Rubric for Discipline-Based and Inter-Disciplinary Inquiry Studies
Beginning Developing Emerging
AUTHENTICITY The scope of the study is The scope of the study,
determined by the man- while determined primar-
dated curriculum. ily by the mandated cur-
riculum, takes into consid-
eration students’ interests
and concerns.
The assignments, activi- The assignments, activ-
ties, and tasks within the ities, and tasks within
study contain few roles the study contain some
that reflect a single per- separate roles that reflect
spective. a limited range of per-
spectives.
©2000-2016 Galileo Educational Network 1
Aspiring
The scope of the study
emanates from a ques-
tion, problem, issue or ex-
ploration that is significant
to the discipline(s), builds
connections beyond the
school, is mapped to the
mandated curriculum and
takes into consideration
students’ interests and
concerns.
The assignments, activi-
ties, and tasks within the
study require a complex
array of roles and diverse
perspectives.
The scope of the study
emanates from a ques-
tion, problem, issue or ex-
ploration that is significant
to the discipline(s) and
the community locally,
provincially, nationally or
globally; is meaningful and
relevant to students; and
is mapped to the mandat-
ed curriculum.
The assignments, activi-
ties, and tasks within the
study require students to
engage with diverse ideas
creating a dynamic envi-
ronment in which con-
trasts, competition, and
complementarity of ideas
is evident, creating a rich
environment for ideas to
evolve into new and more
refined forms.
 Beginning Developing
ACADEMIC RIGOR The assignments, activi- The assignments, activi-
ties, and tasks within the ties, and tasks within the
study provides only for study facilitate the acqui-
the acquisition of factual sition and application of a
or known information. broader understanding.
The assignments, activi- The assignments, activi-
ties, and tasks within the ties, and tasks within the
study require students study require students to
to memorize, and recall become proficient with
information and proce- using information and pro-
dures. cedures and find relation-
ships between and among
concepts,
©2000-2016 Galileo Educational Network 2
Emerging
The assignments, activi-
ties, and tasks within the
study requires students to
reflect the ways of know-
ing that are central to the
discipline(s) that under-
pin the problem, issue or
question.
The assignments, activi-
ties, and tasks within the
study require students
to find and understand
relationships between
and among concepts and
transfer their understand-
ing to unfamiliar contexts
Aspiring
The assignments, activi-
ties, and tasks within the
study requires students to
engage in ways of know-
ing that are central to the
discipline(s) that under-
pin the problem, issue
or question and students
find academically, intel-
lectually, and personally
challenging.
The assignments, activi-
ties, and tasks within the
study require students to
develop and apply habits
of mind that encourage
them to ask questions of:
• evidence (how do we
know what we know?)
• viewpoint (who is
speaking?)
• pattern and connection
(what causes what?)
• supposition (how might
things have been differ-
ent?)
• why it matters (who
cares?)
 Beginning
ASSESSMENT Assessment is used to
grade student work.
SPONSORS DEEP
LEARNING AND
IMPROVED
INSTRUCTION
Students have a vague
sense of the desired goal
and limited or no knowl-
edge of how to improve.
The assignments, activities
and tasks provide no op-
portunities for students to
reflect on their learning.
©2000-2016 Galileo Educational Network
Developing
Assessment is used to
grade student work and to
a limited extent to guide
teachers’ instructional
planning.
Students understand the
desired goal; have no evi-
dence about their present
position in relation to that
goal, and no guidance on
the way to close the gap
between the two.
The assignments, activities
and tasks provide limited
opportunities for students
to reflect on their learn-
ing.
3
Emerging
Assessment is dynamic
woven into the design of
the study from the onset
providing timely, descrip-
tive feedback and utilizing
a range of strategies in-
cluding peer and self-eval-
uation to move learning
forward.
Students understand the
desired goal; have some
evidence about their pres-
ent position in relation
to that goal, and limited
guidance on the way to
close the gap between the
two.
The assignments, activities
and tasks provide oppor-
tunities for students to
reflect on their learning.
Aspiring
Assessment is dynamic
and embedded, guiding
students’ learning and
teachers’ instruction
through which students
have multiple opportuni-
ties to improve their work
based on specific feed-
back, as well as contribute
to the learning of their
peers.
Students understand the
desired goal; have evi-
dence about their present
position in relation to that
goal, and guidance on
the way to close the gap
between the two becom-
ing owners of their own
learning.
The assignments, activities
and tasks provide multiple
opportunities for students
to reflect on their learn-
ing.
 Beginning Developing Emerging Aspiring

