4Cs Rubrics by Mark Arnold

critical thinking RUBRIC 11 t h/12 t h GR AD E

Critical Thinking 11th/12th Grade

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General Description and Suggestions for Use Assessing the 4Cs – critical thinking, communication, collaboration and creativity – is imperative for any credible 21st century teaching and learning initiative.

The EdLeader21 4Cs rubrics support educators in assessing the 4Cs throughout their systems of teaching and learning. This master set of 4Cs rubrics covers grades 3-4, 7-8 and 11-12 in each of the 4Cs: critical thinking, communication, collaboration and creativity. These rubrics have been designed with formative assessment of student work in mind, but they can be adapted for many additional uses.

Benefits of the General Purpose Rubrics: t Define the performance areas associated with each of the 4Cs. t Define important dispositions and habits of mind associated with each of the 4Cs. t Support balanced, formative assessment of the 4Cs in student work. t Illustrate a continuum of performance, including exemplary performance, in each category. t Provide a common vocabulary for stakeholders regarding the 4Cs. t Be adapted for use in different grade levels and core academic subject areas. t Help teachers assess performance on complex tasks that enable students to demonstrate mastery of targeted 21st century skills. t Be used by educators, specialists, curriculum designers, assessment designers and/or students.

For more information on suggested uses for this rubric, including making the connections with core academic subjects, please see the 4Cs Rubrics: Suggestions for Use document.

Critical Thinking 11th/12th Grade

It is important to note that the rubrics are “content agnostic” – by design, they have not been aligned with any core academic subject areas. Users of the rubrics may choose to adapt them for such use. The rubrics are also available in Word format for EdLeader21 members only. If easy customization is important to your district or independent school, we recommend becoming an EdLeader21 member to receive customizable rubrics as a complimentary benefit of membership. For membership information and rates, please visit www.edleader21.com or call 520-623-2466.

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How Does this Rubric Define Critical Thinking? EdLeader21, drawing from the P21 definition, starts with the following basic definition of critical thinking: CRITIC AL THI N KE RS: t Collect, assess and analyze relevent information. t Reason effectively. t Use systems thinking. t Make sound judgements and decisions. t Identify, define and solve authentic problems and essential questions. t Reflect critically on learning experiences, processes and solutions.

What do Levels 1-4 Mean in the Rubrics? The rubrics are intended to support student progress in mastering the competency. Levels 1-4 do not contain labels other than numbers, due to the wide variety of terms used to describe proficiency levels in student work. That said, we offer the following descriptions of each level and encourage you to customize the level labels as needed: t LEVEL 1: describes student performance that requires significant support in reaching basic proficiency. t LEVEL 2: describes student performance that is approaching proficiency. t LEVEL 3: describes a “proficient” level of student performance. t LEVEL 4: describes student performance that is exemplary and exceeds proficiency.

Acceptable Use and Reprint Permissions This rubric has been copyrighted by EdLeader21 under the United States copyright laws. EdLeader21 retains the exclusive right to reproduce the rubrics. EdLeader21 hereby grants to the purchaser a non-exclusive license to use the 4Cs rubrics and to reproduce them and share them with other persons within the purchaser’s organization. A purchaser may not sublicense the rubrics, sell or share them with any third party or person outside of the purchaser’s organization. All forms and copies of the rubrics must be attributed to EdLeader21 with the copyright in place. For information regarding your license or to inquire about membership, please contact Alyson Nielson at anielson@edleader21.com.

Critical Thinking 11th/12th Grade

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PERFORMANCE AREA

Information Discovery

Shows an inability to grasp the problem, investigation, or challenge; rarely seeks clarity and understanding.

Defines the problem, investigation, or challenge, but explanation lacks clarity. Seeks clarity and understanding at times, but sometimes moves forward without sufficient understanding.

Clearly defines the problem, investigation, or challenge; continuously seeks clarity and understanding.

Shows an impressive level of depth of understanding of the problem, investigation, or challenge.

Identifies inquiry questions clearly and precisely; engages in an open-ended thinking process to develop an initial set of questions related to the problem, investigation, or challenge; refines the initial set of questions; and identifies a key question or prioritized set of questions on which to focus. Questions provide a solid foundation for inquiry.

Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution.

Formulates questions that are unclear and/or easily answered and do not provide a foundation for inquiry. Attempts to select information to answer inquiry questions, but is unable to find the right information.

Critical Thinking 11th/12th Grade

Is beginning to formulate clear inquiry questions, but questions are limited and provide a framework for limited inquiry. Is beginning to select information, but needs assistance to find information that is sufficient to answer the scope of inquiry questions.

Selects information that is sufficient in terms of its quantity, diversity, and relevance to inquiry questions.

Generates thought-provoking inquiry questions. Carefully phrases questions in an effort to influence the depth, quality, and value of the information they will obtain through investigation. The quality of questions allows for in-depth inquiry.

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PERFORMANCE AREA

Interpretation & Analysis

Identifies criteria and creates categories for information that attend to trivial aspects of the items, or items that cannot be accurately compared or classified. Makes significant errors in identifying similarities, differences and categorization of items.

Is beginning to create simple criteria to compare and classify information; makes limited comparisons that are meaningful.

Compares and classifies information accurately; almost always identifies characteristics that create meaningful comparisons.

Is beginning to evaluate the accuracy and relevance of information; makes limited comments regarding the strengths of arguments.

Evaluates the accuracy and relevance of information and the strengths of arguments, with no significant errors.

Expertly and appropriately selects, categorizes, and classifies a wide variety of information (e.g., significant experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, and/or criteria) related to the topic.

Detects arguments rarely; inaccurately evaluates the strength of claims. Ignores explicit and implicit points of disagreement; rarely identifies evidence that supports or undermines a particular claim.

Critical Thinking 11th/12th Grade

Provides a well-developed examination of the evidence and sources of evidence; always questions the accuracy, precision, relevance, and completeness of information. Accurately detects and evaluates the strength of arguments by raising questions or objections, or pointing out fallacies. Often identifies the extent to which possible additional information might strengthen or weaken an argument.

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PERFORMANCE AREA

Reasoning

Is unable to show understanding of generalizations related to the problem, investigation, or challenge by articulating examples; makes erroneous generalizations.

Is beginning to show understanding of generalizations related to the problem, investigation, or challenge by articulating examples, but is unable to create his/her own accurate generalizations.

Offers generalizations that relate in a significant way to the problem, investigation, or challenge.

Demonstrates complete understanding and appropriate use of inductive and deductive reasoning as appropriate to the situation:

Presents conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate serious misconceptions. Provides explanations for conclusions drawn that are unclear and impossible to follow; fails to provide evidence for conclusions drawn. Explanation lacks a perspective on why the proposed course of action is morally the best decision.

Critical Thinking 11th/12th Grade

Presents conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate partial understanding. Provides explanations that lack clarity, citing partial evidence for conclusions drawn. Explanation includes a perspective on why the proposed course of action is morally the best decision, but lacks clarity.

Presents logical conclusions regarding how to solve the problem, meet the challenge, answer the question, etc. that illustrate substantial understanding. Provides explanations that are generally clear, citing sufficient evidence for conclusions drawn. Demonstrates ethical reasoning and judgment by clearly sharing perspectives on why the proposed course of action is morally the best decision.

Inductiveâ&#x20AC;&#x201D;Draws conclusions that reflect clear and logical links between the information or observations and the interpretations made from them.

Deductiveâ&#x20AC;&#x201D; Demonstrates an understanding of the generalizations or principles that is not only accurate but provides a unique perspective on the topic.

Draws logical conclusions that are not immediately obvious; explains the rationale for conclusions through sophisticated and often original uses of inductive and/or deductive reasoning.

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PERFORMANCE AREA

Problem Solving/ Solution Finding

Describes systems inaccurately or in overly simplified, obvious terms that inhibit understanding of the problem or task.

Describes how parts of a whole interact with each other to produce overall outcomes in systems, and how systems effectively interact with each other, but explanation indicates a minimal understanding.

Accurately and clearly analyzes and describes how parts of a whole interact with each other to produce overall outcomes in complex systems, and how systems effectively interact with each other.

Is learning how to identify plausible solutions to the problem, answers to the question, or approaches to meet the challenge, but provides limited options that show minimal understanding.

Identifies a sufficient number of plausible solutions to the problem, answers to the question, or approaches to meet the challenge.

Applies tools of systems thinking (e.g., iceberg, ladder of inference, systems archetypes, reinforcing/ balancing feedback loops, systems archetypes, or behavior-over-time graphs) to understand complexity, interdependence, change, and leverage that are appropriate for the task.

Demonstrates limited understanding of how and when to use tools of systems thinking to organize or make connections between pieces of information. Often presents solutions, answers, or approaches that do not address the problem, question, or challenge directly. Uses illogical methods for determining relative value of alternatives; solutions or approaches are presented with little to no consideration of their strengths and weaknesses. Identifies few or no criteria that are relevant to the selection of a solution or approach.

Critical Thinking 11th/12th Grade

Analyzes the relative effectiveness of proposed solutions or approaches, but the process is not sufficiently thorough and shows minimal insight. Uses criteria to eliminate ineffective solutions or approaches, but criteria are a little vague and produce some options that are not plausible.

Analyzes, with precision and accuracy, the relative effectiveness of proposed solutions or approaches. Uses relevant criteria to eliminate ineffective solutions or approaches and select those that are plausible.

