The following is the set of rubrics for the assessment of a student's performance in the two-week curriculum Survival on the Sea (S.O.S.).  To ensure that the student's performance is assessed correctly, we advise teachers to conduct a 15-20 minute interview with each student before completing the rubrics.  Possible issues to be discussed are listed at the bottom of this page.  Using this interview, observation throughout the two weeks, and other assessing tools provided in each lesson, the teacher will be able to fully assess the student's performance.  If there is a need for a letter grade for the student, the teacher can create his or her own suitable scale.

Possible Interview Topics:
- Tell me about how you gathered information and how it helped you to learn the material.
- What kinds of ideas did you have for the various projects?
- How well did your group communicate?
- Did your group work well together?
- Was everyone in your group open to consider and try all new ideas?
- Do you feel you worked to achieve the highest possible standard for yourself?

Note: These rubrics are taken from Assessing Student Outcomes, McREL Institute, 1993.

Understands the importance of mathematics in survival skills
4  Demonstrates a thorough understanding of the importance of mathematics in survival skills and provides new insights
   into survival skills.
3  Displays a complete and accurate understanding of the importance of mathematics in survival skills.
2  Displays an incomplete understanding of the important concepts of mathematics in survival skills (may have some
   notable misconceptions).
1  Demonstrates severe misconceptions about the concepts and generalizations.

Effectively and efficiently able to perform mathematical skills in curriculum
4  Demonstrates mastery of the mathematical processes used in the curriculum.
3  Carries out the mathematical processes used within the curriculum.
2  Makes a number of errors when attempting the mathematical processes used within the curriculum.
1  Makes many critical errors when attempting the mathematical processes used within the curriculum.

Understands the importance and need for survival skills
4  Demonstrates a thorough understanding of the importance and need for survival skills.
3  Displays a complete and accurate understanding of the important concepts of survival skills.
2  Displays an incomplete understanding of the important concepts of survival skills.
1  Demonstrates severe misconceptions about the concepts of survival skills

Effectively and efficiently performs learned survival skills throughout the curriculum
4  Demonstrates mastery of the concepts of various survival skills.
3  Carries out the process of attempting various survival skills without significant errors and with relative ease.
2  Makes a number of errors when attempting various survival skills but can complete a rough approximation of the
   processes.
1  Makes many critical errors when attempting various survival skills.

Understands the importance of the use of science in survival skills
4  Demonstrates a thorough understanding of the importance of science in survival skills and provides new insights into
   survival skills.
3  Displays a complete and accurate understanding of the importance of science in survival skills.
2  Displays an incomplete understanding of the important concepts of science in survival skills (may have some notable
   misconceptions).
1  Demonstrates severe misconceptions about the concepts and generalizations.

Effectively and efficiently able to perform science skills in curriculum
4  Demonstrates mastery of the science processes used in the curriculum.
3  Carries out the science processes used within the curriculum.
2  Makes a number of errors when attempting the science processes used within the curriculum.
1  Makes many critical errors when attempting the science processes used within the curriculum.

Understands the importance of the use of literature, writing, and communication within the curriculum
4  Demonstrates a thorough understanding of the importance and need for language arts in the curriculum.
3  Displays a complete and accurate understanding of the important concepts of language arts in the curriculum.
2  Displays an incomplete understanding of the important concepts of language arts in the curriculum.
1  Demonstrates severe misconceptions about the concepts of language arts in the curriculum.

Effectively and efficiently performs learned writing, reading, and communication skills throughout the curriculum
4  Demonstrates mastery of the concepts of various areas of language arts.
3  Carries out the process of attempting various areas of language arts without significant errors and with relative ease.
2  Makes a number of errors when attempting various areas of language arts but can complete a rough approximation of
   the processes.
1  Makes many critical errors when attempting various areas of language arts.

Effectively translates issues into meaningful tasks with a clear purpose.
4  Consistently translates issues into well-articulated tasks with clearly defined goals.  Anticipates difficulties and
   develops plans to overcome them.
3  Consistently translates issues into tasks with clearly defined goals.
2  Sporadically translates issues into tasks with clearly defined goals.
1  Rarely, if ever, translates issues into tasks with clearly defined goals.

Effectively uses a variety of complex thinking strategies.
4  Demonstrates mastery of a variety of complex thinking processes and consistently applies the processes effectively.
3  Demonstrates competency in a number of complex thinking processes and usually applies the processes effectively.
2  Demonstrates ability in a number of complex thinking processes, but does not have a full complement of skills for
   managing complex issues.
1  Has a severely limited range of complex thinking skills for managing complex tasks.

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 and creating original
   data.
3  Demonstrates a knowledge of basic information resources and commands a useful range of information-gathering
   techniques.
2  Demonstrates a knowledge of some basic information resources but is not aware of all necessary resources, or has a
   command of a limited set of information-gathering techniques.
1  Demonstrates little familiarity with basic information resources or demonstrates a command of only a few
   information-gathering techniques.

