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Socratic Seminar Rubric

Topic: ___________________________________
Student: ________________________________________ Class period: ___________ Date:______________ Score:___________
100—90 89 — 80 79 — 65 64 — 0
Speaking • speaks clearly and articulately • speaks clearly and articulately • comment is unclear; may be • comment is so unclear as to make
• uses sophisticated and appropriate • uses a loud voice vague, rambling, or it incomprehensible
language • makes eye contact with the group insufficiently explained • comment is irrelevant and/or
• effectively uses tone and emotion • volume is too low inappropriate to the discussion
• uses an appropriately loud voice • words are mumbled • language is inappropriate and/or
• makes effective eye contact with • language is inappropriate offensive
the group and/or too colloquial
• does not make eye contact with
the group
Arguing from • every argument is grounded in • arguments are based in relevant • arguments have little basis in • provides no relevant and/or
Evidence relevant texts and/or historical or texts and/or historical and literary relevant texts and/or historical appropriate evidence to support
literary references references and literary references argument
• evidence from outside the text is • evidence from outside the text is • evidence from outside the text
detailed, specific, and relevant specific and relevant is unspecific, an/or irrelevant
• makes direct references to • textual evidence used does not
specific passages from the text support the argument being
• closely reads the text to make an made and/or is insufficiently or
in-depth and original analysis incorrectly explained
Preparation • all important sections of the text • all important sections of the text • some sections are not annotated • little to no annotation
are annotated are annotated • does not understand key ideas
• annotation shows full • shows a grasp of key concepts in in the text
understanding of the text the text
• annotation includes sophisticated
connections, comments, and/or
questions
Leadership • effectively moves conversation • moves conversation forward by • does not effectively move • takes no responsibility for the
forward by summarizing student summarizing student ideas, conversation forward seminar
ideas, linking student ideas, linking student ideas, questioning • comments do not connect to the • may not speak at all, or comment
questioning student ideas, and/or student ideas, and/or clarifying ideas previously discussed may reflect a lack of
clarifying student ideas student ideas • does not actively listen and/or interest/respect for the group
• listens closely and reflects upon • listens to others and reflects upon take notes • body language shows disinterest
what others have said their ideas during seminar
• brings out a key idea missed by • comes to seminar unprepared
the group and/or late
• may bring up a relevant idea or
question that radically alters the
direction of the discussion