for Supervision and Curriculum Development; Alexandria, Virginia.

c1993 McREL Institute. Reprinted by permission of McREL.

SUMMARY RUBRICS

Summary Rubrics for Content Standards Rubrics:

Declarative Standards
Procedural Standards

LifeLong Learning Summary Rubrics:

Summary Rubrics for Complex Thinking Standards:

Summary Rubrics for Information Processing Standards

Summary Rubrics for Effective Communication Standards

Summary Rubrics for Collaboration/Cooperation Standards

Summary Rubrics for Habits of Mind Standards

Summary Rubrics for Content Standards

Generic Rubric for Declarative Standards
4	Demonstrates a thorough understanding of the important concepts or generalizations and provides new insights into some aspect of that information.
3	Displays a complete and accurate understanding of the important concepts or generalizations.
2	Displays an incomplete understanding of the important concepts and generalizations and has some notable misconceptions.
1	Demonstrates severe misconceptions about the concepts and generalizations.

Note that this generic rubric must be rewritten to include the concepts and generalizations important to the declarative standard as in the example shown here:

Mathematics Example:

Understands the importance of geometry in the modern world.

4 Demonstrates a thorough understanding of the importance of geometry in the modern world and provides news insights into some aspects of geometry’s role.

3 Displays a complete and accurate understanding of the importance of geometry in the modern world.

2 Displays an incomplete understanding of the importance of geometry in the modern world.

1 Demonstrates severe misconceptions about the importance of geometry in the modern world.

Generic Rubric for Procedural Standards

4 Demonstrates mastery of the important strategies and skills. Can perform them without error and with little or no conscious effort.

3 Carries out the important strategies and skills without significant error and with relative ease.

2 Makes a number of errors when performing important strategies and skills, but can complete a rough approximation of them.

1 Makes many critical errors when performing important strategies and skills.

Note that this generic rubric must be rewritten to include the strategies and skills important to the procedural standards, as in the example shown here:

Mathematics Example:

Effectively and efficiently transforms quantities in one system to those in other systems.

4 Demonstrates mastery of the process of transforming quantities in one system to those in other systems.

3 Carries out the processes of transforming quantities in one system to those in other systems without significant errors and with relative ease.

2 Makes a number of errors when transforming quantities in one system to those in other systems but can complete a rough approximation of the processes.

1 Makes many critical errors when transforming quantities in one system to those in other systems.

LIFELONG LEARNING RUBRICS

Summary Rubrics for Complex Thinking Standards

Effectively translates issues and situations into meaningful tasks that have a clear purpose.

4 Consistently translates issues or situations into will-articulated tasks that have clearly defined goals and well-articulated thinking processes. When appropriate, anticipates difficulties and develops plans to overcome them.

3 Consistently translates issues and situations into tasks that have clearly defined goals and identifiable thinking processes.

2 Sporadically translates issues and situations into tasks that have clearly defined goals and identifiable thinking processes.

1 Rarely, if ever, translates issues or situations into tasks that have clearly defined goals and identifiable thinking processes.

Effectively uses a variety of complex reasoning strategies.

4 Demonstrates mastery of a variety of complex thinking processes and consistently applies the processes effectively.

3 Demonstrates competency in a number of complex thinking processes and usually applies the processes effectively.

2 Demonstrates ability in a number of complex thinking processes, but does not have a full complement of skills for managing complex issues.

1 Has a severely limited range of complex thinking skills for managing complex tasks.

Summary Rubrics for Information Processing Standards

Effectively interprets and synthesizes information.

4 Consistently interprets the information gathered for tasks in accurate and highly insightful way and provides highly creative and unique syntheses of that information.

3 Consistently interprets information gathered for tasks accurately and synthesizes the information concisely.

2 Sporadically interprets the information gathered for tasks accurately and synthesizes the information concisely.

1 Rarely, if ever, interprets information gathered for tasks accurately or synthesizes the information concisely.

Effectively uses a variety of information-gathering techniques and information resources.

4 Demonstrates an extensive knowledge of basic information resources and commands a wide range of information-gathering techniques. Demonstrates creativity and resourcefulness in collecting data and creating original data.