Accurately assesses the value of information.
4  Consistently analyzes information in detail, accurately and insightfully determining whether it is credible and relevant to
   tasks
3  Consistently and accurately determines whether information is credible and relevant to tasks.
2  Sporadically but accurately determines whether information is credible and relevant to tasks.
1  Rarely, if ever, accurately determines whether information is credible and relevant to tasks.

Recognizes where and how projects can benefit from additional information.
4  Consistently makes insightful determinations of the types of information that would benefit tasks and effectively seeks
   out that information.
3  Consistently and accurately assess tasks to identify areas requiring additional information for clarification or support
   and seeks out the needed information.
2  Sporadically but accurately assess tasks to identify areas requiring additional information and seeks out the needed
   information.
1  Rarely, if ever, accurately assesses tasks to identify areas requiring additional information or seeks out the needed
   information.

Expresses ideas clearly.
4  Consistently communicates information effectively by providing a clear main idea or theme with support that contain
   rich, vivid, and powerful detail.
3  Consistently communicates information by providing a clear main idea or theme with sufficient support and detail.
2  Sporadically communicates information by providing a clear main idea or theme with sufficient support and detail.
1  Rarely, if ever, communicates information by providing a clear main idea or theme with sufficient support and detail.

Effectively communicates with diverse audiences.
4  Demonstrates an ability to adjust tone and style to a wide and highly diverse range of audiences.
3  Demonstrates the ability to adjust tone and style to different audiences.
2  Demonstrates the ability to communicate with a restricted range of audiences only.
1  Does not demonstrate the ability to adjust tone or style for different audiences.

Effectively communicates in a variety of ways.
4  Demonstrates an ability to creatively and effectively use many diverse methods of communication.
3  Demonstrates the ability to adjust tone and style to different audiences.
2  Demonstrates the ability to communicate with a restricted range of audiences only.
1  Demonstrates an ability to use only one or two methods of communication.

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 and carries out assigned roles.

Demonstrates effective interpersonal skills.
4  Consistently and actively helps promote effective group interaction and expresses ideas and opinions in ways that are
   sensitive to the feelings or knowledge base of others.
3  Consistently participates in group interaction without prompting and expresses ideas and opinions in ways that are
   sensitive to the feelings and knowledge base of others.
2  Sporadically participates in group interaction without prompting and expresses ideas and opinions in ways that are
   sensitive to the feelings and knowledge base of others.
1  Rarely, if ever, participates in group interaction without prompting and expresses ideas and opinions in ways that are
   sensitive to the feelings and knowledge base of others.

Contributes to group maintenance.
4  Consistently and actively helps the group identify changes or modifications necessary in group processes and works
   toward carrying out those changes.
3  Consistently helps identify changes or modifications necessary in group processes and works toward carrying out those
   changes.
2  Sporadically helps identify changes or modifications necessary in group processes and works toward carrying out those
   changes.
1  Rarely, if ever, helps identify changes or modifications necessary in group processes and works toward carrying out
   those changes.

Makes effective plans.
4  Consistently makes precise goals, considers and carries out all necessary subgoals, and creates and adheres to detailed
   time lines.
3  Consistently sets goals, carries out some subgoals, and creates and carries out use time lines.
2  Sporadically sets goals, carries out some subgoals, and creates and carries out use time lines.
1  Rarely, if ever, sets goals, carries out some subgoals, and creates and carries out use time lines.

Is sensitive to feedback.
4  Is consistently sensitive to a wide variety of feedback.  Always responds promptly when the current approach to the
   task is clearly not working and seeks out advice and responses from knowledgeable sources.
3  Is consistently aware of major sources of feedback and invariably responds and makes adjustments when corrections
   are needed.  Listens to the advice of others.
2  Is sometimes aware of major sources of feedback and invariably responds and makes adjustments when corrections are
   needed.  Listens to the advice of others.
1  Rarely, if ever, aware of major sources of feedback and invariably responds and makes adjustments when corrections
   are needed.  Listens to the advice of others.

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 of view that 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 always makes a concerted effort to consider
   alternative views.
1  Rarely, if ever, is aware of points of view that differ from his or her own and always makes a concerted effort to
   consider alternative views.

Is sensitive to the feelings and level 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 and encourages
   respect for the feelings, knowledge, and abilities of others.

Engages intensely in tasks even when answers or solutions are not immediately apparent.
4  Consistently demonstrates strong determination in the pursuit of solutions, monitors his or her level of involvement,
   and develops and uses a number of strategies to keep self on task.
3  Consistently shows determination in the pursuit of solutions and uses strategies to keep self on track.
2  Sporadically shows determination in the pursuit of solutions and uses strategies to keep self on track.
1  Rarely, if ever, shows determination in the pursuit of solutions and uses strategies to keep self on track.

Pushes the limits of own knowledge and ability.
4  Consistently seeks out highly challenging tasks and works on the tasks until they are completed or until attaining
   significant understandings.
3  Consistently accepts the challenges presented and works on tasks until they are completed or until attaining significant
   understandings.
2  Sporadically accepts the challenges presented and works on tasks until they are completed or until attaining significant
   understandings.
1  Rarely, if ever, accepts the challenges presented and works on tasks until they are completed or until attaining
   significant understandings.

