Communication in Person & Online
1 2
Limited, to no, participation
in discussions.
Does not come to
discussions prepared. As a
result, fails to support
statements with evidence
from texts and other
research.
Few attempts to ask
questions or build on ideas
shared.
Frequently violates the “dos
and don’ts of online
communication.”
Limited participation in discussions
(one-on-one, in groups, and
teacher-led) with various partners.
Does not consistently come to
discussions prepared. Limited
preparation and inability to support
statements with evidence from texts
and other research reflects lack of
preparation.
Limited attempts to ask questions,
build on ideas shared, or invite
quieter voices into the conversation.
Hesitant to respond to other
perspectives and fails to summarize
points or make connections.
Occasionally violates the “dos and
don’ts of online communication.”
3 4
Participates in a range of
collaborative discussions (one-
on-one, in groups, and teacher-
led) with diverse partners.
Comes to discussions prepared,
having read and researched
material. Draws on that
preparation by referring to
evidence from texts and other
research on the topic.
Attempts to drive conversations
forward by asking questions,
building on ideas shared, and
inviting quieter voices into the
conversation.
Responds to diverse
perspectives, summarizes points,
and makes connections.
Respects the “dos and don’ts for
online communication.”
Initiates and participates effectively in
a range of collaborative discussions
(one-on-one, in groups, and teacher-
led) with diverse partners.
Comes to discussions prepared with a
unique perspective, having read and
researched material; explicitly draws
on that preparation by referring to
evidence from texts and other
research on the topic.
Propels conversations by posing and
responding to questions that relate to
the current discussion. (Adds depth by
providing a new, unique perspective to
the discussion.)
Responds thoughtfully to diverse
perspectives, summarizes points of
agreement and disagreement, and
makes new connections. Leans in and
actively listens.
Makes eye contact, speaks loud
enough to be heard, and body
language is strong.
Respects the “dos and don’ts for
online communication.”

1 2
Fails to listen to, share with, and
support the efforts of team
members making accomplishing
a task more difficult for the team.
Frequently inattentive or
distracting when team members
talk. Requires frequent
redirection by team members
and/or teacher.
Body language does not reflect
engagement in the process.
Focus on leaning in, asking
questions, actively listening (e.g.
make eye contact).
Rarely offers feedback.
Frequently becomes impatient,
frustrated, and/or disrespectful.
Limited attempts to move
between roles.
Does not use resources to
support the team’s work.
Collaboration & Contributions in a Team Dynamic
Attempts to listen to, share with,
and support the efforts of team
members are limited or
inconsistent.
Does not always listen when
team members talk and requires
redirection by team members
and/or teacher.
Body language does not reflect
engagement in the process.
Focus on leaning in, asking
questions, actively listening (e.g.
make eye contact).
Occasionally offers feedback. At
times, becomes impatient or
frustrated with the process
making teamwork more
challenging.
Limited attempts to move
between roles.
Does not consistently use
resources to support the team’s
work.
3 4
Listens to, shares with, and supports the Consistently listens to,
efforts of team members. shares with, and supports
the efforts of team
Listens when team members talk. members.
Attempts to engage in group tasks; Leans in and actively
however, body language does not listens when team
consistently communicate interest or members talk.
attention. Body language reflects
engagement in the process, but there is Body language
room for improvement. communicates interest in
team tasks and
Offers feedback and treats team members engagement in the
with respect. At times, becomes impatient process.
or frustrated with the process making
teamwork more challenging. Offers constructive
feedback, treats team
Attempts to be flexible and move between members with respect, and
roles; at times dominates a particular role. is patient with the
This is an area of potential growth. process.
Uses resources to support the team’s Creates balance on the
work. team moving between
responsibilities without
dominating any one role.
Uses resources effectively
to support the team’s work.

1 2
Reflects surface level understanding
of information.
Unable or unwilling to evaluate
quality of information or draw
conclusions about information found.
Does not try to solve problems or
help others solve problems. Lets
others do the work.
Does not actively seek answers to
questions or attempt to find
information. Does not seek out
peers or ask teacher for guidance or
support.
Critical Thinking & Problem Solving
Attempts to dive below the surface
when analyzing information but work
lacks depth.
Struggles to evaluate the quality of
information and does not draw
insightful conclusions about
information found.
Does not suggest or refine solutions,
but is willing to try out solutions
suggested by others.
Asks teachers or other students for
answers but does not use online
tools, like Google and YouTube, to
attempt to answer questions or find
information.
3 4
Demonstrates a solid
understanding of the
information.
Evaluates the quality of
information and makes
inferences/draws conclusions.
Refines solutions suggested
by others.
Attempts to use online tools,
like Google and YouTube, to
seek answers and find
information.
Demonstrates a comprehensive
understanding of the
information.
Effectively evaluates the quality
of information and makes
inferences/draws conclusion that
are insightful.
Actively looks for and suggests
solutions to problems.
Uses online tools, like Google
and YouTube, to proactively
seek answers and find
information.