Almost always identifies a variety of unique solutions to the problem, often by using both convergent and divergent thinking: t

Convergentâ&#x20AC;&#x201D;follows a clear line of logical steps to select a specific option or options that will solve the problem

Divergentâ&#x20AC;&#x201D;generates multiple options for solving a problem.

Clearly identifies criteria by which solutions will be assessed. Provides a thorough, fully developed assessment of each solution

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PERFORMANCE AREA

Problem Solving/ Solution Finding

4 based upon the criteria. Shows an impressive level of depth of understanding by comparing and contrasting the alternatives to provide unique insights into the problem and solution.

(continued)

Engages in effective, thorough trials of a wide variety of proposed solutions to develop and demonstrate an in-depth understanding of the problem and ways to address it.

Constructing Arguments

Provides simplistic arguments with scant descriptions of claims to show reasoning. Arguments are based on evidence that is inadequate or unstated. Presents arguments with little or no explanation or justification for claims.

Provides a claim that may be stated unclearly; is beginning to explain the reasoning for claims. Descriptions are somewhat convincing, but lack clarity. Cites evidence to support argument, but provides an insufficient quantity to provide a strong justification. Provides a minimal treatment of some of the

Critical Thinking 11th/12th Grade

Provides a claim that clearly articulates an opinion; clearly explains the reasoning for claims. Cites a sufficient quantity of relevant evidence to support most claims.

Through presentation of important details, facts, and concepts, clearly expresses results of oneâ&#x20AC;&#x2122;s reasoning through cogent arguments that are wellsupported by evidence.

Presents a clear and sufficient treatment of most available evidence relating to the argument; clearly and convincingly addresses counter arguments.

Considers what evidence is missing and how it should affect an evaluation of the claim. Provides careful and reasoned qualifications

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PERFORMANCE AREA

Constructing Arguments

evidence related to the claim; acknowledgement of counter arguments is present, but not clear enough to support the claim.

(continued)

Self-Regulation/ Reflection

Often identifies errors in the process, and how to fix them, incorrectly. Rarely analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy. (Does the student openly explore alternative points of view? Show openmindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/ her thinking is improving over time? Reflect on the

Critical Thinking 11th/12th Grade

Is beginning to show the ability to identify errors in the process, but needs support in correcting the problem or identifying a new course of action. Sometimes analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy. (Does the student openly explore alternative points of view? Show openmindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to

4 or restrictions for the claim in such a way that the argument provides a unique perspective on the claim.

Frequently identifies and corrects errors in the process.

Nearly always accurately identifies all errors in the information or process.

Often analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy. (Does the student openly explore alternative points of view? Show openmindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over

Always analyzes and evaluates one’s own cognitive skills with a view toward questioning and/or validating one’s reasoning and results. Accurately judges the extent to which one’s thinking is influenced by deficiencies in knowledge, stereotypes, prejudices, emotions, or any other factors that constrain one’s objectivity or rationality. Work is always unbiased, fair-minded, thorough, and

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PERFORMANCE AREA

Self-Regulation/ Reflection (continued)

amount of support that he/ she needs during the critical thinking process?)

thinking? Assess whether the quality of his/her thinking is improving over time? Reflect on the amount of support that he/she needs during the critical thinking process?)

time? Reflect about the amount of support that he/ she needs during the critical thinking process?)

objective.

Displays significant biases that prevent an objective perspective. Rarely questions and/ or evaluates one’s own reasoning and cognitive skills; makes regular errors in reviewing performance.

Critical Thinking 11th/12th Grade

Sometimes identifies factors that affect one’s objectivity or rationality. Is beginning to review one’s own performance, but review shows errors in selfreflection.

Often identifies factors that affect one’s objectivity or rationality.

Designs reasonable procedures to remedy or correct, if possible, any mistakes and their causes.

Rarely makes significant errors in reviewing one’s own performance.

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Acknowledgements P RO C E SS The rubrics were drafted collaboratively with the working group from June 2011 through May 2013. Meetings were held online and at the first and second annual membership meetings in 2011 and 2012. Collaborative editing was supported through Google Docs and the EdLeader21 community website.

P RO J E C T LE ADE RSH IP & WRITIN G

S PECIAL THANKS

Valerie Greenhill EdLeader21

The following organizations and individuals provided critical feedback during the writing process:

Sara Hallermann EdLeader21 Jack Dale Superintendent Fairfax County Public Schools Richard Moniuszko Assistant Superintendent Fairfax County Public Schools

Project Zero Harvard Graduate School of Education Team led by Veronica Boix-Mansilla Roland Case Critical Thinking Consortium Garfield Gini-Newman Critical Thinking Consortium Russell Quaglia Quaglia Institute for Student Aspirations Matt Bundick Quaglia Institute for Student Aspirations Margaret Reed-Millar Council of Chief State School Officers Richard Gerver Educational Consultant

4Cs Rubrics: Acknowledgements & Sources

E DLE AD ER21 WORKI NG GROUP Representatives from the following districts, schools & organizations reviewed and shaped the 4Cs rubrics throughout the drafting process: Academy 21 (HI)

Herricks Public Schools (NY)

Ponca City Schools (OK)

Albemarle County Public Schools (VA)

Hewlett-Woodmere School District (NY)

Roanoke County Public Schools (VA)

Amphi School District (AZ)

Howard Suamico School District (WI)

San Francisco Day School (CA)

Arcadia Unified School District (CA)

Lexington County School District 1 (SC)

San Jose Unified School District (CA)

Ballston Spa Central School District (NY)

Littleton Public Schools (CO)

St. George’s Independent School (TN)

Beaufort Public Schools (SC)

Los Angeles Unified School District (CA)

The Bronxville School (NY)

Bend-La Pine School District (OR)

Lucia Mar Unified School District (CA)

Curtis School (CA)

Birmingham Public Schools (MI)

Madison Public Schools (CT)

Virginia Beach City Public Schools (VA)

Castaic Union School District (CA)

Mesa Public Schools (AZ)

Walnut Valley Unified School District (CA)

ConnectEd California (CA)

MSD of Decatur Township (IN)

Washoe County School District (NV)

Douglas County School District (CO)

Napa Valley Unified School District (CA)

Waters Foundation (PA)

East Syracuse-Minoa Central School Dist. (NY) Natick Public Schools (MA)

4Cs Rubrics: Acknowledgements & Sources

Envision Schools (CA)

New Tech Network (CA)

Fairfax County Public Schools (VA)

Newton Public Schools (CT)

Fayette County Board of Education (GA)

North Salem Central School District (NY)

Fayette County Public Schools (KY)

North Shore School District (NY)

Francis Howell School District (MO)

Pike County Schools (GA)

Henrico County School District (VA)

Piner-Olivet Unified School District (CA)

Watertown Public Schools (MA)

Sources A wide range of source material was used in the creation of the 4Cs rubrics. The resources listed below are ones that most directly influenced the rubrics. Buck Institute for Education. (2011). Collaboration Rubric. Retrieved from www.bie.org/tools/freebies/cat/rubrics. Buck Institute for Education. (2011). High School Presentation Rubric. Retrieved from www.bie.org/tools/freebies/cat/rubrics. Buffalo State University. (n.d.). The International Center for Studies in Creativity website. Retrieved from http://creativity.buffalostate. edu/ Case, R. and Daniels, L. (n.d). Critical Challenges across the Curriculum. Available from https://tc2.ca/en/creative-collaborative-criticalthinking/resources/critical-challenges-across-the-curriculum/primary/ Catalina Foothills School District. (2011). Rubrics for 21st century skills. Retrieved from http://www.cfsd16.org/index.php/academics/ resources-for-deep-learning Elder, L. with Paul, R. (2010). Critical thinking development: A stage theory. Retrieved from http://www.criticalthinking.com. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction,“The Delphi Report”. Millbrae, CA: California Academic Press. International Society for Technology in Education. (2011). NETS for students. Retrieved from http://www.iste.org/docs/pdfs/nets-sstandards.pdf?sfvrsn=2 Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. and Heflebower, T. (2012). Teaching and assessing 21st century skills. Bloomington, IN: Marzano Research Laboratory. National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. New Technology High School. (2012). Peer collaboration and teamwork rubric. Napa, CA: New Technology High School & New Technology Foundation.

4Cs Rubrics: Acknowledgements & Sources

New Technology High School. (2002). Critical thinking evaluation rubric. Napa, CA: New Technology High School & New Technology Foundation. New Technology High School. (2007). Written communication. Napa, CA: New Technology High School & New Technology Foundation. North Salem Central School District. (2011). Rubric for creative, divergent and critical convergent thinking. North Salem, NY: North Salem Central School District. North Salem Central School District. (2009). Common rubric for cooperative group work. North Salem, NY: North Salem High School Hidden Intelligence Club. Partnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC. Retrieved from www.p21.org. Partnership for 21st Century Skills. (2011). 21st century skills map: World languages. Washington, DC: Partnership for 21st Century Skills. Retrieved from http://www.actfl.org/files/21stCenturySkillsMap/p21_worldlanguagesmap.pdf. School of the Future High School. (2011). High school DYO analytic writing rubric. Retrieved from http://www.edutopia.org/stwassessment-resources-downloads. Texas A&M University. (2009). Communication rubric. Retrieved from http://sllo.tamu.edu/rubrics. Treffinger, D.J., et al. (2002). Assessing creativity: A guide for educators. Storrs, CT: The National Research Center on Gifted and Talented. Upper Arlington City Schools. (2011). Upper Arlington 21st century skills rubrics: Complex thinking. Retrieved from http://www. uaschools.org/page.cfm?p=680. Utah State Office of Education. (2005). Writing Scoring Rubric. Retrieved from http://www.schools.utah.gov/assessment/SAGE/ELA.aspx. Woodstock Union High School. (2010). School-Wide Rubrics: Effective Communicator/Producer Rubric. Retrieved from http://www. wuhsms.org/index.php?option=com_content&view=category&layout=blog&id=92&Itemid=223.