Generates, trusts, and maintains own standards of evaluation.
4  Consistently generates personal standards for tasks that significantly raise the quality level of those tasks and
   incorporates the standards into the final products.
3  Consistently generates personal standards for tasks and incorporates those standards into the final products.
2  Sporadically generates personal standards for tasks and incorporates those standards into the final products.
1  Rarely, if ever, generates personal standards for tasks and incorporates those standards into the final products.

Generates new ways of viewing a situation outside the boundaries of standard conventions.
4  Consistently explores as many alternatives as time and resources will allow and analyzes how the identified alternatives
   will affect outcomes.  The alternatives illustrate extremely diverse but highly useful ways of looking at situations.
3  Consistently generates alternative ways of approaching tasks and analyzes how the alternatives will affect those tasks. 
   Some alternatives show originality in the approach to the tasks.
2  Sporadically generates alternative ways of approaching tasks and analyzes how the alternatives will affect those tasks. 
   Some alternatives show originality in the approach to the tasks.
1  Rarely, if ever, generates alternative ways of approaching tasks and analyzes how the alternatives will affect those
   tasks.  Few alternatives show originality in the approach to the tasks.

Survival on the Sea!
Rubric
 

Mathematics Standards:

Understands the importance of mathematics in survival skills _______
Comments: ___________________________________________________________________________

_____________________________________________________________________________________

Effectively and efficiently able to perform mathematical skills in curriculum _______
Comments: ____________________________________________________________________________

______________________________________________________________________________________

Social Studies Standards:

Understands the importance and need for survival skills _______
Comments:  ____________________________________________________________________________

_______________________________________________________________________________________

Effectively and efficiently performs learned survival skills throughout the curriculum _______
Comments: _____________________________________________________________________________

________________________________________________________________________________________

Science Standards:

Understands the importance of the use of science in survival skills _______
Comments: ______________________________________________________________________________

________________________________________________________________________________________

Effectively and efficiently able to perform science skills in curriculum _______
Comments: _______________________________________________________________________________

_________________________________________________________________________________________

Language Arts Standards:

Understands the importance of the use of literature, writing, and communication within the curriculum _______
Comments: ________________________________________________________________________________

__________________________________________________________________________________________

Effectively and efficiently performs learned writing, reading, and communication skills throughout the curriculum _______
Comments: ________________________________________________________________________________

__________________________________________________________________________________________

Complex Thinking Standards:

Effectively translates issues into meaningful tasks with a clear purpose _______
Comments: ________________________________________________________________________________

__________________________________________________________________________________________

Effectively uses a variety of complex thinking strategies _______
Comments: _________________________________________________________________________________

___________________________________________________________________________________________

Information Processing Standards:

Effectively uses a variety of information-gathering techniques and information resources _______
Comments: __________________________________________________________________________________

____________________________________________________________________________________________

Accurately assess the value of information _______
Comments:___________________________________________________________________________________

_____________________________________________________________________________________________

Recognizes where and how projects can benefit from additional information _______
Comments: ___________________________________________________________________________________

_____________________________________________________________________________________________

Communication Standards:

Expresses ideas clearly _______
Comments: __________________________________________________________________________________

____________________________________________________________________________________________

Effectively communicates with diverse audiences _______
Comments: ___________________________________________________________________________________

_____________________________________________________________________________________________

Effectively communicates in a variety of ways _______
Comments: ____________________________________________________________________________________

______________________________________________________________________________________________

Cooperation Standards:

Works toward achievement of group goals _______
Comments: ____________________________________________________________________________________

______________________________________________________________________________________________
 

Demonstrates effective interpersonal skills _______
Comments: ____________________________________________________________________________________

______________________________________________________________________________________________

Contributes to group maintenance _______
Comments: ____________________________________________________________________________________

______________________________________________________________________________________________
 

Habits of Mind Standards:

Makes effective plans _______
Comments: ____________________________________________________________________________________

______________________________________________________________________________________________

Is sensitive to feedback _______
Comments: _____________________________________________________________________________________

_______________________________________________________________________________________________

Is open-minded _______
Comments: _____________________________________________________________________________________

_______________________________________________________________________________________________

Is sensitive to the feelings and level knowledge of others _______
Comments: _____________________________________________________________________________________

________________________________________________________________________________________________

Engages intensely in tasks even when answers or solutions are not immediately apparent _______
Comments: ______________________________________________________________________________________

________________________________________________________________________________________________

Pushes the limits of own knowledge _______
Comments: ______________________________________________________________________________________

________________________________________________________________________________________________

Generates, trusts, and maintains own standards of evaluation _______
Comments: _______________________________________________________________________________________

_________________________________________________________________________________________________

Generates new ways of viewing a situation outside the boundaries of standard conventions _______
Comments: _______________________________________________________________________________________

_________________________________________________________________________________________________
 

______________________________  _______________
Signature                                          Date
 

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Submitted By St. Norbert College Ocean Voyagers Program