Teamwork and Collaboration Rubric

Criteris for
Evaluation		 VERY LOW LEVEL
OF PROFICIENT
Level 1		 APPROACHING
PROFICIENCY
Level 2 		PROFICENCY AT THE
PROVINCIAL STANDARD
Level 3		 EXEMPLARY
Level 4

Appreciating diversity
of the groups abilities 		Listens to ideas within the group but may not actively seek a variety of viewpoints. Is generally unwilling to consider views different from his/her own. Does not seek different contributions from team members Listens respectfully to a variety of viewpoints and asks questions of others to include more ideas. May consider different perspectives. Accepts different contributions from team members using responses which acknowledge and validate. Listens respectfully and asks clarifying questions to create more communication among members and to increase the variety of ideas. Is willing to consider all perspectives. Encourages participation by actively engaging some members of the group.

 

 Supports and includes a variety of viewpoints and asks leading and open-ended questions to increase breadth of thought. Considers all perspectives and demonstrates appreciation for new insights. Solicits all members’ contributions and uses active and reflective listening techniques to establish and reinforce an environment of inclusion and safety.
Participating as a member of a team Participates in the group but may slip into a competitive mode. Knows several group roles and may be able to assume a few of these, but may consistently stay in only one or two. Rarely takes on leadership roles. Demonstrates minimal commitment to group process and task completion. Doesn't have required materials (notebook, pre-discussion notes etc). Has to leave the room for any unnecessary reason (i.e. washroom). Is a focused participant in groups. Communicates thoughts, feelings and ideas, clarifies when necessary and is willing to offer suggestions. Can fulfill some roles in groups, exhibiting strengths in certain areas and evidences respect for others’ roles. Sometimes takes a leadership role, showing initiative to maintain group progress. Demonstrates more commitment to the group goal than the group process. Contributes continually by communicating thoughts feelings and ideas. Assists in the exploration of main ideas by clarifying, summarizing, analyzing and evaluating. Can take many roles and facilitates the group process by taking on the role needed to ensure success in a cooperative manner. Shows evidence of leadership by taking initiative, facilitating discussions, diffusing conflict and encouraging members to participate. Demonstrates commitment to group process as a means of task completion. Contributes continually and participates in a cooperative fashion by communicating thoughts, feelings and ideas to further the work of the group. Uses higher order thinking skills of summarizing, analyzing, and evaluating to synthesize disparate thoughts into focused group ideas. Understands the many roles in a cooperative group, facilitates member participation to fulfill these roles and recognizes when to lead and when to follow. Demonstrates leadership by showing initiative, teaching other members, resolving conflict and enabling all members to participate, making the group process as important as the product. 
Resolving conflict Continues to bicker and fight amongst teammates, becomes a continual antagonst. Does very little to resolve conflict in the group; not a real participant, but encourages conflict through laughter and inappropriate, (clowning type) behavior. Facilitates the work of the group by recognizing disagreements and helping team members work toward common ground.
Works to reconcile disagreements within the group. Makes clarifying comments and asks questions to help negotiate areas of common ground. Recognizes differing perspectives and works to help make one or both clear. 		Facilitates the work of the group by taking a lead role in reconciling disagreements and reducing tension. Anticipates potential areas of conflict and helps people resolve conflicts by keeping communication channels open, by exploring and validating differences through listening reflectively and asking clarifying questions, and by suggesting areas of common ground.  Recognizes that conflict in a group may signal healthy discussion and encourages team members to take responsibility for working toward the common goal.

Developed from the Piner High School  • Santa Rosa, California • 1997 model