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iRubric: Assessing Adult Basic Education Skills (ABE) rubric

iRubric: Assessing Adult Basic Education Skills (ABE) rubric

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Assessing Adult Basic Education Skills (ABE) 
Assessing Adult Basic Education Skills (ABE)
ABS Classes are designed for students who do not have a high school diploma and need to review and improve basic reading, math, and language skills. Students in ABS classes may be referred to the GED Test Prep classes once these skills have been improved (description taken from Ann Arundel Community College).
Rubric Code: CXBWXA2
By ykakikaki
Ready to use
Public Rubric
Subject: Vocational  
Type: (Other)  
Grade Levels: 6-8, 9-12, Undergraduate

Powered by iRubric Adult Basic Education Skills (ABE)
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Communication

Poor

Little to no evidence in making connections that create meaning between self and the audience. Did not learn to speak, read, write and listen effectively, using graphics, electronic media, computers and quantified data
Fair

Beginning or some evidence in making connections that create meaning between self and the audience. Did learn to speak, read, write and listen effectively, using graphics, electronic media, computers and quantified data
Good

Detailed and consistent evidence in making connections that create meaning between self and the audience. Good at speaking, reading, writing and listening effectively, using graphics, electronic media, computers and quantified data
Excellent

Highly creative, inventive, mature in making connections that create meaning between self and the audience. Excellent at speaking, reading, writing and listening effectively, using graphics, electronic media, computers and quantified data
Analysis

Poor

Little or no evidence to think clearly and critically. Needs work in how to fuse experience, reason and training into considered judgment
Fair

Beginning of or some evidence to think clearly and critically. Can fuse experience, reason and training into considered judgment
Good

Detailed and consistent evidence to think clearly and critically. Able to fuse experience, reason and training into considered judgment
Excellent

Highly creative, inventive, mature presence evidence to think clearly and critically. Fused experience, reason and training into considered judgment
Problem Solving

Poor

Little or no evidence to figuring out what the problem is and what is causing it, with others or alone. Can't form strategies that work in different situations.
Fair

Beginning of or some evidence to figuring out what the problem is and what is causing it, with others or alone. Capable at times to form strategies that work in different situations.
Good

Detailed and consistent evidence in figuring out what the problem is and what is causing it, with others or alone. Forms strategies regularly that work in different situations.
Excellent

Highly creative, inventive, mature presence in figuring out what the problem is and what is causing it, with others or alone. Forms strategies consistently that work in different situations.
Social Interaction

Poor

A. Sometimes contributed to the group effort. B. Rarely on task. C. Not always positive. D. Played a very limited role in facilitating group learning. E. Frequently missed due dates.
Fair

A. Regularly contributed to group effort. B. Usually on task throughout the unit. C. Generally had a positive attitude. D. Played a limited role in facilitating group learning. E. Met most due dates.
Good

A. Frequently demonstrated leadership. B. Regularly on task throughout the unit. C. Maintained a positive attitude throughout the unit. D. Played a role in organizing and facilitating group learning. E. Met all due dates.
Excellent

A. Consistently demonstrated vital leadership. B. Consistently on task throughout the unit. C. Maintained positive attitude throughout the unit. D. Played a critical role in organizing and facilitating group learning. E. Met all due dates.
Developing Global Perspective

Poor

Makes no effort to act with an understanding of and respect for the economic, social and biological interdependence of global life
Fair

Frequently needs reminded to put more effort to act with an understanding of and respect for the economic, social and biological interdependence of global life
Good

Usually puts in effort to act with an understanding of and respect for the economic, social and biological interdependence of global life
Excellent

Always puts in effort to act with an understanding of and respect for the economic, social and biological interdependence of global life
Engagement

Poor

A. Little evidence that the content has been evaluated, analyzed, or synthesized. B. No evidence that additional materials were sought. C. No evidence that student can explain why materials were chosen.
Fair

A. Some evidence that content has been either evaluated or analyzed. B. Some evidence that additional materials have been sought out. C. Little evidence that students can explain why materials were chosen.
Good

A. Evidence that content has been evaluated and analyzed, but not effectively synthesized. B. Clear evidence that students sought out additional source materials and made a good attempt to integrate them into coherent statements. C. Some attempt to explain why materials were chosen.
Excellent

A. Evidence that all content has been carefully analyzed and evaluated. B. Substantial evidence that students sought out and found other relevant sources that have been carefully synthesized. C. Can clearly and carefully explain or defend their reasons for choosing sources .





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