I. Collaboration and Cooperation

A. Is open-minded.
4 - Consistently seeks out different and opposing points of view and considers alternative views impartially and rationally.
3 - Is consistently aware of points ofÝ differ from his or her own and always makes a concerted effort to consider alternative views.
2 - Is at times aware of points of view that differ from his or her own and sporadically makes an effort to consider alternative views.
1 - Rarely, if ever, is aware of points of view that differ from his or her own and seldom makes an effort to consider alternative views.
 

B. Is sensitive to the feelings and level of knowledge of others.

4 - Consistently demonstrates insight concerning the feelings and levels of knowledge of others and exhibits this insight while communicating. Always encourages respect for individual differences and sensitivities.
3 - Consistently shows the ability to communicate with persons of diverse knowledge and sensitivities and encourages respect for the feelings, knowledge, and abilities of others.
2 - Sporadically shows the ability to communicate with persons of diverse knowledge and sensitivities and encourages respect for the feelings, knowledge, and abilities of others.
1 - Rarely, if ever, shows the ability to communicate with persons of diverse knowledge and sensitivities or encourages respect for the feelings, knowledge, and abilities of others.
 

C. Works toward the achievement of group goals.

4 - Consistently and actively helps identify group goals and works hard to meet them.
3 - Consistently communicates commitment to group goals and carries out assigned roles.
2 - Sporadically communicates commitment to group goals and carries out assigned roles.
1 - Rarely, if ever, communicates commitment to group goals or carries out assigned roles.
 

D. Effectively performs a variety of roles within the group.

4 - Demonstrates an ability to perform a wide range of roles within the group.
3 - Demonstrates an ability to perform different roles within the group.
2 - Demonstrates an ability to perform a restricted range of roles within the group.
1 - Does not demonstrate an ability to change roles within the group.
 

E. Makes effective plans.

4 - Consistently meets goals, creates and adheres to detailed time lines.
3 - Frequently meets goals, creates and adheres to detailed time lines.
2 - Sporadically meets goals, creates and adheres to detailed time lines.
1 - Rarely, if ever, meets goals, creates and adheres to detailed time lines.

II. Content and Creativity Standards

A. Effectively interprets and synthesizes information.
4 - Consistently interprets the information gathered for tasks in accurate and highly insightful way and provides highly creative and unique syntheses of that information.
3 - Consistently interprets the information gathered for tasks accurately and synthesizes the information concisely.
2 - Sporadically interprets information gathered for tasks accurately and synthesizes the information concisely.
1 - Rarely, if ever, interprets information gathered for tasks accurately or synthesizes the information concisely.
 

B. Effectively uses a variety of information-gathering techniques and information resources.

4 - Demonstrates an extensive knowledge of basic information resources and commands a wide range of information-gathering techniques. Demonstrates creativity and resourcefulness in collecting data about his/her island including the Internet.
3 - Demonstrates a knowledge of basic information resources and commands a useful range of information-gathering techniques including some use of the Internet.
2 - Demonstrates a knowledge of some basic information resources but is not aware of all necessary resources, or has command of a limited set of information-gathering techniques including very little Internet use.
1 - Demonstrates little familiarity with basic information resources or demonstrates a command of only a few basic information-gathering techniques including no Internet use.
 

C. Is aware of and uses necessary resources.

4 - Consistently performs careful, detailed assessments of resource needs before beginning tasks. Reviews available resources and considers alternatives. Anticipates steps in tasks that might require additional demands on resources.
3 - Consistently assesses projects to identify areas that require resources. Reviews available and alternative resources to determine whether they are suitable for the projects.
2- Sporadically assesses projects to identify resources needed for tasks, and often overlooks alternative resources.
1 - Rarely, if ever, assesses projects to identify resources needed, and often overlooks obvious and necessary resources.
 

D. Declarative Standards.

4 - Demonstrates a thorough understanding of the important aspects of his/her island and provides new insights into some aspects of that information.
3 - Displays a complete and accurate understanding of the important aspects of his/her island.
2 - Displays an incomplete understanding of the important aspects of his/her island and has some notable misconceptions.
1 - Demonstrates severe misconceptions about the concepts of his/her island.
 

E. Is accurate and seeks accuracy.

4 - Consistently pays close attention to detail when appropriate, checks information against all important sources, recognizes inaccuracies quickly, and makes corrections that not only clear up the identified errors, but add greater clarity to the whole.
3 - Consistently pays adequate attention to detail, checks several sources, and recognizes and corrects major inaccuracies.
2 - Sporadically pays adequate attention to detail, checks several sources, and recognizes and corrects major inaccuracies.
1 - Rarely, if ever, pays adequate attention to detail, checks several sources, or recognizes and corrects major inaccuracies.
 

F. Information is relayed in a creative manner.

4 - Consistently uses original and creative language in the brochure and assignments.
3 - Frequently uses original and creative language in the brochure and assignments.
2 - Sporadically uses original and creative language in the brochure and assignments.
1 - Rarely, if ever, uses original and creative language in the brochure and assignments.

III. Layout of Travel Brochure.

A. Is clear.
4 - Brochure's layout is clear and completely free of confusing elements.
3 - Brochure's layout is clear and the key elements are generally free of confusing elements.
2 - Brochure's layout is somewhat clear and the key elements are free of confusing elements.
1 - Brochure's layout is not clear and the key elements are not free of confusing elements.
 

B. Brochure's layout is in a creative manner and uses original methods in its layout.

4 - Brochure's layout is highly creative.
3 - Brochure's layout is mostly creative.
2 - Brochure's layout is somewhat creative.
1 - Brochure's layout is not creative.
 

C. Quality of Brochure.

4 - Brochure exceeds minimum standards.
3 - Brochure meets minimum standards.
2 - Brochure somewhat meets minimum standards.
1 - Brochure does not meet minimum standards.

IV. Presentation of Travel Brochure.

A. Presentation is presented in a clear and organized manner.
4 - Presentation is clear and free of confusing elements.
3 - Presentation is mostly clear and free of confusing elements.
2 - Presentation is somewhat clear and free of confusing elements.
1 - Presentation is not clear and free of confusing elements.

B. Presentation is presented in a creative and original manner.

4 - Presentation is highly original and uses creative methods of presenting.
3 - Presentation is original and uses creative methods of presenting.
2 - Presentation is somewhat original and uses creative methods of presenting.
1 - Presentation is not original and does not use creative methods of presenting.

Rubric Adapted from: Marzano, Robert J., Debra Pickering, and Jay McTighe.  Assessing Student Outcomes - Performance Assessment Using The Dimensions of Learning Model. Alexandria: Mc REL Institute, 1993.Ý29-30, 94-101.

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Caribbean Cruisers - developed by Sara Bork, Carrie Kriescher, Candice Murphy, and Melissa Randall