iRubric: How to Break Bad News rubric

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How to Break Bad News

For use with faculty in the L.E.A.R.N. series--exploring how to deliver bad news to students--as part of the Learning Styles session.

Rubric Code: GX8CX69

By MaryMargaretK

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: Undergraduate

Delivery of Bad News
	Accomplished 5 pts	Building 3 pts	Developing 1 pts
Overall Approach	Accomplished Remains professional throughout; uses a statement that lets student know bad news is coming; delivers information factually and honestly	Building Remains mostly professional--may slip into informality or defensiveness, not clear in beginning that there is going to be bad news, tries to sugarcoat information or make excuses	Developing Delivery too informal, no statement that bad news is about to be delivered, too much irrelevant information--not enough straight facts given
Knowledge of Improving Situation	Accomplished Able to explain all of the implications of the situation and what the student can expect from the instructor and/or the institution	Building Able to explain most of the implications of the situation but lacks a few key elements when relaying the information to the student	Developing Able to explain some implications of the situation but unable to properly relay exactly what the student can expect from the instructor and the institution
Communicating Responsibility	Accomplished Fair and accurate in explaining what responsibilities the instructor now has toward the student and the responsibilities the student has for arriving at the desired outcome.	Building Explains responsibilities the instructor now has but glosses over or evades the real situation some; the responsibilities the student has seem somewhat unrealistic or unsupported	Developing No clear explanation of what responsibilities the instructor now has or the instructor takes no responsibility; student's responsibilities are not clearly explained or seem overly unrealistic or unsupported
Empathy	Accomplished Displays maximal empathy when conveying information to the student; allows some venting and acknowledges the student's feelings.	Building Displays some empathy when conveying information to the student; gives slight attention to student's desire to vent or gives little acknowledgement of student's feelings.	Developing Displays minimal empathy when conveying information to the student; does not allow student to do any venting or ignores student's feelings.