ADDS VALUE The assignments, activ- The assignments, activ- The assignments, activ- The assignments, activ-
ities, and tasks students ities, and tasks students ities, and tasks students ities, and tasks students
BEYOND THE are asked to undertake are asked to undertake are asked to undertake are asked to undertake
SCHOOL within the study would somewhat connect to the address a question, are recognizable to those
not likely be tackled out- work of adults outside the exploration, issue or working within the dis-
side a school setting. school. problem, relevant to cipline(s), i.e., someone
curriculum outcomes, working within the dis-
and are grounded in the cipline(s) or profession
life and work beyond the might actually tackle a
school. Adults outside of similar question, problem
the school context are or exploration and it ad-
intrigued by the study. dresses curriculum.

Assignments, activities, Assignments, activities, Assignments, activities, Assignments, activities,

and tasks require students and tasks require students
to connect within the to connect with their
classroom community. community (locally, pro-
vincially, nationally and/or
globally).
and tasks require students and tasks require students
to engage with their com- to contribute knowledge,
munity (locally, provin- products or services to
cially, nationally and/or their community (locally,
globally). provincially, nationally,
and/or globally).

©2000-2016 Galileo Educational Network 4

 Beginning Developing Emerging Aspiring

STUDENTS LEARN Digital technologies are
used in perfunctory ways
WITH DIGITAL contributing little value to
TECHNOLOGIES student learning.
Digital technologies are Digital technologies are Digital technologies are
used in effective ways used in ways that are used in ways that mirror
contributing to students’ appropriate to their use their use in the disci-
enjoyment of learning. in the discipline(s), the pline(s), the world beyond
world beyond the school, the school, and extend,
and add value to student expand, and deepen stu-
learning. dent learning.

Beginning Developing Emerging Aspiring

STUDENTS Assignments, activities, Assignments, activities, Assignments, activities, Assignments, activities,

and tasks require students and tasks require students and tasks require students and tasks require students
ENGAGE to receive information to gather information to gather information to develop knowledge
IN ACTIVE about a topic. about a topic to demon- about a topic and apply through the ways of work-
EXPLORATION strate motivation. their knowledge in variety ing that are central to the
situations thereby demon- discipline (i.e. field work,
strating motivation and labs, interviews, studio
responsibility. work, construction, work-
ing with complex prob-
lems, etc.) to negotiate a
fit between personal ideas
and the ideas of others.

©2000-2016 Galileo Educational Network 5

 Beginning Developing Emerging Aspiring

CONNECTING Students hear or read Students engage with Students observe and Students engage with
about relevant informa- speakers or interviews interact with adults with experts and professionals
WITH EXPERTISE tion from the teacher, or with experts from outside relevant expertise and beyond the classroom to
resources provided by the the classroom. experience in a variety of deepen their understand-
teacher. situations. ing and improve their
performance and product.

The teacher designs the The teacher designs the
task in isolation (without task in consultation with
input from external exper- expertise, either directly
tise). or indirectly regarding the
topic for study.
The teacher designs the The teacher designs op-
task in collaboration with portunities for students
expertise, either directly to improve their work as a
or indirectly. The study result of connecting with
requires adults to collab- experts/expertise.
orate with one another
and with students on the
design and assessment of
the study work.

©2000-2016 Galileo Educational Network 6

 Beginning
ELABORATED Students have little or no
opportunity to discuss
FORMS OF their work with others.
COMMUNICATION
Assignments, activities,
and tasks require stu-
dents to communicate
what they are learning to
a teacher audience (e.g.
handing it in as an assign-
ment).
Forms of communication
meet school requirements
but are disconnected from
the discipline.
©2000-2016 Galileo Educational Network
Developing
Students have opportu-
nities to share their ideas
with each other.
Assignments, activities,
and tasks require students
to communicate what
they are learning with a
classroom audience.
Forms of communication
meet school requirements
and somewhat resemble
those used in the disci-
pline.
7
Emerging Aspiring
Students have opportuni- Students have opportuni-
ties to share ideas and to ties and are expected to
negotiate the flow of con- engage in idea improve-
versation within small and ment; mirroring the work
large group discussions. of disciplined thinkers in
gathering and weighing
evidence, and ensuring
that explanations cohere
with all available evi-
dence.
Assignments, activities, Assignments, activities,
and tasks provide oppor- and tasks require students
tunities for students to to communicate their
communicate what they learning with audiences
are learning with an au- appropriate to the disci-
dience beyond the class- pline.
room.
Forms of communication Forms of communication
meet school requirements meet school requirements
and resemble those used and effectively reflect
in the discipline. those used in the disci-
pline.