4Cs Rubrics: Acknowledgements & Sources

communication RUBRIC 11 t h/12 t h GR AD E

Communication 11th/12th Grade

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For more information on suggested uses for this rubric, including making the connections with core academic subjects, please see the 4Cs Rubrics: Suggestions for Use document.

Communication 11th/12th Grade

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How Does this Rubric Define Communication? EdLeader21, drawing from the P21 definition, starts with the following basic definition of communication: COMM U NIC ATE C LEARLY t Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning. t Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes. t Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others. t Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures. t Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process. *Written communication is embedded in the Common Core Writing Standards.

What do Levels 1-4 Mean in the Rubrics? The rubrics are intended to support student progress in mastering the competency. Levels 1-4 do not contain labels other than numbers, due to the wide variety of terms used to describe proficiency levels in student work. That said, we offer the following descriptions of each level and encourage members to customize the level labels as needed: t LEVEL 1: describes student performance that requires significant support in reaching basic proficiency. t LEVEL 2: describes student performance that is approaching proficiency. t LEVEL 3: describes a â&#x20AC;&#x153;proficientâ&#x20AC;? level of student performance. t LEVEL 4: describes student performance that is exemplary and exceeds proficiency.

Communication 11th/12th Grade

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Connection to the Common Core Standards The Communication 4Cs Rubric closely connects to the Common Core English Language Arts Speaking and Listening Standards. An important focus of the Common Core Listening and Speaking Standards is academic discussion that takes place as students collaborate to answer questions, build understanding, and solve problems. Listening is an important component of academic discussions. The College and Career Readiness (CCR) Anchor Standards also outline rigorous expectations for students regarding the delivery of oral presentations. The following is a list of three Communication 4Cs Rubric categories and the College and Career Readiness (CCR) Anchor Standards that link to each category: ENGAG I N G IN C ON VE RSATION S AN D D IS C U S S IONS RO W t CCR1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. LIS TEN IN G ROW t CCR3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. DE LIVE RIN G ORAL P RE S ENTATI ONS ROW t CCR4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. t CCR5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. t CCR6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Communication 11th/12th Grade

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PERFORMANCE AREA

Engaging in Conversations & Discussions

Recognizes the importance of building positive relationships with collaborators, but rarely uses interpersonal skills that are necessary for effective communication.

Often uses effective interpersonal skills during conversations to build positive relationships with collaborators.

Consistently uses effective interpersonal skills during conversations to build positive relationships with collaborators.

Shows a deep and genuine concern for the opinions and ideas of the people involved in the conversation.

Responds to questions; is beginning to propel conversations by posing further questions. Is growing in ability to clarify, verify, or challenge ideas and conclusions with diplomacy, rather than coming across as argumentative or defensive; sometimes participates relevantly in conversations.

Propels conversations by posing and responding to questions; clarifies, verifies, or challenges ideas and conclusions with diplomacy; and consistently participates relevantly in conversations;

Sometimes delivers feedback in a manner that makes the recipients feel safe.

Consistently communicates positively and indicates that collaboratorsâ&#x20AC;&#x2122; opinions and ideas are valued.

Is hesitant to respond to questions during conversations. When attempting to clarify, verify, or challenge ideas, often comes across as argumentative or defensive; rarely participates relevantly in conversations; Rarely delivers feedback in a manner that makes the recipients feel safe. Shows understanding of the importance of being positive when communicating, but often shows negativity and is hesitant to let collaborators know that their opinions and ideas are valued.

Communication 11th/12th Grade

Consistently delivers feedback in a manner that makes the recipients feel safe.

Shows an ability to have in-depth and meaningful conversations. Shows a deep understanding of the interpersonal dynamics of the conversation and adjusts to encourage the full, productive participation of all parties.

Communicates positively, and is growing in ability to express that collaboratorsâ&#x20AC;&#x2122; opinions and ideas are valued.

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PERFORMANCE AREA

Using 21st Century Communication Tools

Develops unclear messages when communicating using 21st century tools. The sender and receiver rarely understand the same information as a result of the communication.

Develops a somewhat clear message when communicating using 21st century tools. Usually crafts messages so that both the sender and receiver understand the same information as a result of the communication.

Develops a clear message when communicating using 21st century tools (i.e., telecommunications and online resources for asynchronous and synchronous communication). Consistently, both the sender and the receiver understand the same information as a result of the communication.

Consistently uses a respectful, friendly tone when communicating using 21st century tools.

Uses a format, level of formality, and style that is inappropriate based on the communication purpose and channel. Is often unclear and inaccurate in communication, but is growing in ability to become more concise and convey ideas more effectively. Rarely assesses the effectiveness and impact of communications; is unclear about whether the audience has understood the message.

Communication 11th/12th Grade

Uses a format, level of formality, and style that is somewhat appropriate based on the communication purpose and channel. Is somewhat clear and accurate, but could become more concise to convey ideas more effectively. Sometimes assesses the effectiveness and impact of communications; is beginning to know whether the audience has understood the message.

Uses a format, level of formality, and style that is appropriate based on the communication purpose and channel. Is clear, concise, and accurate and conveys ideas effectively. Consistently assesses the effectiveness and impact of communications; knows whether the audience has understood the message.

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PERFORMANCE AREA

Listening

Is building a foundation to listen effectively; is beginning to show the ability to accurately decipher knowledge communicated by the speaker, but often becomes confused about the message.

Listens somewhat effectively. When listening, deciphers knowledge communicated by the speaker, and is growing in the ability to decipher the speaker’s values, attitudes, and intentions.

Listens effectively. When listening, deciphers meaning, including knowledge communicated by the speaker and the speaker’s values, attitudes, and intentions.

Is skilled at asking questions to show that active listening is in progress; encourages others to do much of the talking.

Rarely asks questions to gain clarification on the intended message; is building a foundation to do so, with confidence. Listens inattentively, demonstrates a lack of interest in the speaker’s message, and appears to be disengaged. Rarely honors established norms related to listening (e.g., “shares the air”).

Communication 11th/12th Grade

Sometimes asks questions to gain clarification on the intended message. Listens somewhat actively and attentively; demonstrates minor interest in the speaker’s message; and is beginning to provide verbal or nonverbal feedback to indicate that the message was received to show understanding, but can sometimes appear to be disengaged. Sometimes honors established norms related to listening (e.g., “shares the air”).

Consistently asks questions to gain clarification on the intended message. Listens actively and attentively, demonstrates interest in the speaker’s message, and provides verbal or nonverbal feedback to indicate that the message was received; shows understanding. Consistently honors established norms related to listening (e.g., “shares the air”).

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PERFORMANCE AREA

Communicating in Diverse Environments

Is building a foundation to communicate effectively in diverse environments (including multi-lingual), but regular use of colloquialisms, jargon, and slang make it difficult for collaborators to understand what the student is trying to communicate.

Is beginning to communicate effectively in diverse environments (including multilingual). However, the studentâ&#x20AC;&#x2122;s periodic use of colloquialisms, jargon, or slang makes it difficult for some learners from other cultures to understand what the student is trying to communicate.

Communicates effectively in diverse environments (including multi-lingual); refrains from the use of colloquialisms, jargon, or slang to avoid communication barriers.

Shows strong cultural awareness when communicating in diverse environments; uses empathy to determine how learners from other cultures would like to be treated. Checks assumptions about learners from other cultures; shows consideration of other peoplesâ&#x20AC;&#x2122; world views, frames of reference, and beliefs; and asks for feedback on communication skills.

Shows a lack of cultural understanding when engaging with learners from other cultures; appears awkward when encountering differences in communication.

Communication 11th/12th Grade

Shows limited cultural understanding when engaging with learners from other cultures; respects differences in communication.

Shows cultural understanding and when engaging with learners from other cultures; respects differences in communication.

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PERFORMANCE AREA

Delivering Oral Presentations

When delivering oral presentations, is able to accurately answer few questions to demonstrate conceptual understanding and knowledge; shows a lack of confidence when fielding questions during presentations.

When delivering oral presentations, is able to accurately answer some questions to demonstrate conceptual understanding and knowledge; is beginning to show confidence when fielding questions during presentations.

When delivering oral presentations, accurately and confidently fields questions to demonstrate conceptual understanding and knowledge.

Discusses presentation topic with passion and excitement; generates a high level of interest from the audience.

Information, findings, and supporting evidence presented are unclear to the viewer/listener. Presentation lacks a clear perspective and fails to address alternative or opposing perspectives. Organization, substance, and style are rarely appropriate to the context, purpose, and audience. Shows a lack of awareness of the audience’s needs, interests, expertise, ages, and cultural backgrounds. Use of digital media detracts from the presentation and diminishes audience understanding and interest;

Communication 11th/12th Grade

Presents information, findings, and supporting evidence somewhat clearly; conveys a somewhat distinct perspective; somewhat clearly addresses alternative or opposing perspectives. Organization, substance, and style are sometimes appropriate to the context, purpose, and audience. Shows limited awareness of the audience’s needs, interests, expertise, ages, and cultural backgrounds. Use of digital media somewhat enhances audience understanding

Presents information, findings, and supporting evidence clearly; conveys a distinct perspective; and clearly addresses alternative or opposing perspectives. Organization, substance, and style are consistently appropriate to the context, purpose, and audience. Shows awareness of the audience’s needs, interests, expertise, ages, and cultural backgrounds. Use of digital media enhances audience understanding and adds interest; format is appropriate for the data represented.