3 Demonstrates a knowledge of basic information resources and commands a useful range of information-gathering techniques.

2 Demonstrates a knowledge of some basic information resources but is not aware of all necessary resources, or has command of a limited set of information-gathering techniques.

1 Demonstrates little familiarity with basic information resources or demonstrates a command of only a few basic information-gathering techniques.

Accurately assesses the value of information.

4 Consistently analyzes information in detail, accurately and insightfully determining whether it is credible and relevant to tasks.

3 Consistently and accurately determines whether information is credible and relevant to tasks.

2 Sporadically but accurately determines whether information is credible and relevant to tasks.

1 Rarely, if ever, accurately determines whether information is credible and relevant to tasks.

Recognizes where and how projects would benefit from additional information.

4 Consistently makes insightful determinations of the types of information that would benefit tasks and effectively seeks out that information.at information.

3 Consistently and accurately assesses tasks to identify areas requiring additional information for clarification or support and seeks out the needed information.

2 Sporadically but accurately assesses tasks to identify areas requiring additional information and seeks out the needed information.

1 Rarely, if ever, accurately assesses tasks to identify areas requiring additional information or seeks out the needed information.

Summary Rubrics for Effective Communication Standards

Expresses ideas clearly.

4 Consistently communicates information effectively by providing a clear main idea or theme with support that contains rich, vivid, and powerful detail.

3 Consistently communicates information by providing a clear main idea or theme with sufficient support and detail.

2 Sporadically communicates information by providing a clear main idea or theme with sufficient support and detail.

1 Rarely, if ever, communicates information by providing a clear main idea or theme with sufficient support and detail.

Effectively communicates with diverse audiences.

4 Demonstrates an ability to adjust tone and style to a wide and highly diverse range of audiences.

3 Demonstrates the ability to adjust tone and style to different audiences.

2 Demonstrates the ability to communicate with a restricted range of audiences only.

1 Does not demonstrate the ability to adjust tone or style for different audiences.

Effectively communicates in a variety of ways.

4 Demonstrates an ability to creatively and effectively use many diverse methods of communication.

3 Demonstrates an ability to effectively use diverse methods of communication.

2 Demonstrates an ability to use only a few methods of communication.

1 Demonstrates an ability to use only one or two methods of communication.

Effectively communicates for a variety of purposes.

4 Demonstrates an ability to communicate for a wide and diverse variety of purposes.

3 Demonstrates an ability to communicate for different purposes.

2 Demonstrates an ability to communicate for a restricted range of purposes.

1 Does not demonstrate the ability to change the purpose of communications.

Creates quality products.

4 Consistently creates products that exceed conventional standards.

3 Consistently creates products that clearly meet conventional standards.

2 Sporadically creates products that clearly meet conventional standards.

1 Rarely, if ever, creates products that meet conventional standards.

Summary Rubrics for Collaboration/Cooperation Standards

Works towards the achievement of group goals.

4 Consistently and actively helps identify group goals and works hard to meet them.

3 Consistently communicates commitment to group goals and carries out assigned roles.

2 Sporadically communicates commitment to group goals and carries out assigned roles.

1 Rarely, if ever, communicates commitment to group goals or carries out assigned roles.

Demonstrates effective interpersonal skills.

4 Consistently and actively helps promote effective group interaction and expresses ideas and opinions in ways that are sensitive to the feelings or knowledge base of others.

3 Consistently participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others.

2 Sporadically participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others.

1 Rarely, if ever, participates in group interaction without prompting or expresses ideas and opinions in ways that are sensitive to the feeling and knowledge base of others.

Contributes to group maintenance.

4 Consistently and actively helps the group identify changes or modifications necessary in group processes and works toward carrying out those changes.

3 Consistently helps identify changes or modifications necessary in group processes and works toward carrying out those changes.

2 Sporadically helps identify changes or modifications necessary in group processes and sometimes works toward carrying out those changes.

1 Rarely, if ever, helps identify changes or modifications necessary in group processes and seldom works toward carrying out those changes.

Effectively performs a variety of roles within a group.

