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iRubric: Group Facilitation: In-Class Facilitation Grading Rubric

iRubric: Group Facilitation: In-Class Facilitation Grading Rubric

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Group Facilitation: In-Class Facilitation Grading Rubric 
Group Facilitation: In-Class Facilitation Grading Rubric
The 3-page reflection should consider each of the following: • What did it feel like to be a co-facilitator? • What was it like working with your co-facilitator? • What was successful in your dialogue facilitation? What do you think accounted for the success? • What was the most challenging part of your facilitation? • What did you learn from your facilitation that you can use in future facilitation experiences?
Rubric Code: PXAC82B
By mauimanliclic
Ready to use
Public Rubric
Subject: Psychology  
Type: Writing  
Grade Levels: Undergraduate

Powered by iRubric PSYC 409 In-Class Facilitation
  Emergent

1 pts

Developing

2 pts

Proficient

3 pts

Accomplished

4 pts

Outline
20 %

How effectively did you and your co-facilitator plan your dialogue session using a "Process-Content" outline?
Emergent

Students either did not turn in a "Process-Content" outline at all or only did so after their in-class facilitation. The outline was unacceptable, failing to cover most of the required categories. Outline hardly planned the dialogue session.
Developing

Students turned in a "Process-Content" outline before their in-class facilitation, but it was very late. The outline was not thorough, covering only some of the required categories. Outline only superficially planned the dialogue session.
Proficient

Students turned in a "Process-Content" outline before their in-class facilitation, although it may not have been at least a week in advance. The outline was mostly thorough, covering most of the required categories. Outline somewhat effectively planned the dialogue session.
Accomplished

Students turned in a "Process-Content" outline at least a week before their in-class facilitation. The outline was thorough, covering all of the required categories. Outline effectively planned the dialogue session.
In-Class Facilitation
50 %

How well did you and your co-facilitator conduct your 45-minute dialogue in class?
Emergent

The in-class facilitation was poor overall, failing to follow the outline and including very few of the required components of a dialogue. Co-facilitators were visibly unprepared and did not budget their time well, leaving no time for debriefing. Co-facilitators did not pay attention to group process and group dynamics.
Developing

The in-class facilitation was fair overall, following the outline to only some degree and including only some of the required components of a dialogue. Co-facilitators were somewhat unprepared and did not budget their time well, leaving little to no time for debriefing. Co-facilitators payed little attention to group process and group dynamics.
Proficient

The in-class facilitation was good overall, following the outline for the most part and including most required components of a dialogue. Co-facilitators were mostly prepared and budgeted their time to some degree, leaving at least some time for debriefing. Co-facilitators payed some attention to group process and group dynamics.
Accomplished

The in-class facilitation was excellent overall, following the outline closely and including all required components of a dialogue. Co-facilitators were well-prepared and budgeted their time well, being sure to leave time for debriefing. Co-facilitators payed close attention to group process and group dynamics.
Reflection Paper
30 %

How well did you reflect on your experience facilitating and the feedback from your instructor and classmates?
Emergent

Student did not respond to the facilitation feedback and reflection questions or responded without any analysis or critical thought. Student did not follow directions for the assignment. Consistent spelling, punctuation, and grammar errors.
Developing

Student responded to the facilitation feedback and reflection questions, but only superficially and not very thoughtfully without any analysis or critical thought. Student made an attempt to fulfill the requirements for the assignment but did not fully answer the questions. Many spelling, punctuation, or grammar errors.
Proficient

Student responded somewhat thoughtfully and reflected on facilitation feedback and reflection questions to some extent, demonstrating critical thinking with only some depth of analysis. Student adequately fulfilled the requirements for the assignment. Spelling, punctuation, or grammar errors are minimal.
Accomplished

Student responded thoughtfully and reflected deeply on facilitation feedback and reflection questions, demonstrating critical thinking with an exceptional depth of analysis. Student fulfilled the requirements for the assignment beyond expectations. Almost no spelling, punctuation, or grammar errors.



Keywords:
  • Group facilitation, reflection, self-assessment, self-reflection



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