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PERFORMANCE AREA

Delivering Oral Presentations (continued)

format is inappropriate for the data represented.

and adds interest; format is somewhat appropriate for the data represented.

Adheres to the time allocation for the presentation.

Nearly adheres to the time allocation for the presentation.

Effectively uses body language to enhance communication.

Substantially strays from the time allocation for the presentation. Use of body language to enhance communication is ineffective and distracting. Dresses inappropriately for the occasion.

Self-Regulation & Reflection

Communication 11th/12th Grade

Rarely reflects on the level of success of communications and reflections are generally inaccurate. (Where was his/ her communication strong? Where was it weak? How much support did he/she need? How did the quality of communication impact his/her ability to accomplish tasks and meet goals? What improvements could be made in communication next time?)

Use of body language to enhance communication is somewhat effective, but may be distracting at times.

Dresses very appropriately for the occasion.

Dresses somewhat appropriately for the occasion.

Sometimes reflects on the level of success of communications, but reflections are not always accurate. (Where was his/ her communication strong? Where was it weak? How much support did he/she need? How did the quality of communication impact his/her ability to accomplish tasks and meet goals? What improvements could be made in communication next time?)

Consistently reflects accurately on the level of success of communications. (Where was his/her communication strong? Where was it weak? How much support did he/she need? How did the quality of communication impact his/her ability to accomplish tasks and meet goals? What improvements could be made in communication next time?)

Accurately identifies underlying causes that influence communication challenges or breakdowns; consistently identifies reasonable action items to improve communication.

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P RO J E C T LE ADE RSH IP & WRITIN G

S PECIAL THANKS

Valerie Greenhill EdLeader21

The following organizations and individuals provided critical feedback during the writing process:

Sara Hallermann EdLeader21 Jack Dale Superintendent Fairfax County Public Schools Richard Moniuszko Assistant Superintendent Fairfax County Public Schools

4Cs Rubrics: Acknowledgements & Sources

E DLE AD ER21 WORKI NG GROUP Representatives from the following districts, schools & organizations reviewed and shaped the 4Cs rubrics throughout the drafting process: Academy 21 (HI)

Herricks Public Schools (NY)

Ponca City Schools (OK)

Albemarle County Public Schools (VA)

Hewlett-Woodmere School District (NY)

Roanoke County Public Schools (VA)

Amphi School District (AZ)

Howard Suamico School District (WI)

San Francisco Day School (CA)

Arcadia Unified School District (CA)

Lexington County School District 1 (SC)

San Jose Unified School District (CA)

Ballston Spa Central School District (NY)

Littleton Public Schools (CO)

St. George’s Independent School (TN)

Beaufort Public Schools (SC)

Los Angeles Unified School District (CA)

The Bronxville School (NY)

Bend-La Pine School District (OR)

Lucia Mar Unified School District (CA)

Curtis School (CA)

Birmingham Public Schools (MI)

Madison Public Schools (CT)

Virginia Beach City Public Schools (VA)

Castaic Union School District (CA)

Mesa Public Schools (AZ)

Walnut Valley Unified School District (CA)

ConnectEd California (CA)

MSD of Decatur Township (IN)

Washoe County School District (NV)

Douglas County School District (CO)

Napa Valley Unified School District (CA)

Waters Foundation (PA)

East Syracuse-Minoa Central School Dist. (NY) Natick Public Schools (MA)

4Cs Rubrics: Acknowledgements & Sources

Envision Schools (CA)

New Tech Network (CA)

Fairfax County Public Schools (VA)

Newton Public Schools (CT)

Fayette County Board of Education (GA)

North Salem Central School District (NY)

Fayette County Public Schools (KY)

North Shore School District (NY)

Francis Howell School District (MO)

Pike County Schools (GA)

Henrico County School District (VA)

Piner-Olivet Unified School District (CA)

Watertown Public Schools (MA)

4Cs Rubrics: Acknowledgements & Sources

collaboration RUBRIC 11 t h/12 t h GR AD E

Collaboration 11th/12th Grade

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For more information on suggested uses for this rubric, including making the connections with core academic subjects, please see the 4Cs Rubrics: Suggestions for Use document.

Collaboration 11th/12th Grade

| 2

How Does this Rubric Define Collaboration? EdLeader21, drawing from the P21 definition, starts with the following basic definition of collaboration: t Collaborate with others. t Demonstrate ability to work effectively and respectfully with diverse teams. t Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. t Assume shared responsibility for collaborative work, and value the individual contributions made by each team member. t Work productively in teams for sustained periods of time to develop high-quality products.

What do Levels 1-4 Mean in the Rubrics? The rubrics are intended to support student progress in mastering the competency. Levels 1-4 do not contain labels other than numbers, due to the wide variety of terms used to describe proficiency levels in student work. That said, we offer the following descriptions of each level and encourage members to customize the level labels as needed: t LEVEL 1: describes student performance that requires significant support in reaching basic proficiency. t LEVEL 2: describes student performance that is approaching proficiency. t LEVEL 3: describes a “proficient” level of student performance. t LEVEL 4: describes student performance that is exemplary and exceeds proficiency.

Collaboration 11th/12th Grade

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PERFORMANCE AREA

Leadership & Initiative

Frequently misunderstands the scope and relevance of the group’s work.

Demonstrates a limited understanding of the scope and relevance of the team’s work.

Demonstrates a clear understanding of the scope and relevance of the team’s work; sufficiently describes the duties and/or roles of all team members.

Shows an impressive ability to understand and perform each role on the team; can discern and verbalize which team member is appropriately matched for each role.

Misunderstands the duties and/or roles of team members. Plays a passive role; tends to be an observer rather than taking initiative.

Periodically helps clarify responsibilities and/ or roles and among team members, but more commonly needs clarification from team members. Fulfills roles and responsibilities with regular prompting and coaching.

Often helps clarify roles and responsibilities among team members. Fulfills roles and responsibilities with little prompting or coaching.

Provides leadership to the group in defining the mission and vision for the work. Clearly articulates the team’s goals, thoughtfully organizes and divides the work, checks on progress, or provides focus and direction for the project. Shares leadership; knows when to lead and when to follow. Shows a willingness to challenge the mission and

Collaboration 11th/12th Grade

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Cooperation

Often contributes to group challenges or confusion by withdrawing participation and/or setting a negative tone in words and actions.

Periodically, but not consistently, helps resolve conflict or address challenges within the group through discussion and consensus-building activities.

Consistently helps resolve conflict or address challenges within the group through discussion and consensusbuilding activities.

Consistently enhances group productivity by making compromises, building consensus among team members and setting a positive tone in words and actions; shows understanding of the learning needs of group members.

Flexibility

Rarely displays awareness of the diversity of ideas, opinions, and feelings of group members; tends to work in isolation with a fixed, inflexible perspective.

Displays minimal awareness of the diversity of ideas, opinions, and feelings of group members; sometimes takes other ideas, opinions, and perspectives into consideration and negotiates to reach workable solutions.

Displays sufficient awareness of the diversity of ideas, opinions, and feelings of group members; consistently takes other ideas, opinions, and perspectives into consideration and negotiates to reach workable solutions.

Consistently shows respect and empathy for the ideas, opinions, values, and feelings of other group members.

PERFORMANCE AREA

Collaboration 11th/12th Grade

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PERFORMANCE AREA

Responsibility & Productivity

Accepts responsibilities with hesitation.

Shows a willingness to accept responsibilities.

Accepts responsibilities with a positive attitude.

Is unwilling to help others in need.

Is sometimes hesitant to help others in need.

Assists others as needed; values opinions and skills of all group members.

Shows excitement about the task at hand; inspires and motivates the group.

Is rarely well-prepared for group work; consistently submits work late.

Is sometimes well-prepared for group work; completes some individual action items on time.

Performs work that is often not related or is unimportant to the assignment; submits work that is incomplete and does not meet specifications for assigned task. Focuses on his/her work in isolation; frequently ignores or misunderstands the goals of the group and the roles individual members play in producing quality collaborative work.

Collaboration 11th/12th Grade

Products may be lacking in quality; periodically, but not consistently, meets specifications for assigned tasks. Sometimes shows evidence of monitoring individual and team progress toward goals and prioritizing; periodically makes adjustments based on status of collaborative work.

Is often well-prepared for group work; completes all individual action items on time. Submits high-quality products; regularly meets specifications for assigned tasks. Consistently and accurately prioritizes and monitors individual and team progress toward goals, making sufficient corrections and adjustment when needed.

Frequently produces large quantities of high-quality individual work; connects this work to the work of others in ways that improve the groupâ&#x20AC;&#x2122;s overall work. Always uses safe and ethical practices when communicating electronically. Regularly employs a wide range of project management strategies that enhance the groupâ&#x20AC;&#x2122;s effectiveness (e.g., creates timelines, identifies or sets goals, prioritizes and allocates tasks, organizes resource-gathering, monitors progress, and keeps group on task).

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PERFORMANCE AREA

Use of Tech Tools for Synchronous & Asynchronous Collaboration

Shows a lack of awareness of the current technological tools available for collaboration, is hesitant to use tools selected by the team to complete tasks, and often uses selected tools in a manner that decreases the team’s productivity.

Shows minimal awareness of the current technological tools available for collaboration; agrees to use tools selected by the team to complete the tasks. Generally uses selected tools appropriately and responsibly, but sometimes does so in a manner that decreases the team’s productivity.

