EED 601 COLLABORATIVE RESEARCH PROJECT
Use this scoring rubric to both plan and self assess your team's engagement in designing a performance that will assist the EED 681 class members to learn more about how a classroom community can help children to develop  the necessary social skills and habits of mind (virtues) needed for success in school and life.  This project will give you the opportunity to demonstrate evidence of the following student learning outcomes: Research skills, educational awareness, reflective practice; theoretical understanding and teacher leadership.    [ALL GROUPS WILL SUBMIT ONE RUBRIC IN WHICH EACH OF THE FOLLOWING CRITERIA ARE HIGHLIGHTED]
Criteria	Ineffective (0)	Adequate (1)	Above Average (2)	Exceptional (3)	
 
Organization
Theoretical understanding
 	No evidence of organization or connection between the topic idea and theoretical knowledge about student development and classroom communication.
No framework or outline or no apparent sequence	Somewhat organized, but lacks cohesiveness and flow between the topic idea and theoretical knowledge about student development and classroom communication.
Reflects the presence of an outline and sequence for presenting new and convincing information	Well organized with clearly-presented evidence of cohesiveness between the topic idea and theoretical knowledge about student development and classroom communication.
Reflects a coherent outline and sequence for presenting new and convincing information	Exceptionally well organized with clearly-presented evidence of cohesiveness between the classroom discipline/ communication plan and the development of social skills and habits of mind or moral intelligence.
Presentation reflects a coherent outline and sequence for presenting new and convincing information	
 Quality & Creativity of Presentation
Educational awareness	Group appears to have little educational awareness of the topic; unprepared or lack communication among team members. 
Poorly paced, uninspired or un-dimensional delivery of information; 	Group appears to have some educational awareness of the topic; demonstrates basic preparation and communication among team members. 
Attempts to create some interest in the topic by including visual as well as verbal information.	Creative performance is highly interesting and provides evidence that the team has strong educational awareness of the topic;  
Group creates interesting learning atmosphere in which audience is "hooked" and  engaged with creative, but also clear and concise delivery of information
 	Highly creative performance provides strong evidence that the team has well-developed educational awareness of the topic;  
Exceptional, interesting presentation promotes an opportunity for audience to become involved in critically  thinking about the topic and its implication for their teaching and learning.	
Engaged Learning Practices
 teacher leadership
 	Presentation fails to engage audience in more than one dimension of learning	Presentation addresses at least two different dimensions of learning	Uses several dimension of learning thereby gearing presentation to several learning styles	Clearly and innovatively gears presentation to a variety of learning styles.	
 Quality of Information Presented
 reflective practice	Erroneous, unclear, or irrelevant topic; 
Unsupported information with little connection to the research/theory base	Somewhat relevant topic and information
Unclear or unsupported at times.	Topic selected is current, relevant information
Good, supportive resources submitted with research précis
Clear presentation of information	Topic selected is current, relevant;  interesting information presented in understandable formats
Well researched with numerous sources cited in research précis.

					
 
Group Effectiveness
 	Ineffective presentation
Unequal distribution of work is evident from peer and self assessment.	Ineffective presentation
Most members have participated in planning and delivering presentation as reflected in peer and self assessment.	Effective presentation
Good cooperative effort is evident from peer review and self assessment as well as the presentation	Highly effective presentation
It is evident from peer review and self assessment that all group members made significant contributions to the successful presentation.	

Name:  ______________________________              Total Rubric Score:  _____ / 15