113 Socratic Seminar Rubric

Rubric for Evaluating Classroom DiscussionsExemplary Proficient Partially Proficient Developing• Beyond recognition andunderstanding, studentis able to empathize withothers’ perspectives.• Student’s own thinkingbecomes more complexand thorough withadded perspectives.• Studentdemonstratesrecognition andunderstandingof multipleperspectivesthrough reflectionand paraphrasing.• Student recognizesand understands somealternate perspectivesthrough reflectionand paraphrasing.• Student strugglesto reflect andparaphrasealternateperspectivesaccurately.• Beyond meetingdiscussion guidelines,student is a discussionleader, soliciting others’viewpoints and enforcingdiscussion guidelines ina respectful manner.• Meets all discussionguidelines.• Meets some discussionguidelines, butsome areas needdevelopment.• Several areasof discussionguidelines needdevelopment.• Student states ideaswith relevant supportingevidence from severalof the following: contentpresented in class,experience, legitimatesources.• Student statesideas with relevantsupporting evidencefrom contentpresented in class,experience, orlegitimate sources.• Student sometimesstates ideas usingrelevant supportingevidence from contentpresented in class,experience, orlegitimate sources.• Student rarely ornever states ideasusing relevantsupporting evidencefrom contentpresented in class,experience, orlegitimate sources.• Student consistentlyuses ample contentvocabulary appropriately.• Scientific statements arefactual and thorough.• Student is able to applyscientific conceptsthrough examples andintegration, even toareas outside the originalcontent.• Student usescontent vocabularyappropriately.• Scientific statementsare factual.• Student appliesscientific conceptsaccurately throughexamples andintegration ofdifferent concepts.• Student is at timesable to use vocabularyappropriately.• Some facts areincorrect.• Student showslimited ability to applyscientific conceptsthrough examples andintegration.• Student rarelyuses vocabularyappropriately. Factsare often incorrect.• Student strugglesto apply scientificconcepts throughexamples andintegration.• Student is able tocorrectly relate one’sown and others’perspectives to schoolsof ethical thought andframeworks or reasoningtools used to arrive atthe various perspectives.• Student demonstratesclear understanding ofstakeholders, values,and issues, as well asthe alternate decisionsthat may be madeaccording to thevarious parties.• Studentdemonstrates use ofethical frameworksand reasoningtools in arriving atperspective.• Student correctlyidentifiesperspective toschools of ethicalthought.• Studentdemonstrates clearunderstandingof stakeholders,values, and issues.• Student demonstratessome use of ethicalframeworks andreasoning tools inarriving at perspective.• Student makes limitedconnections betweenpersonal perspectiveand schools of ethicalthought.• Student demonstrateslimited understandingof stakeholders, values,and issues.• Student arrivesat a perspectivewithout the use ofany framework orreasoning tool.• Student is unableto relate personalperspective to theschools of ethicalthought.• Student is oftenunable to identifystakeholders,values, or issues.114