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iRubric: Socratic Seminar Scoring rubric

iRubric: Socratic Seminar Scoring rubric

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Socratic Seminar Scoring 
Socratic Seminar Scoring
Assessment rubric to be used by students and teacher.
Rubric Code: H26X92
By TeacherWeee
Draft
Public Rubric
Subject: English  
Type: Presentation  
Grade Levels: (none)

Powered by iRubric Socratic Seminar
  Considering Beginning

1 pts

Beginning

2 pts

Growing

3 pts

Adult

4 pts

Master

5 pts

Speaking standard 2.1 terms

2.1 Deliver reflective presentations:
a. Explore the significance of personal experiences, events, conditions, or concerns, using
appropriate rhetorical strategies (e.g., narration, description, exposition, persuasion).
Considering Beginning

Speaker quietly nods head or smiles.
Beginning

Speaker merely agrees with someone else's statements.
Growing

Speaker addresses question.
Adult

Speaker addresses question and describes and relates to self and audience.
Master

Speaker address the question and describe and relate the answer to self and audience. Should provide textual evidence to validate statements.
Speaking Standard 2.1

b. Draw comparisons between the specific incident and broader themes that illustrate the
speaker’s beliefs or generalizations about life.
Considering Beginning

Speaker quietly nods head or smiles.
Beginning

Speaker merely agrees with someone else.
Growing

Speaker addresses question
Adult

Speaker addresses the question and relates possible themes to text and in life in general.
Master

Speaker addresses the question and relates possible themes to the text and in life in general. Uses text for support.
Speaking Standard 2.1

c. Maintain a balance between describing the incident and relating it to more general,
abstract ideas.
Considering Beginning

Speaker quietly nods head and smiles.
Beginning

Speaker merely agrees with someone else.
Growing

Speaker addresses question.
Adult

Speaker gives background information to answer the question and relates it to broader ideas.
Master

Speaker gives background information to answer question and relates it to broader ideas. Uses text for support.
Listening 1.0

1.11 Critique a speaker’s diction and syntax in relation to the purpose of an oral communication
and the impact the words may have on the audience.
Considering Beginning

Listener makes no adequate documentation of following the Socratic seminar.
Beginning

Listener identifies member and states if they were "good" or "bad"
Growing

Listener comments on either a specific person or seminar question.
Adult

Listener identifies the impact the speaker had on the Socratic seminar.
Master

The listener clearly identifies the impact the speakers had on the socratic seminar. uses names and examples.
Listening 1.0

1.12 Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality,
red herring, overgeneralization, bandwagon effect).
Considering Beginning

The listener provided to evidence in the form of comments about any of the statements made in Socratic seminar.
Beginning

The listener makes comments not specific to a specific question or comment made in the seminar.
Growing

The listener identifies a specific question or comment .
Adult

Listener identifies comments or questions the provided insight into the discussion.
Master

Listener identifies comments or questions that provided insight into the discussion. The listener also explains why the statement/question was so important



Keywords:
  • Listening and Speaking Standard

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