Shows an awareness of the current technological tools available for collaboration, aids in the team’s selection of the most appropriate tools for the tasks, uses selected tools appropriately and responsibly in a manner that enhances the team’s productivity.

Shows deep understanding of the current technological tools available for synchronous and asynchronous collaboration by informing the team about options and ways in which various tools can assist with productivity. Supports team members in using the selected tools appropriately and responsively; offers guidance regarding how to increase productivity through effective use of selected tools.

Is hesitant to collaborate asynchronously using technological tools; uses an inappropriate tone when collaborating with collaborators asynchronously.

Collaboration 11th/12th Grade

Is beginning to demonstrate comfort and confidence in collaborating asynchronously using technological tools. Sometimes uses effective communication strategies to appropriately exchange information and read, interpret, and respond to collaborators’ work, but needs coaching at times on how to do so using an appropriate tone.

When collaborating asynchronously using technological tools, consistently uses effective communication strategies to appropriately exchange information and read, interpret, and respond to collaborators’ work using an appropriate tone.

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PERFORMANCE AREA

Responsiveness

Refrains from offering feedback.

Is beginning to show confidence in offering feedback to team members; feedback is sometimes well-received.

Consistently provides constructive feedback; delivers feedback effectively in a manner that is wellreceived by the recipients.

Sometimes accepts constructive feedback; shows minimal appreciation for constructive feedback.

Proactively solicits feedback; consistently accepts and shows appreciation for constructive feedback.

Shows a high comfort level in providing and receiving feedback; displays curiosity about the quality of work and seeks helpful, descriptive feedback from peers, the teacher, and experts involved; and provides and receives feedback in ways that advance the group’s ability to produce highquality work.

Rarely engages in selfcritique or reflection on collaboration strengths and areas in need of improvement.

Sometimes engages in self-critique and reflection on collaboration strengths and areas in need of improvement.

Consistently engages in self-critique and reflection on collaboration strengths and areas in need of improvement.

Shows an inability to describe learning as a result of collaboration experience. (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)

Describes learning as a result of collaboration experience, but description lacks clarity. (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)

Clearly describes learning as a result of collaboration experience. (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)

Responds to constructive feedback with a negative and/or disengaged attitude. Delivery of or response to constructive criticism limits the group’s ability to produce high-quality work (e.g., becomes defensive or provides vague, confusing commentary).

Self-Regulation/ Reflection

Collaboration 11th/12th Grade

Is highly reflective and shows a strong capacity for selfcritique.

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P RO J E C T LE ADE RSH IP & WRITIN G

S PECIAL THANKS

Valerie Greenhill EdLeader21

The following organizations and individuals provided critical feedback during the writing process:

Sara Hallermann EdLeader21 Jack Dale Superintendent Fairfax County Public Schools Richard Moniuszko Assistant Superintendent Fairfax County Public Schools

4Cs Rubrics: Acknowledgements & Sources

E DLE AD ER21 WORKI NG GROUP Representatives from the following districts, schools & organizations reviewed and shaped the 4Cs rubrics throughout the drafting process: Academy 21 (HI)

Herricks Public Schools (NY)

Ponca City Schools (OK)

Albemarle County Public Schools (VA)

Hewlett-Woodmere School District (NY)

Roanoke County Public Schools (VA)

Amphi School District (AZ)

Howard Suamico School District (WI)

San Francisco Day School (CA)

Arcadia Unified School District (CA)

Lexington County School District 1 (SC)

San Jose Unified School District (CA)

Ballston Spa Central School District (NY)

Littleton Public Schools (CO)

St. George’s Independent School (TN)

Beaufort Public Schools (SC)

Los Angeles Unified School District (CA)

The Bronxville School (NY)

Bend-La Pine School District (OR)

Lucia Mar Unified School District (CA)

Curtis School (CA)

Birmingham Public Schools (MI)

Madison Public Schools (CT)

Virginia Beach City Public Schools (VA)

Castaic Union School District (CA)

Mesa Public Schools (AZ)

Walnut Valley Unified School District (CA)

ConnectEd California (CA)

MSD of Decatur Township (IN)

Washoe County School District (NV)

Douglas County School District (CO)

Napa Valley Unified School District (CA)

Waters Foundation (PA)

East Syracuse-Minoa Central School Dist. (NY) Natick Public Schools (MA)

4Cs Rubrics: Acknowledgements & Sources

Envision Schools (CA)

New Tech Network (CA)

Fairfax County Public Schools (VA)

Newton Public Schools (CT)

Fayette County Board of Education (GA)

North Salem Central School District (NY)

Fayette County Public Schools (KY)

North Shore School District (NY)

Francis Howell School District (MO)

Pike County Schools (GA)

Henrico County School District (VA)

Piner-Olivet Unified School District (CA)

Watertown Public Schools (MA)

4Cs Rubrics: Acknowledgements & Sources

creativity RUBRIC 11 t h/12 t h GR AD E

Creativity 11th/12th Grade

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For more information on suggested uses for this rubric, including making the connections with core academic subjects, please see the 4Cs Rubrics: Suggestions for Use document.

Creativity 11th/12th Grade

| 2

How Does this Rubric Define Creativity? EdLeader21, drawing from the P21 definition, starts with the following basic definition of creativity: THIN K C RE ATIV E LY t Use a wide range of idea creation techniques (such as brainstorming). t Create new and worthwhile ideas (both incremental and radical concepts). t Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts. WO R K C RE ATI VE LY W ITH OTHERS t Develop, implement and communicate new ideas to others effectively. t Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work. t Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas. DEMON S T RATE C OU RAG E TO EX P LORE t View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes. IM P LEM ENT IN N OVATI ONS t Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

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Creativity 11th/12th Grade

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PERFORMANCE AREA

Idea Generation

Shows an inability to find a compelling problem or area of focus that demands their attention, or to grasp the problem, investigation, or challenge provided.

Somewhat effectively, finds a compelling problem or area of focus that demands their attention. Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.

Effectively finds a compelling problem or area of focus that demands their attention. Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.

Shows an impressive level of depth of understanding of the problem, investigation, or challenge.

Reframes the problem, investigation, or challenge into a metaphor or analogy, but the metaphor or analogy does not provide a sufficiently clear direction regarding how to approach the task.

Reframes the problem, investigation, or challenge into a metaphor or analogy to yield a clear direction regarding how to approach the task (e.g., “a personal music player is jewelry” metaphor sparked creativity in the idea generation phase that led to the iPod).

Shows an inability to reframe the problem, investigation, or challenge into a metaphor or analogy. Generates few ideas. Offers ideas that are limited in diversity; ideas are often vague and loosely related to the creative challenge at hand. Shows an understanding of the concept of precedents, but fails to research whether ideas offered are new ideas. Participates in limited amounts of brainstorming; raises few open-ended, “what if” questions during the idea generation process.

Creativity 11th/12th Grade

Communicates some new ideas, but the volume is not sufficient to spark a creative process. Asks, “Is my idea really new?” Learning from research about precedents is not sufficient to inform the creative innovation process. Offers ideas that are somewhat diverse and reasonably clear, though they may not be detailed or

Generates a sufficient volume of new ideas. Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents. Offers ideas that are broad in their diversity; ideas are clearly articulated and closely related to the creative challenge at hand.

Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution. Takes an original, unique, imaginative approach to idea generation. Demonstrates a complete understanding of all the characteristics of divergent thinking skills, such as: t

Fluency—generates a high volume of new ideas in response to open-ended questions or problems;

Flexibility—openness to examining ideas in unexpected ways;

Originality—generating options that are

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PERFORMANCE AREA

Idea Generation (continued)

expanded enough to show a relationship to the creative challenge at hand.

Regularly asks and answers “what if” questions in order to propose new solutions or new criteria for making decisions.

Sometimes asks and answers “what if” questions, but has difficulty clearly expressing ideas to convince participants to consider new solutions or new criteria for making decisions.

4 unusual or statistically infrequent; t

Elaboration—making ideas richer or more complete;

Metaphorical thinking—using comparison or analogy to make new or unique connections, making the strange familiar, or the familiar strange.

Demonstrates a sophisticated understanding of mindfulness; uses all appropriate senses to discover details that might go unnoticed. Finds important, interesting, and relevant information that others did not find from sources that others did not think of using. Asks sophisticated, openended questions that lead to the generation of original ideas.

Creativity 11th/12th Grade

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PERFORMANCE AREA

Idea Design & Refinement

Makes limited revisions that rarely advance or improve the quality or quantity of ideas.

Uses organizational techniques such as categorization, prioritization, and classification to present ideas. Is beginning to show evidence of the ability to draw and explain complex connections between ideas.

Regularly makes sufficient revisions that advance and/ or improve the quality and quantity of ideas.

Refines, strengthens, or develops ideas by analyzing possibilities in forwardthinking ways; regularly revises and revisits ideas to improve them (e.g., “tinkering”).

Presents ideas in isolation, without evidence of categorization or prioritization.

Makes revisions, but has difficulty translating feedback into action items to sufficiently advance and/ or improve the quality and quantity of ideas.

Openness & Courage to Explore

Describes and explores ideas in black-and-white terms with little attention given to diverse points of view (or “shades of gray”); displays low tolerance for ambiguity; rarely challenges existing parameters or ideas. Pursues simple questions that lead to a limited understanding of the full context of the question or problem.

Creativity 11th/12th Grade

Is beginning to develop curiosity, flexibility, and openness to ambiguity in exploring ideas, but needs encouragement and support; sometimes challenges existing parameters or ideas. Describes the larger context surrounding the issue with few errors, but the description may lack clarity.

