A.  Contribution:

He or she contributed to the group (i.e. approximately 1/3 to 1/4 of the work depending on the size of the group).
YES    or    NO

B.  Worked towards the achievement of group goals.

4 - Actively helped identify group goals and worked to meet them.
3 - Communicated commitment to the group goals and effectively carried out roles.
2 - Communicated a commitment to the group goals but did not carry out assigned roles.
1 - Did not work toward group goals or actively worked against them.

C.  Demonstrates effective interpersonal skills

4 - Actively promoted effective group interaction and expression of ideas and opinions in a way that was sensitive to the feelings and knowledge base of others.
3 - Participated in group interaction without prompting.  Expressed ideas and opinions in a way that was sensitive to the feelings and knowledge base of others.
2  - Participated in group interaction without prompting or expressed ideas and opinions without considering the feelings and knowledge base of others.
1 - Did not participate in group interaction, even with prompting, or expressed ideas and opinions in a way that was insensitive to the feelings and knowledge base of others.

D.  Effectively performed multiple roles within the group (i.e. cooking, presenting).

4 - Effectively performed multiple roles within the group.
3 - Effectively performed one role in the group.
2 - Made an attempt to perform more than one role within the group but had little success with secondary roles.
1 - Rejected opportunities or requests to perform more than one role within the group.
 

Adapted from:

Dr. Reid Riggle's "Peer Evaluation of Teammates Contribution to the Team and the CDP." De Pere: St. Norbert College, 1997.

Marzano, Robert J., Debra Pickering, and Jay McTighe. Assessing Students Outcomes - Performance Assessment Using the Dimensions of Learning Model.  Alexandria:  McREL Institute, 1993.  29-30, 94-101.

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