4 Demonstrates an ability to perform a wide range of roles within a group.

3 Demonstrates an ability to perform different roles within a group.

2 Demonstrates an ability to perform a restricted range of roles within a group.

1 Does not demonstrate an ability to change roles within a group.

Summary Rubrics for Habits of Mind Standards

Is aware of own thinking.

4 Consistently and accurately explains in detail the sequence of thoughts he or she uses when faced with a task or problem, and provides analyses of how an awareness of own thinking has enhanced his or her performance.

3 Consistently and accurately describes how he or she thinks through tasks or problems and how an awareness of own thinking enhances his or her performance

2 Sporadically but accurately describes how he or she thinks through tasks or problems and how an awareness of own thinking enhances his or her performance.

1 Rarely, if ever, accurately describes how he or she thinks through tasks or problems or how an awareness of his or her thinking enhances performance.

Makes effective plans.

4 Consistently sets precise goals, considers and carries out all necessary subgoals, and creates and adheres to detailed time lines.

3 Consistently sets goals, carries out some subgoals, and creates and carries out useful time lines.

2 Sporadically sets goals, carries out some subgoals, and creates and carries out useful time lines.

1
Rarely, if ever, sets goals, carries out subgoals, or creates and carries out useful time lines.

Is aware of and uses necessary resources.

4 Anticipates steps in tasks that might require additional demands on resources.

3 Consistently assesses projects to identify areas that require resources. Reviews available and alternative resources to determine whether they are suitable for the projects.

2 Sporadically assesses projects to identify resources needed for tasks, and often overlooks alternative resources.

1
Rarely, if ever, assesses projects to identify resources needed, and often overlooks obvious and necessary resources.

Evaluates the effectiveness of own actions.

4 Consistently reviews actions thoroughly and from as many points of view as is useful, evaluates actions for both immediate and long-term impact, and finds value in lessons learned from both success and failure.

3 Consistently reviews actions from a reasonably objective perspective, considers short-term effects, and finds lessons in what works well.

2 Sporadically reviews actions from a reasonably objective perspective, considers short-term effects, and finds lessons in what works well.

1 Rarely, if ever, reviews actions from a reasonably objective perspective, considers short-term effects, or finds lessons in what works well.

Is sensitive to feedback.

4 Is consistently sensitive to a wide variety of feedback. Always responds promptly when the current approach to the task is clearly not working and seeks out advice and responses from knowledgeable sources.

3 Is consistently aware of major sources of feedback and invariably responds and makes adjustments when corrections are needed. Listens to the advice of others.

2 Is sometimes aware of major sources of feedback. Sporadically responds and makes adjustments when corrections are needed. Sometimes listens to the advice of others.

1 Rarely if ever, is aware of major sources of feedback. Seldom responds and makes adjustments when corrections are needed. Doesn’t listen to the advice of others.

Is accurate and seeks accuracy.

4 Consistently pays close attention to detail when appropriate, checks information against all important sources, recognizes inaccuracies quickly, and makes corrections that not only clear up the identified errors, but add greater clarity to the whole.

3 Consistently pays adequate attention to detail, checks several sources, and recognizes and corrects major inaccuracies.

2 Sporadically pays adequate attention to detail, checks several sources, and recognizes and corrects major inaccuracies.

1 Rarely, if ever, pays adequate attention to detail, checks several sources, or recognizes and corrects major inaccuracies.

Is clear and seeks clarity.

4 Consistently creates works that are completely free of confusing elements.

3 Consistently creates work whose key elements are free of confusion.

2 Sporadically creates works whose key elements are free of confusion.

1 Rarely, if ever, creates works whose key elements are free of confusion.

Is open-minded.

4 Consistently seeks out different and opposing points of view and considers alternative views impartially and rationally.

3 Is consistently aware of points of view that differ from his or her own and always makes a concerted effort to consider alternative views.

2 Is at times aware of points of view that differ from his or her own and sporadically makes an effort to consider alternative views.

1 Rarely, if ever, is aware of points of view that differ from his or her own and seldom makes an effort to consider alternative views.

Restrains impulsivity.

4 Consistently and carefully considers situations to determine if more study is required before acting; when further study is required, engages in detailed investigation before acting.