Often draws complex connections between ideas using a variety of organizational techniques, such as categorization, prioritization, or classification.

Sorts, arranges, categorizes, and prioritizes ideas in ways that turn options into creatively productive outcomes.

Is curious, flexible, and open to ambiguity in exploring ideas; consistently challenges existing parameters or ideas.

Demonstrates high levels of curiosity, imagination, tenacity, and a sense of humor in exploring new concepts and ideas.

Clearly describes the larger context surrounding the issue with few errors.

Displays a sophisticated understanding of and empathy for the context of a problem.

Displays sufficient willingness to challenge and go beyond one’s underlying assumptions/beliefs when exploring ideas and solutions.

Comfortably takes risks, tolerates ambiguity, learns from mistakes, and displays a willingness to grow.

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PERFORMANCE AREA

Openness & Courage to Explore (continued)

Represents a single, often inflexible, perspective in pursuing ideas.

Is beginning to show willingness to challenge and go beyond one’s underlying assumptions or beliefs when exploring ideas and solutions.

Consistently perseveres in exploring ideas when encountering moments of failure or constructive criticism; shows resilience in situations in which failure is part of the experience.

Often identifies problems or challenges before others are aware of them.

Frequently stops exploring ideas when encountering moments of failure or constructive criticism. Has an unclear vision of the end product or performance. Frequently uses a single, inflexible method for producing products.

Creativity 11th/12th Grade

Usually perseveres in exploring ideas when encountering moments of failure or constructive criticism. Has a vision of the end product or performance. Is beginning to display resilience when confronted with production challenges or setbacks, but sometimes lacks confidence and ability to take calculated risks and adapt plans.

Has a clear vision of the end product or performance. Displays sufficient resilience when confronted with production challenges or setbacks; is confident and able to take calculated risks and adapt plans.

Critically examines conventional or authoritarian assertions; challenges one’s own assertions or beliefs; willingly expresses unconventional and possibly unpopular ideas.

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PERFORMANCE AREA

Works Creatively with Others

Creative Production & Innovation

Almost always works in isolation; hesitant to communicate ideas and provide feedback to others.

Works collaboratively with others. Is beginning to communicate ideas and feedback to others effectively, but sometimes struggles to make connections between or to build upon others’ ideas to generate new and unique insights.

Works collaboratively with others. Communicates ideas and feedback to others effectively; often makes connections between and builds upon others’ ideas to generate new and unique insights.

Student initiates collaborative, creative activities or challenges; frequently acts as an "idea leader" in activities.

Somewhat effectively, shapes original ideas into a product in an effort to meet specifications. Presents a product that is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative.

Effectively shapes original ideas into a product in an effort to meet specifications. Presents a product that is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative.

Always exhibits diligence and ethical behavior in producing creative works.

Reflects with minimal accuracy on the quality of work.

Reflects with accuracy on the quality of work.

Proposes a product that has a vague or incomplete connection to the task. Product is not considered to be valuable or unique by the broad, target audience and is not considered by experts to be creative. Shows an inability to reflect on the quality of work.

Displays a sophisticated level of openness and responsiveness to new and diverse perspectives; incorporates group input and feedback into the work.

Productively uses an impressive set of divergent thinking strategies to generate ideas. Uses convergent thinking skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions. Products or performances include evidence of spontaneous fluency,

Creativity 11th/12th Grade

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PERFORMANCE AREA

Creative Production & Innovation

flexibility, originality, or elaboration. Demonstrates a high degree of adaptability in the production of creative products or performances (e.g., making do with what is at hand to reach goals.)

(continued)

Self-Regulation/ Reflection

Creativity 11th/12th Grade

Rarely analyzes and questions one’s own creativity and innovation with accuracy. (Is the student curious, flexible, and open to ambiguity in exploring ideas? Does the student assess the quality of his/her ideas? Show perseverance? Continuously seek clarity and understanding? Dedicate enough time and effort to the creative process? Reflect on the amount of support that he/she needs during the creative process?)

Sometimes analyzes and questions one’s own creativity and innovation with accuracy. (Is the student curious, flexible and open to ambiguity in exploring ideas? Does the student assess the quality of his/her ideas? Show perseverance? Continuously seek clarity and understanding? Dedicate enough time and effort to the creative process? Reflect on the amount of support that he/she needs during the creative process?)

Often analyzes and questions one’s own creativity and innovation with accuracy. (Is the student curious, flexible and open to ambiguity in exploring ideas? Does the student assess the quality of his/her ideas? Show perseverance? Continuously seek clarity and understanding? Dedicate enough time and effort to the creative process? Reflect on the amount of support that he/she needs during the creative process?)

Is highly reflective and shows a strong capacity for self-critique.

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P RO J E C T LE ADE RSH IP & WRITIN G

S PECIAL THANKS

Valerie Greenhill EdLeader21

The following organizations and individuals provided critical feedback during the writing process:

Sara Hallermann EdLeader21 Jack Dale Superintendent Fairfax County Public Schools Richard Moniuszko Assistant Superintendent Fairfax County Public Schools

4Cs Rubrics: Acknowledgements & Sources

E DLE AD ER21 WORKI NG GROUP Representatives from the following districts, schools & organizations reviewed and shaped the 4Cs rubrics throughout the drafting process: Academy 21 (HI)

Herricks Public Schools (NY)

Ponca City Schools (OK)

Albemarle County Public Schools (VA)

Hewlett-Woodmere School District (NY)

Roanoke County Public Schools (VA)

Amphi School District (AZ)

Howard Suamico School District (WI)

San Francisco Day School (CA)

Arcadia Unified School District (CA)

Lexington County School District 1 (SC)

San Jose Unified School District (CA)

Ballston Spa Central School District (NY)

Littleton Public Schools (CO)

St. George’s Independent School (TN)

Beaufort Public Schools (SC)

Los Angeles Unified School District (CA)

The Bronxville School (NY)

Bend-La Pine School District (OR)

Lucia Mar Unified School District (CA)

Curtis School (CA)

Birmingham Public Schools (MI)

Madison Public Schools (CT)

Virginia Beach City Public Schools (VA)

Castaic Union School District (CA)

Mesa Public Schools (AZ)

Walnut Valley Unified School District (CA)

ConnectEd California (CA)

MSD of Decatur Township (IN)

Washoe County School District (NV)

Douglas County School District (CO)

Napa Valley Unified School District (CA)

Waters Foundation (PA)

East Syracuse-Minoa Central School Dist. (NY) Natick Public Schools (MA)

4Cs Rubrics: Acknowledgements & Sources

Envision Schools (CA)

New Tech Network (CA)

Fairfax County Public Schools (VA)

Newton Public Schools (CT)

Fayette County Board of Education (GA)

North Salem Central School District (NY)

Fayette County Public Schools (KY)

North Shore School District (NY)

Francis Howell School District (MO)

Pike County Schools (GA)

Henrico County School District (VA)

Piner-Olivet Unified School District (CA)

Watertown Public Schools (MA)

4Cs Rubrics: Acknowledgements & Sources

4Cs RUBRICS: Suggestions for Use

4Cs Rubrics: Suggestions for Use

| 1

contents

Introduction ...............................................................................................3

What is the Purpose of the Rubrics? .............................................4

How Should I Start Using the Rubrics? ........................................5 Assessing Student Work.......................................................................................5 Student Self-Assessment .....................................................................................5 Enhancing Professional Capacity.....................................................................6 Designing Curricula ................................................................................................6 Communicating with Stakeholders .................................................................6 Supporting Teacher Performance Evaluation .............................................7 Documenting Exemplars......................................................................................7

What’s the Relationship Between the Rubrics? ......................8

What’s the Relationship between the Rubrics and the Academic Disciplines? .......................................................9

What’s the Relationship with the Common Core? ...............10

Acknowledgements ............................................................................. 11 Project Leadership & Writing ...........................................................................11 Special Thanks ......................................................................................................11 EdLeader21 Working Group ............................................................................ 12

4Cs Rubrics: Suggestions for Use

| 2

Introduction Assessing the 4Cs – critical thinking, communication, collaboration and creativity –

Not surprisingly, the creation of 4Cs rubrics has been a high priority for 21st century school and district leaders. After almost two years of thoughtful collaboration, these rubrics are now available in final form to not only EdLeader21 members, but to nonmember schools and districts as well.

is imperative for any credible 21st century teaching and

THE 4Cs RUBRI CS

learning initiative.

The 4Cs rubrics have been designed to support a mix of district-wide uses, including but not limited to capacity building, instructional planning, student assessment and teacher evaluation.

IN EACH SECTION OF THIS GUIDE, YOU WILL SE E TH E FOLLOW I NG S PE CIAL FE ATURE S : • BIG IDEA – Rule of thumb regarding the topic. • TIP - Advice from experienced 4Cs rubric users. • USE THIS - Reminder that a resource can be found in the Additional Resources Document

big idea Rule of thumb regarding the topic

TI P

US E THI S

Advice from experienced 4Cs rubric users.

Reminder that a resource can be found in the Additional Resources Document

Please note that the “Additional Resources Document” is also available. In it you will find in-depth examples from EdLeader21 member schools and districts, along with detailed guidance for using the rubrics in academic disciplines.

