For example, although one would not expect a 4th-grade student to read at an adult level, one can expect a 4th-grade student to reach a ten-point score in textual understanding if that student either completely understands the text being studied or can ask questions which would allow him to obtain complete understanding of the text being studied. This standard does not require adult‑level vocabulary or reading comprehension skills; it does require "adult-level" carefulness in understanding texts. In fact, few adults are careful readers; we are striving to create a higher general standard in the classroom than exists in the adult world at present.

When students first begin to participate in Socratic Practice, many may exhibit skills in the low range; many of these skills are not cultivated by conventional education. On the other hand, some students may spontaneously exhibit ten-point behaviors. While learning to use this rubric, repeatedly check your observations with the specific behavioral descriptors; the key to accurate observa­tions is for the evaluator to possess a clear mental picture of one-, five-, and ten-point behaviors so that the specific behaviors of the student in the classroom can be matched against that mental picture.

Academic Skills, Textual Understanding

10 points: Student is fully capable of understanding the text or, if text is difficult, student is capable of specifying precisely which aspects of the text she or he does not understand. Can formulate questions, the answers to which would supply the student with complete understanding.

5 points: Student understands the text on the whole, with only moderate errors. Is capable of understanding easy texts with 100% accuracy. Has a general sense of which aspects of the text are understood and which are not.

1 point: Student has only a sketchy understanding of the text at best, has major misunderstandings or has no idea of what the text means. Other than unknown vocabulary, the student may erroneously believe he or she understands the text.

Speaking

10 points: Student speaks clearly and articulately, even when conveying complex ideas. Student seems secure and confident while speaking in front of the group or before strangers.

5 points: Student conveys ideas adequately; speaking skills are sufficient to insure effective communication. Student may have difficulty in communicating complex ideas. Student speaks with sufficient volume and clarity to be understood. 1 point: Student mumbles or whispers and/or student speaks audibly but without the ability to communicate ideas.

Listening

10 points: Student exhibits an accurate understanding of the complex ideas spoken by others. Good listening is not a matter of being able to repeat the words spoken by others, it is a matter of comprehending those words. Thus "parroting" does not qualify as "good listening."

5 points: Student shows an adequate ability to listen to others; no glaring errors of communication due to careless listening.

1 point: Student does not understand the ideas communicated by others, frequently misunderstands others. Student may be pre-occupied with own ideas, neglecting all but the most superficial content of words spoken by others.

Knowing How to Learn

10 points: Student knows how to learn without assistance. If reading, the student knows how to break apart a sentence in order to understand it, and knows when to look to a dictionary or other reference work. In conversation, the student knows when to ask questions and asks effective, relevant questions.

5 points: Student has some ability to learn on own. May require assistance in understanding difficult subjects. Generally capable of using reference works and of asking the right questions, but may not have fully mastered these skills.

1 point: Student has only a minimal ability to learn on own. Asks only very general questions, which reveal that very little has been learned independently. Unsure of how to use reference works, or needs to be told when they are needed, or uses them when they are unhelpful or unnecessary

Critical Thinking

10 points: Student is capable of making clear distinctions between assumptions and conclusions or evidence and arguments. Student can analyze an argument and explain its strengths and weaknesses, suggest where more evidence or argument is needed. Student can make a clear distinction between own opinion and that of the author or other student.

5 points: Student recognizes an argument when it is being made, can differentiate in simple cases between evidence and argument, can cite some assumptions. It is also important that the student is aware when he or she does not know. It is better if the student admits to confusion regarding background assumptions than if the student claims to know and is substantially mistaken. Student can usually distinguish between own opinion and that of the author.

1 point: Student is only aware of blatant statements made by self, authors, or other students. Student is not, or is only dimly aware of arguments being made and the evidence being used to support those arguments; all statements appear to student as mere opinions. Student frequently confuses own opinion with that of the author.