3 Consistently considers situations to determine whether more study is required before acting; when further study is required, gathers sufficient information before acting.

2 Sporadically considers situations to determine whether more study is required before acting; when further study is required, sometimes gathers sufficient information before acting.

1 Rarely, if ever, considers situations to determine whether more study is required before acting; when further study is required, usually doesn’t gathers sufficient information before acting.

Takes a position when the situation warrants it.

4 Consistently takes positions that are appropriate to the circumstances and introduce valuable and unrepresented perspectives. Always provides strong supporting evidence for the positions.

3 Consistently takes a position that is appropriate for the circumstances and supports an underrepresented perspective; always provides sufficient justifications for the positions.

2 Sporadically takes a position that is appropriate to the circumstances and supports an identified position; sometimes provides sufficient justifications for the positions.

1
Rarely, if ever, takes a position that is appropriate to the situation and supports an underrepresented position; seldom provides sufficient justifications for the positions.

Is sensitive to the feelings and level of knowledge of others.

4 Consistently demonstrates insight concerning the feelings and levels of knowledge of others and exhibits this insight while communicating. Always encourages respect for individual differences and sensitivities.

3 Consistently shows the ability to communicate with persons of diverse knowledge and sensitivities and encourages respect for the feelings, knowledge, and abilities of others.

2 Sporadically shows the ability to communicate with persons of diverse knowledge and sensitivities and encourages respect for the feelings, knowledge, and abilities of others.

1 Rarely, if ever, shows the ability to communicate with persons of diverse knowledge and sensitivities or encourages respect for the feelings, knowledge, and abilities of others.

Engages intensely in tasks even when answers or solutions are not immediately apparent.

4 Consistently demonstrates strong determination in the pursuit of solutions monitors his or her level of involvement, and develops and uses a number of strategies to keep self on task

3 Consistently shows determination in the pursuit of solutions and uses strategies to keep self on track.

2 Sporadically shows determination in the pursuit of solutions and uses strategies to keep self on track.

1 Rarely, if ever, shows determination in the pursuit of solutions or uses strategies to keep self on track.

Pushes the limits of own knowledge and ability.

4 Consistently seeks out highly challenging tasks and works on the tasks until they are completed or until attaining significant understandings.

3 Consistently accepts the challenges presented and works on tasks until they are completed or until attaining significant understandings.

2 Sporadically accepts the challenges presented and works on tasks until they are completed or until attaining significant understandings.

1 Rarely, if ever, accepts the challenges presented and seldom works on tasks until they are completed or until attaining significant understandings.

Generates, trusts, and maintains own standards of evaluation.

4 Consistently generates personal standards for tasks that significantly raise the quality level of those tasks and incorporates the standards into the final products.

3 Consistently generates personal standards for tasks and incorporates those standards into the final products.

2 Sporadically generates personal standards for tasks and incorporates those standards into the final products.

1 Rarely, if ever, generates personal standards for tasks or incorporates them into the final products.

Generates new ways of viewing a situation outside the boundaries of standard convention.

4 Consistently explores as many alternatives as time and resources will allow and analyzes how the identified alternatives will affect outcomes. The alternatives illustrate extremely diverse but highly useful ways of looking at situations.

3 Consistently generates alternative ways of approaching tasks and analyzes how the alternatives will affect those tasks. Some alternatives show originality in the approach to the tasks.

2 Sporadically generates alternative ways of approaching tasks and analyzes how the alternatives will affect those tasks. Some alternatives show originality in the approach to the tasks.

1 Rarely, if ever, generates alternative ways of approaching tasks or analyzes how the alternatives will affect those tasks. Few alternatives show originality in the approach to tasks.

Generic Rubric for Procedural Standards
4	Demonstrates mastery of the important strategies and skills. Can perform them without error and with little or no conscious effort.
3	Carries out the important strategies and skills without significant error and with relative ease.
2	Makes a number of errors when performing important strategies and skills, but can complete a rough approximation of them.
1	Makes many critical errors when performing important strategies and skills.