4Cs Rubrics: Suggestions for Use

| 3

What is the Purpose of the Rubrics? EdLeader21 member schools and districts have been clear in their request for 4Cs rubrics

The EdLeader21 4Cs rubrics support educators in integrating and assessing the 4Cs throughout their systems of teaching and learning. This master set of 4Cs rubrics covers grades 3-4, 7-8 and 11-12 in each of the 4Cs: critical thinking, communication, collaboration and creativity.

that can serve a wide variety of uses. Therefore these rubrics

THE S E GE N E RAL PU RPOS E RU BRI CS ARE D E S I GNED TO :

have been designed as general

• Define the performance areas associated with each of the 4Cs.

purpose resources. They are

• Define important dispositions and habits of mind associated with each of the 4Cs.

imagined primarily as tools that

• Support balanced, formative assessment of the 4Cs in various aspects of teaching and learning (including but not limited to student work).

support formative purposes; they are not intended to generate psychometrically valid, high stakes assessment data.

• Illustrate a continuum of performance, including exemplary performance, in each category. • Provide a common vocabulary for stakeholders regarding the 4Cs. • Be adapted for use in different grade levels and core academic subject areas. • Help teachers assess performance on complex tasks that enable students to demonstrate mastery of targeted 4Cs. • Be used by educators, specialists, curriculum designers, assessment designers and/or students.

“ CONTENT AGNOS TI C” It is important to note that the rubrics are “content agnostic” - - by design, they have not been aligned with any core academic subject areas. Users of the rubrics are encouraged to adapt them for such use. The rubrics are also available in Word format, for EdLeader21 members only. If easy customization is important to your district or independent school, we recommend becoming an EdLeader21 member to receive customizable rubrics as a complimentary benefit of membership. For membership information and rates, please visit www.edleader21.com or call 520623-2466.

COLLA BORATI V E EFFORT The rubrics have been developed by EdLeader21 staff with collaborative guidance and revisions from over 70 EdLeader21 member schools and districts nationwide. Many subject matter experts in the field also provided helpful commentary and revisions (see the end of this document for acknowledgments).

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How Should I Start Using the Rubrics? For the rubrics to be a helpful resource in your school or district, it is important to determine exactly what role they should play in the teaching and learning system. Below are some common uses within EdLeader21 for your consideration.

ASSESSING S T U D E NT W ORK

The most common use of the rubrics is to support educators in evaluating student work. By assessing the quality of products and performances using the rubrics, you can determine whether students have met your instructional goals in terms of the 4Cs.

big idea Establish a clear, high value use for the rubrics

It is important to tailor the rubric for the student performance being assessed. In practice, then, this will mean that not every “C” and not every performance area in the rubrics will be necessary in every case.

S T U DE NT SE LFA S S E S S M E NT

4Cs Rubrics: Suggestions for Use

TIP

US E THI S

Don’t expect to use every “C” and every performance area for every piece of student work. Adapt the language in the rubrics based on the subject area and the type of product assessed.

Contextualizing 21st Century Skills Rubrics for Use in Specific Domains the Additional Resources Document provides two examples of contextualized rubrics.

These rubrics can be used to provide students with an opportunity to self-assess the quality of their work or how they displayed the dispositions captured in the rubrics. The rubrics can be used to construct student-friendly “I can” statements that can serve as powerful tools for students to monitor and self- assess their own progress toward established learning targets.

TIP

US E THI S

Guide students to browse through their unit journal or portfolio of work to look for evidence that they met the rubric criteria. Instruct students to record notes on Post-it notes in places in which they find evidence.

See the Aptakisic-Tripp CCSD #102 example of student “I Can” statements in the Additional Resources Document.

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E NHAN C I N G P R O FE S S I O N AL C APAC IT Y

DESIGNING CURRICULA

C O M M U N I C ATING W ITH S TAK E H O L D ERS

The rubrics can be used to guide the design of professional development outcomes. If students are to be evaluated on their acquisition of the 4Cs, educators will need support as they integrate 4Cs into instruction and assessment.

TIP

US E THI S

Identify a single rubric and use it to design a specific, measurable, attainable, realistic, and time-bound professional development goal related to using the 4Cs in practice.

The Southwest Allen County Schools promising practice in the Additional Resources Document describes how PD was structured to support teachers in teaching and assessing the 4Cs.

The rubrics can be used to support effective 4Cs integration into units, lessons and assessments.

TIP

US E THI S

Adopt a common curriculum design model that provides a frame for infusing the 4Cs into units. Understanding by Design, Project Based Learning and International Baccalaureate (IB) are examples of curriculum design models that utilize a backwards design approach into which the 4Cs can be infused.

Unit Sketch, a summary of the Operation Kidfit unit in the Additional Resources Document, illustrates how rubric content can be used to create a plan to teach and assess the 4Cs in a unit.

The rubrics can be used to communicate with stakeholders about 21st century student outcomes. Adapt the rubrics to help explain what the 4Cs really “look like” for: • Students

TI P Create a messaging plan to introduce the rubrics to stakeholder groups and communicate plans for assessing the 4Cs.

• Teachers • Instructional Leaders • Parents • The Business Community

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S U PP O RTI N G TE AC H E R PE R FO R MAN CE E VALUATI O N

D O C U M E NTI NG EX E MPL AR S

The rubrics can support authentic performance-based teacher evaluation processes. Their precision in defining student outcomes that matter can help district leaders design teacher evaluation systems that educators actually find meaningful and that support continuous improvement in instructional practices

TIP

US E THI S

Incorporate the 4Cs as key instructional practice standards for every educator.

See the promising practices from Douglas County School District (CO) and Ballston Spa Central School District (NY) in the Additional Resources Document.

The rubrics can be used to document, organize and share resources related to teaching and assessing the 4Cs: • Exemplary 4Cs student work • 4Cs units, lesson plans • Teaching resources related to specific competencies (graphic organizers, protocols, etc…) • Sample sources of evidence related to specific competencies

TIP Build a library of exemplars (we suggest starting with exemplary student work) related to teaching and assessing the 4Cs. Organize the exemplars by rubric category, using folders or tags. Use the title of the rubric row as a folder label or tag.

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What’s the Relationship Between the Rubrics? The 4Cs—and these rubrics— are highly interconnected. For example, effective collaboration

Effective problem solving often requires teamwork and collaboration skills. Divergent and convergent thinking—hallmarks of creativity—are directly related to one’s ability to think critically. Therefore, you will notice some natural overlap across rubrics.

is contingent upon effective communication.

UNDERSTANDING THE CONNECTIONS BETWEEN THE 4Cs

big idea The 4Cs overlap and are mutually supportive. They should be seen as a holistic set of competencies.

In the real world, the 4Cs are used in an integrated fashion. We are called to use a variety of competencies in any problemsolving scenario. Therefore, educators should help students understand the connections between the 4Cs and how they are mutually supportive. At the same time, keep in mind that not every “C” can or should be the focus of every instructional moment.

H O LI S TI C COMPETENCI ES Educators should be clear about which competency is the focus for student learning, with an understanding for how the competencies support one another.

TI P When selecting a 4Cs competency for the design of a unit, narrow the focus and be clear about what you plan to assess. It can become cumbersome for teachers to assess too many competencies. In one unit, a teacher may elect to focus on a few aspects of Critical Thinking and Collaboration, for example. Clearly communicate the 4Cs focus to students at the launch of a unit and be prepared to discuss any areas of rubric overlap.

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What’s the Relationship between the Rubrics and the Academic Disciplines? The 4Cs should be taught within the context of academic content. Ideally, students should understand how these competencies are used in the world beyond the classroom by people who work in the field of study.

We encourage the use of the rubrics in students’ academic classes through investigations anchored in content standards. The rubrics (when adapted for their specific uses) are applicable across all subject areas, from physical education to physics.

big idea There is a natural fit between the 4Cs and academic content.

AC AD E M I C S UBJ E CTS To address these competencies in academic subjects, think about where and how you can infuse the 4Cs into the adopted unit design process. The targeted skills can be woven into all facets of the unit design process – unpacking what students should understand, know, and be able to do, determining how they’ll show proficiency and how you will create a meaningful context for learning, and mapping out the instruction.

TEACHING THE C OMPE TE N C I E S The approach to teaching the competencies varies by subject area because the way in which the competencies are used varies based on the field of study. Set students up to engage in a learning process mirrored off of work that occurs in the real world. Scientists, Mathematicians, and Social Scientists all collaborate, problem solve, and share their findings with their professional communities. However, the way in which they approach investigations, the tools used for collaboration, and the format for communicating their findings varies based on the profession. There are discipline-specific expressions of the 4Cs that require a level of customization to the rubrics based on the subject area.

4Cs Rubrics: Suggestions for Use

TIP

US E THI S

When designing units, create authentic assessment opportunities in which students can simultaneously demonstrate mastery of content and your targeted 4Cs.

4Cs in Academic Content Areas in the Additional Resources Document highlights how the 4Cs are used by Scientists, Mathematicians and Social Scientists.

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What’s the Relationship with the Common Core? Common Core State Standards (CCSS) focus on rigorous core academic content along with aspects of the 4Cs such as critical thinking, communication, and

The standards call for students to not only master content and basic skills, but to engage in analysis, research, and inquiry and to build communication, critical thinking, and problem-solving skills. There is a particularly strong synergy between Critical Thinking and Communication and CCSS. The Common Core standards are a highly effective platform on which to build and expand your 4Cs work. However, it is important to consider the CCSS as the floor and not the ceiling when it comes to student achievement.

big idea Implementing CCSS with a 4Cs focus allows you to capture the strength of the Common Core, improve student learning, and improve student outcomes for the 21st Century.

collaboration.