Social Skills, Teamwork

10 points: Student is effective team member. Student's comments are helpful to others in the group, and student works to synthesize the comments of others in the group. Student's participation is entirely constructive. Student helps to bring in quieter, less confident, or less assertive members of the group.

5 points: Student is usually a constructive team member. Student may focus mostly on own ideas, without actively tying together the efforts of the group as a whole, but at least this focus on self is not destructive to group efforts.

1 point: Student's comments or behaviors hinder the progress of the group. Student does not make an effort to improve group performance, or seems oblivious to the effects of own behavior on that of the group. Lacks social awareness.

Sensitivity/Good Manners

10 points: Student is always polite and respectful. Does not interrupt others except when implicit permission is granted. Is sensitive to the intellectual and emotional needs of others, even while vigorously criticizing opposing opinions.

5 points: Student is usually polite and respectful, but may occasionally be harsh or rude; student is at least aware of a standard of respectful behavior, although the student may occasionally lapse. Limits interruption of others, attempts to control such behavior.

1 point: Student is generally inconsiderate. Frequently is dis­respectful towards individual members of the group or towards the group as a whole. May be sarcastic or aggressive. Frequently interrupts and/or ignores other students.

Personal Skills, Honesty and Integrity

10 points: Is straightforward with regard to comments and behaviors. Admits fault when responsible for wrongdoing, such as interrupting or dominating. Admits error when others have presented evidence that in the student's intellectual opinion is wrong. Acknowledges uncertainty and doubt honestly. Does not claim to know when does not; acknowledges when claims made are guesses.

5 points: Makes a reasonable attempt to adhere to the above standard, though may lapse. Sometimes admits error, rarely claims to know when does not, etc.

1 point: Cannot be trusted to tell the truth or to have integrity. Often lies about having read the text, claims to understand when does not, rarely admits social wrongdoing or intellectual error. Does not "stand by words," that is, does not acknowledge that behavior ought to be consistent with statements made. Thus, for instance, the student may claim that he or she believes students should not interrupt each other, but in fact interrupts and, when confronted with the contradiction, the student fails to acknowledge fault.

Willingness to Accept Criticism

10 points: Student is never defensive when opinions or behavior are criticized, takes all such criticism constructively. This does not mean that students need not defend themselves, but they should present their defense calmly and with an eye to obtaining an accurate judgment on themselves, regardless of whether that judgment is negative or positive. Can distinguish between truly offensive personal remarks and perhaps heated, but legitimate, intellectual differences.

5 points: Student is usually not defensive when opinions or behavior are criticized. Makes an overall attempt to move toward the standards set above, though may ha

1 point: Student becomes defensive over trivial issues, is largely incapable of accepting criticism.

Responsibility and Initiative

10 points: Student is responsible and shows initiative in all aspects of classroom activities. Student is punctual, gets work done, reads the assigned text, and makes an effort to contribute. Student shows initiative by moving class forward at appropriate times, sometimes without guidance from the teacher. For instance, student may work towards forming a seminar circle prior to be told to do so, student may suggest strategies for understanding the text, stu­dent may sanction other students for inappropriate behavior, etc. Student holds him or herself responsible for the progress of the class as a whole.

5 points: Student show some responsibility and initiative, respects the above standards though may not always adhere to them.

1 point: Student is unreliable, shows no initiative. Tends to play a passive or destructive role in the class.

SOCRATIC PRACTICE/READY FOR WORK
Class Participation Assessment Rubric

Student Name: _________________________     Date:  _________
Score on a scale of 1-10. See behavioral descriptors for scoring standards.

Academic Skills

1. Textual Understanding __________
Speaking __________
Listening __________
Knowing How to Learn __________
Critical Thinking __________

Social Skills

6. Teamwork __________  
 Sensitivity/Good Manners __________      

Personal Skills

8. Honesty and Integrity __________
Willingness to Accept Criticism __________
Responsibility and Initiative __________