4	Demonstrates mastery of the process of transforming quantities in one system to those in other systems.
3	Carries out the processes of transforming quantities in one system to those in other systems without significant errors and with relative ease.
2	Makes a number of errors when transforming quantities in one system to those in other systems but can complete a rough approximation of the processes.
1	Makes many critical errors when transforming quantities in one system to those in other systems.

Effectively translates issues and situations into meaningful tasks that have a clear purpose.
4	Consistently translates issues or situations into will-articulated tasks that have clearly defined goals and well-articulated thinking processes. When appropriate, anticipates difficulties and develops plans to overcome them.
3	Consistently translates issues and situations into tasks that have clearly defined goals and identifiable thinking processes.
2	Sporadically translates issues and situations into tasks that have clearly defined goals and identifiable thinking processes.
1	Rarely, if ever, translates issues or situations into tasks that have clearly defined goals and identifiable thinking processes.

Effectively uses a variety of complex reasoning strategies.
4	Demonstrates mastery of a variety of complex thinking processes and consistently applies the processes effectively.
3	Demonstrates competency in a number of complex thinking processes and usually applies the processes effectively.
2	Demonstrates ability in a number of complex thinking processes, but does not have a full complement of skills for managing complex issues.
1	Has a severely limited range of complex thinking skills for managing complex tasks.

Effectively interprets and synthesizes information.
4	Consistently interprets the information gathered for tasks in accurate and highly insightful way and provides highly creative and unique syntheses of that information.
3	Consistently interprets information gathered for tasks accurately and synthesizes the information concisely.
2	Sporadically interprets the information gathered for tasks accurately and synthesizes the information concisely.
1	Rarely, if ever, interprets information gathered for tasks accurately or synthesizes the information concisely.

Effectively uses a variety of information-gathering techniques and information resources.
4	Demonstrates an extensive knowledge of basic information resources and commands a wide range of information-gathering techniques. Demonstrates creativity and resourcefulness in collecting data and creating original data.
3	Demonstrates a knowledge of basic information resources and commands a useful range of information-gathering techniques.
2	Demonstrates a knowledge of some basic information resources but is not aware of all necessary resources, or has command of a limited set of information-gathering techniques.
1	Demonstrates little familiarity with basic information resources or demonstrates a command of only a few basic information-gathering techniques.

Accurately assesses the value of information.
4	Consistently analyzes information in detail, accurately and insightfully determining whether it is credible and relevant to tasks.
3	Consistently and accurately determines whether information is credible and relevant to tasks.
2	Sporadically but accurately determines whether information is credible and relevant to tasks.
1	Rarely, if ever, accurately determines whether information is credible and relevant to tasks.

Recognizes where and how projects would benefit from additional information.
4	Consistently makes insightful determinations of the types of information that would benefit tasks and effectively seeks out that information.at information.
3	Consistently and accurately assesses tasks to identify areas requiring additional information for clarification or support and seeks out the needed information.
2	Sporadically but accurately assesses tasks to identify areas requiring additional information and seeks out the needed information.
1	Rarely, if ever, accurately assesses tasks to identify areas requiring additional information or seeks out the needed information.

Expresses ideas clearly.
4	Consistently communicates information effectively by providing a clear main idea or theme with support that contains rich, vivid, and powerful detail.
3	Consistently communicates information by providing a clear main idea or theme with sufficient support and detail.
2	Sporadically communicates information by providing a clear main idea or theme with sufficient support and detail.
1	Rarely, if ever, communicates information by providing a clear main idea or theme with sufficient support and detail.

Effectively communicates with diverse audiences.
4	Demonstrates an ability to adjust tone and style to a wide and highly diverse range of audiences.
3	Demonstrates the ability to adjust tone and style to different audiences.
2	Demonstrates the ability to communicate with a restricted range of audiences only.
1	Does not demonstrate the ability to adjust tone or style for different audiences.

Effectively communicates in a variety of ways.
4	Demonstrates an ability to creatively and effectively use many diverse methods of communication.
3	Demonstrates an ability to effectively use diverse methods of communication.
2	Demonstrates an ability to use only a few methods of communication.
1	Demonstrates an ability to use only one or two methods of communication.

