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iRubric: Feedback on Well Executed Skill rubric

iRubric: Feedback on Well Executed Skill rubric

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Feedback on Well Executed Skill 
Skills Feedback Assignment
Students are to provide feedback, using the guiding questions, on a well executed skill used by their peers. Students will view their peer's video and their feedback graded on the criteria below.
Rubric Code: RXB2655
By dkrause
Ready to use
Public Rubric
Subject: Social Sciences  
Type: Reflection  
Grade Levels: Graduate

Powered by iRubric Skill Demonstration Feedback
View the assigned recordings of your peers and use the following questions to provide peer feedback on a well-executed skill for each assigned peer. Highlight the strengths of the skill use and provide appropriate citations that support your assessment.
  Unacceptable

0 pts

Beneath Expectations

17=62
16=60
15=58
14=56
13=54
12=52
11=50

1 pts

Approaching Expectations

24=76
23=74
22=72
21=70
20=68
19=66
18=64

2 pts

Meets Expectations

29=86
28=84
27=82
26=80
25=78

3 pts

Exceeds Expectations

36=100
35=98
34=96
33=94
32=92
31=90
30=88

4 pts

Skill Identification

Define the skill (cite source)/Note the minute mark where skill is used (choose only 1 specific use of the skill)
Unacceptable

Student did not correctly label the skill. Student provided no definition of the skill, and student did not identify minute mark when skill was used.
Beneath Expectations

Student was missing more than one of the following; correctly labeled the skill, correctly defined the skill, provided minute mark of when skill was used, and used appropriate citations.
Approaching Expectations

Student is missing one of the following; correctly labeled the skill, correctly defined the skill, provided minute mark of when skill was used, and used appropriate citations.
Meets Expectations

Student accurately labeled and defined an easily identifiable skill with correct time mark and appropriate citations.
Exceeds Expectations

Student accurately labeled and defined a more uncommon skill with correct time mark and citations beyond the required materials.
How Well was the Skill Used

How well was the skill used in your opinion (be specific)?
Unacceptable

Student provided no feedback on how well the skill was used by their peer.
Beneath Expectations

Student feedback was short and did not demonstrate their knowledge of the skill or its intended use.
Approaching Expectations

Student feedback was positive but showed little knowledge about the skill and its intent.
Meets Expectations

Student feedback of skill use was in line the the author's intent of the skill. Student showed knowledge and understanding of the skill and its intent.
Exceeds Expectations

Student feedback demonstrates superior knowledge of the skill and utilizes supporting evidence and additional sources in their feedback.
Skill Connected Before

Skill in context: How does the skill connect to what happened before? (If it is the very first skill, make a general comment to beginnings)
Unacceptable

Student provided no feedback on how the skill connected to content before it was used.
Beneath Expectations

Student makes no connections between the skill and what happened prior.
Approaching Expectations

Student makes few connections between what happened prior and the skill use. Student misses crucial connections.
Meets Expectations

Student makes a solid and logical link between what happens before the skill and skill use. (If the skill is at the beginning of the session, the student notes how the skill connects to beginnings in general).
Exceeds Expectations

Student demonstrates insight between what happens before the skill use and the actual skill use. Integrates social work constructs to develop points with appropriate citations. (If the skill is at the beginning of the session, the student notes how the skill connects to beginnings in general).
Skill Connected After

Skill in context: How does the skill connect to what happens after? (If it is the very last skill, make a general connection to endings)
Unacceptable

Student provided no feedback on how the skill connected to what happened after the skill was used.
Beneath Expectations

Student makes no connections between the skill and what happened after.
Approaching Expectations

Student makes few connections between what happened after and the skill use. Student misses crucial connections.
Meets Expectations

Student makes a solid and logical link between what happened after the skill use. (If the skill is at the end of the session, the student notes how the skill connects to endings in general).
Exceeds Expectations

Student demonstrates insight between what happened after the skill use and the actual skill use. Integrates social work constructs to develop points with appropriate citations. (If the skill is at the end of the session, the student notes how the skill connects to endings in general).
Skill Connected to Whole Interview

Skill in context: How does the skill connect to the whole of the 7-minute interview?
Unacceptable

Student provided no feedback on how the skill connected to the interview overall.
Beneath Expectations

Student makes no connections and does not support their assessment.
Approaching Expectations

Student makes few connections between the skill and the interview as a whole. Student provides no support for their assessment.
Meets Expectations

Student is able to make solid and logical connections between the skill and interview as a whole. Student supports their assessment.
Exceeds Expectations

Student is able to deconstruct the interview and create a logical link between the identified skill and the interview as a whole. The student utilizes appropriate citations to back up their assessment.
Worker Nonverbals

What worker nonverbals accompany the identified skill and how do the non-verbals add to the skill delivery?
Unacceptable

Student provided no feedback on worker nonverbals as it related to the skill delivery.
Beneath Expectations

Student inaccurately identifies nonverbal communication and is unable to relate to skill use.
Approaching Expectations

Student accurately identifies nonverbal communication but fails to comment on how the nonverbals support the skill use.
Meets Expectations

Student accurately identifies worker nonverbals and comments on how these add to the skill delivery.
Exceeds Expectations

Student accurately identifies worker nonverbals and makes thoughtful comments on how these nonverbals add to the skill delivery. Student supports their comments with appropriate citations and reflects on the nature of nonverbal communication overall.
Client Reaction

How does the client react to the skill use?
Unacceptable

Student provided no feedback on the client's reaction to the skill.
Beneath Expectations

Student incorrectly links client reactions, both verbal and nonverbal, to the skill and fails to make connections on the significance of these reactions.
Approaching Expectations

Student links client reactions, both verbal and nonverbal, to the skill but fails to comment on their significance.
Meets Expectations

Student accurately links client reactions, both verbal and nonverbal, to the skill use. Student comments on the significance of these reactions.
Exceeds Expectations

Student is able to link client reactions, both verbal and nonverbal, to the skill and throughout the entire interview. Student comments on the significance of these reactions. Student supports their assessment with appropriate citations.
Trauma Informed Care (TIC)

In what ways was your classmate trauma-informed?
Unacceptable

Student provided no information on a trauma informed care perspective.
Beneath Expectations

Student incorrectly applies TIC principles and fails to elaborate on their assessment.
Approaching Expectations

Student applies few TIC principles and/or concepts.
Meets Expectations

Student applies TIC principle/concepts to interviewer's work.
Exceeds Expectations

Student accurately applies TIC constructs and principles to interviewer's work. Student supports their assessment with appropriate citations.
Writing/Grammar

Unacceptable

Student failed to complete the assignment.
Beneath Expectations

Student writing was disorganized and unprofessional. Student did not use appropriate citations or citation method.
Approaching Expectations

Student writing is professional but unorganized. The writing contains errors and some incorrect APA citations.
Meets Expectations

Student writing is well organized and professional with clear presentation of the material. The writing contains minimal errors and uses appropriate APA citation format.
Exceeds Expectations

Student writing is well organized and professional with clear presentation of the material. The writing contains no errors and has accurate APA citation formatting.



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  • Skills Feedback


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