Effectively communicates for a variety of purposes.
4	Demonstrates an ability to communicate for a wide and diverse variety of purposes.
3	Demonstrates an ability to communicate for different purposes.
2	Demonstrates an ability to communicate for a restricted range of purposes.
1	Does not demonstrate the ability to change the purpose of communications.

Creates quality products.
4	Consistently creates products that exceed conventional standards.
3	Consistently creates products that clearly meet conventional standards.
2	Sporadically creates products that clearly meet conventional standards.
1	Rarely, if ever, creates products that meet conventional standards.

Works towards the achievement of group goals.
4	Consistently and actively helps identify group goals and works hard to meet them.
3	Consistently communicates commitment to group goals and carries out assigned roles.
2	Sporadically communicates commitment to group goals and carries out assigned roles.
1	Rarely, if ever, communicates commitment to group goals or carries out assigned roles.

Demonstrates effective interpersonal skills.
4	Consistently and actively helps promote effective group interaction and expresses ideas and opinions in ways that are sensitive to the feelings or knowledge base of others.
3	Consistently participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others.
2	Sporadically participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others.
1	Rarely, if ever, participates in group interaction without prompting or expresses ideas and opinions in ways that are sensitive to the feeling and knowledge base of others.

Contributes to group maintenance.
4	Consistently and actively helps the group identify changes or modifications necessary in group processes and works toward carrying out those changes.
3	Consistently helps identify changes or modifications necessary in group processes and works toward carrying out those changes.
2	Sporadically helps identify changes or modifications necessary in group processes and sometimes works toward carrying out those changes.
1	Rarely, if ever, helps identify changes or modifications necessary in group processes and seldom works toward carrying out those changes.

Effectively performs a variety of roles within a group.
4	Demonstrates an ability to perform a wide range of roles within a group.
3	Demonstrates an ability to perform different roles within a group.
2	Demonstrates an ability to perform a restricted range of roles within a group.
1	Does not demonstrate an ability to change roles within a group.

Is aware of own thinking.
4	Consistently and accurately explains in detail the sequence of thoughts he or she uses when faced with a task or problem, and provides analyses of how an awareness of own thinking has enhanced his or her performance.
3	Consistently and accurately describes how he or she thinks through tasks or problems and how an awareness of own thinking enhances his or her performance
2	Sporadically but accurately describes how he or she thinks through tasks or problems and how an awareness of own thinking enhances his or her performance.
1	Rarely, if ever, accurately describes how he or she thinks through tasks or problems or how an awareness of his or her thinking enhances performance.

Makes effective plans.
4	Consistently sets precise goals, considers and carries out all necessary subgoals, and creates and adheres to detailed time lines.
3	Consistently sets goals, carries out some subgoals, and creates and carries out useful time lines.
2	Sporadically sets goals, carries out some subgoals, and creates and carries out useful time lines.
1	Rarely, if ever, sets goals, carries out subgoals, or creates and carries out useful time lines.

Is aware of and uses necessary resources.
4	Anticipates steps in tasks that might require additional demands on resources.
3	Consistently assesses projects to identify areas that require resources. Reviews available and alternative resources to determine whether they are suitable for the projects.
2	Sporadically assesses projects to identify resources needed for tasks, and often overlooks alternative resources.
1	Rarely, if ever, assesses projects to identify resources needed, and often overlooks obvious and necessary resources.

Evaluates the effectiveness of own actions.
4	Consistently reviews actions thoroughly and from as many points of view as is useful, evaluates actions for both immediate and long-term impact, and finds value in lessons learned from both success and failure.
3	Consistently reviews actions from a reasonably objective perspective, considers short-term effects, and finds lessons in what works well.
2	Sporadically reviews actions from a reasonably objective perspective, considers short-term effects, and finds lessons in what works well.
1	Rarely, if ever, reviews actions from a reasonably objective perspective, considers short-term effects, or finds lessons in what works well.

Is sensitive to feedback.
4	Is consistently sensitive to a wide variety of feedback. Always responds promptly when the current approach to the task is clearly not working and seeks out advice and responses from knowledgeable sources.
3	Is consistently aware of major sources of feedback and invariably responds and makes adjustments when corrections are needed. Listens to the advice of others.
2	Is sometimes aware of major sources of feedback. Sporadically responds and makes adjustments when corrections are needed. Sometimes listens to the advice of others.
1	Rarely if ever, is aware of major sources of feedback. Seldom responds and makes adjustments when corrections are needed. Doesn’t listen to the advice of others.

Is accurate and seeks accuracy.
4	Consistently pays close attention to detail when appropriate, checks information against all important sources, recognizes inaccuracies quickly, and makes corrections that not only clear up the identified errors, but add greater clarity to the whole.
3	Consistently pays adequate attention to detail, checks several sources, and recognizes and corrects major inaccuracies.
2	Sporadically pays adequate attention to detail, checks several sources, and recognizes and corrects major inaccuracies.
1	Rarely, if ever, pays adequate attention to detail, checks several sources, or recognizes and corrects major inaccuracies.

Is clear and seeks clarity.
4	Consistently creates works that are completely free of confusing elements.
3	Consistently creates work whose key elements are free of confusion.
2	Sporadically creates works whose key elements are free of confusion.
1	Rarely, if ever, creates works whose key elements are free of confusion.

Is open-minded.
4	Consistently seeks out different and opposing points of view and considers alternative views impartially and rationally.
3	Is consistently aware of points of view that differ from his or her own and always makes a concerted effort to consider alternative views.
2	Is at times aware of points of view that differ from his or her own and sporadically makes an effort to consider alternative views.
1	Rarely, if ever, is aware of points of view that differ from his or her own and seldom makes an effort to consider alternative views.

Restrains impulsivity.
4	Consistently and carefully considers situations to determine if more study is required before acting; when further study is required, engages in detailed investigation before acting.
3	Consistently considers situations to determine whether more study is required before acting; when further study is required, gathers sufficient information before acting.
2	Sporadically considers situations to determine whether more study is required before acting; when further study is required, sometimes gathers sufficient information before acting.
1	Rarely, if ever, considers situations to determine whether more study is required before acting; when further study is required, usually doesn’t gathers sufficient information before acting.

Takes a position when the situation warrants it.
4	Consistently takes positions that are appropriate to the circumstances and introduce valuable and unrepresented perspectives. Always provides strong supporting evidence for the positions.
3	Consistently takes a position that is appropriate for the circumstances and supports an underrepresented perspective; always provides sufficient justifications for the positions.
2	Sporadically takes a position that is appropriate to the circumstances and supports an identified position; sometimes provides sufficient justifications for the positions.
1	Rarely, if ever, takes a position that is appropriate to the situation and supports an underrepresented position; seldom provides sufficient justifications for the positions.

Is sensitive to the feelings and level of knowledge of others.
4	Consistently demonstrates insight concerning the feelings and levels of knowledge of others and exhibits this insight while communicating. Always encourages respect for individual differences and sensitivities.
3	Consistently shows the ability to communicate with persons of diverse knowledge and sensitivities and encourages respect for the feelings, knowledge, and abilities of others.
2	Sporadically shows the ability to communicate with persons of diverse knowledge and sensitivities and encourages respect for the feelings, knowledge, and abilities of others.
1	Rarely, if ever, shows the ability to communicate with persons of diverse knowledge and sensitivities or encourages respect for the feelings, knowledge, and abilities of others.

Engages intensely in tasks even when answers or solutions are not immediately apparent.
4	Consistently demonstrates strong determination in the pursuit of solutions monitors his or her level of involvement, and develops and uses a number of strategies to keep self on task
3	Consistently shows determination in the pursuit of solutions and uses strategies to keep self on track.
2	Sporadically shows determination in the pursuit of solutions and uses strategies to keep self on track.
1	Rarely, if ever, shows determination in the pursuit of solutions or uses strategies to keep self on track.

Pushes the limits of own knowledge and ability.
4	Consistently seeks out highly challenging tasks and works on the tasks until they are completed or until attaining significant understandings.
3	Consistently accepts the challenges presented and works on tasks until they are completed or until attaining significant understandings.
2	Sporadically accepts the challenges presented and works on tasks until they are completed or until attaining significant understandings.
1	Rarely, if ever, accepts the challenges presented and seldom works on tasks until they are completed or until attaining significant understandings.