AS YOU USE THE RUBRICS IN A COMMON CORE SETTING, CON SIDE R THE FOLLOWI NG QUES TI ONS : 1. How are the 4Cs addressed in CCSS? (e.g., Critical Thinking, Communication) 2. What aspects of the 4Cs are not effectively articulated in CCSS? (e.g., Creativity, Collaboration) 3. How can the EdLeader21 rubrics be used to support teachers in clarifying and addressing such gaps?

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US E THI S

EdLeader21 rubrics capture aspects of 21st century skills embedded in CCSS, add missing skills, and include critical dispositions that are lacking in CCSS. Form a committee to engage in the process of aligning the rubrics to CCSS. Note alignment on the rubrics.

The Connection to the Common Core Standards section at the top of the communication rubrics illustrates alignment between the rubrics and the Common Core English Language Arts Speaking and Listening Standards.

U SE TH IS The following documents serve as helpful resources in aligning 21st Century Skills and Common Core: • Crosswalk Analysis of Deeper Learning Skills to Common Core State Standards • Deeper Learning Skills to Common Core State Standards Crosswalk • Measurement of 21st Century Skills within the Common Core State Standards

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P R O J E C T LE ADERSHIP & W R ITI N G Valerie Greenhill EdLeader21

SPECIAL THANKS The following organizations and individuals provided critical feedback during the writing process:

Sara Hallermann EdLeader21

Project Zero Harvard Graduate School of Education Team led by Veronica Boix-Mansilla

Jack Dale Superintendent Fairfax County Public Schools

Roland Case Critical Thinking Consortium

Richard Moniuszko Assistant Superintendent Fairfax County Public Schools

Garfield Gini-Newman Critical Thinking Consortium Russell Quaglia Quaglia Institute for Student Aspirations Matt Bundick Quaglia Institute for Student Aspirations Margaret Reed-Millar Council of Chief State School Officers Richard Gerver Educational Consultant

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E DLE ADE R 21 WORKIN G G ROU P Representatives from the following districts, schools & organizations reviewed and shaped the 4Cs rubrics throughout the drafting process:

Academy 21 (HI)

Mesa Public Schools (AZ)

Albemarle County Public Schools (VA)

MSD of Decatur Township (IN)

Amphi School District (AZ)

Napa Valley Unified School District (CA)

Arcadia Unified School District (CA)

Natick Public Schools (MA)

Ballston Spa Central School District (NY)

New Tech Network (CA)

Beaufort Public Schools (SC)

Newton Public Schools (CT)

Bend-La Pine School District (OR)

North Salem Central School District (NY)

Birmingham Public Schools (MI)

North Shore School District (NY)

Castaic Union School District (CA)

Pike County Schools (GA)

ConnectEd California (CA)

Piner-Olivet Unified School District (CA)

Douglas County School District (CO)

Ponca City Schools (OK)

East Syracuse-Minoa Central School District (NY)

Roanoke County Public Schools (VA)

Envision Schools (CA)

San Francisco Day School (CA)

Fairfax County Public Schools (VA)

San Jose Unified School District (CA)

Fayette County Board of Education (GA)

St. George’s Independent School (TN)

Fayette County Public Schools (KY)

The Bronxville School (NY)

Francis Howell School District (MO)

Curtis School (CA)

Henrico County School District (VA)

Virginia Beach City Public Schools (VA)

Herricks Public Schools (NY)

Walnut Valley Unified School District (CA)

Hewlett-Woodmere School District (NY)

Washoe County School District (NV)

Howard Suamico School District (WI)

Waters Foundation (PA)

Lexington County School District 1 (SC)

Watertown Public Schools (MA)

Littleton Public Schools (CO) Los Angeles Unified School District (CA) Lucia Mar Unified School District (CA) Madison Public Schools (CT)

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Sources A wide range of source material was used in the creation of the 4Cs rubrics. The resources listed below are ones that most directly influenced the rubrics. Buck Institute for Education. (2011). Collaboration Rubric. Retrieved from www.bie.org/tools/ freebies/cat/rubrics. Buck Institute for Education. (2011). High School Presentation Rubric. Retrieved from www.bie.org/ tools/freebies/cat/rubrics. Buffalo State University. (n.d.). The International Center for Studies in Creativity website. Retrieved from http://creativity.buffalostate.edu/ Case, R. and Daniels, L. (n.d). Critical Challenges across the Curriculum. Available from https://tc2. ca/en/creative-collaborative-critical-thinking/resources/critical-challenges-across-the-curriculum/ primary/ Catalina Foothills School District. (2011). Rubrics for 21st century skills. Retrieved from http://www. cfsd16.org/index.php/academics/resources-for-deep-learning Elder, L. with Paul, R. (2010). Critical thinking development: A stage theory. Retrieved from http:// www.criticalthinking.com. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction,“The Delphi Report”. Millbrae, CA: California Academic Press. International Society for Technology in Education. (2011). NETS for students. Retrieved from http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2 Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. and Heflebower, T. (2012). Teaching and assessing 21st century skills. Bloomington, IN: Marzano Research Laboratory. National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers.

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New Technology High School. (2012). Peer collaboration and teamwork rubric. Napa, CA: New Technology High School & New Technology Foundation. New Technology High School. (2002). Critical thinking evaluation rubric. Napa, CA: New Technology High School & New Technology Foundation. New Technology High School. (2007). Written communication. Napa, CA: New Technology High School & New Technology Foundation. North Salem Central School District. (2011). Rubric for creative, divergent and critical convergent thinking. North Salem, NY: North Salem Central School District. North Salem Central School District. (2009). Common rubric for cooperative group work. North Salem, NY: North Salem High School Hidden Intelligence Club. Partnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC. Retrieved from www.p21.org. Partnership for 21st Century Skills. (2011). 21st century skills map: World languages. Washington, DC: Partnership for 21st Century Skills. Retrieved from http://www.actfl.org/ files/21stCenturySkillsMap/p21_worldlanguagesmap.pdf. School of the Future High School. (2011). High school DYO analytic writing rubric. Retrieved from http://www.edutopia.org/stw-assessment-resources-downloads. Texas A&M University. (2009). Communication rubric. Retrieved from http://sllo.tamu.edu/rubrics. Treffinger, D.J., et al. (2002). Assessing creativity: A guide for educators. Storrs, CT: The National Research Center on Gifted and Talented. Upper Arlington City Schools. (2011). Upper Arlington 21st century skills rubrics: Complex thinking. Retrieved from http://www.uaschools.org/page.cfm?p=680. Utah State Office of Education. (2005). Writing Scoring Rubric. Retrieved from http://www.schools. utah.gov/assessment/SAGE/ELA.aspx. Woodstock Union High School. (2010). School-Wide Rubrics: Effective Communicator/ Producer Rubric. Retrieved from http://www.wuhsms.org/index.php?option=com_ content&view=category&layout=blog&id=92&Itemid=223.

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4Cs RUBRICS: Additional Resources

4Cs Rubrics: Additional Resources

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contents Overview .........................................................................................3

Unit Sketch ...................................................................................10 Teaching and Learning Process: ..........................................11

Contextualizing 21st Century Skills Rubrics for Use in Specific Domains............................3

CCSS Learning Targets ...............................................................12

Critical Thinking: Crafting an Argument in Elementary Math .....................................................................3

The 4Cs in Academic Content Areas ..........................12

Critical Thinking: Scientific Investigations in High School Science................................................................4

Science ..............................................................................................12 Critical Thinking (PEBC, 2006) ..................................................12 Collaboration ..................................................................................13

EdLeader21 Promising Practices ...................................5

Communication ..............................................................................13

Southwest Allen County Schools ..........................................5

Creativity and Innovation ..........................................................13

Infusion of 4Cs into Unit Plans...................................................5

Social Science................................................................................13

Infusion of 4Cs into Unit Plans...................................................5

Critical Thinking (PEBC, 2006) ..................................................13

Key Strategies Incorporated to Cultivate 4Cs .......................5

Collaboration ..................................................................................13

Critical Thinking and Creativity and Innovation.................6

Communication ..............................................................................14

Capacity Building ............................................................................6

Creativity and Innovation ..........................................................14

Upper Arlington City Schools ..................................................6

Mathematics ..................................................................................14

Infusing 4Cs into Unit Design......................................................6

Critical Thinking (PEBC, 2006) ..................................................14

Capacity Building ............................................................................7

Collaboration ..................................................................................14

Aptakisic-Tripp School District 102 .....................................7

Communication ..............................................................................14

Student Self -Assessment .............................................................7

Creativity and Innovation ..........................................................14

Douglas County School District ..............................................8 Educator Performance Evaluation ............................................8

Sample Vertical Articulation of 21st Century Skills â&#x20AC;&#x201C; Critical Thinking .....................15

Ballston Spa Central School District ....................................9 Educator Performance Evaluation ............................................9

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Overview This “Additional Resources Document” is a companion to the “4Cs Rubrics: Suggestions for Use” document. Included here are more detailed examples of how the 4Cs rubrics can be used to support 21st century education systems. This document will be updated regularly to include more examples as they become available.

Contextualizing 21st Century Skills Rubrics for Use in Specific Domains This section provides two examples of contextualized rubric language for Critical Thinking: Crafting an Argument in Elementary Math and Conducting Scientific Investigations in High School Science. In both examples, teachers identified areas of critical thinking on which to focus, drew subject-specific language from their content standards that related to the targeted critical thinking skills, and refined the rubric language to align with the design of the inquiry experience.

CR ITI C AL TH IN K IN G: C R AF TIN G AN ARG U M ENT IN E LE M E NTARY MATH Inquiry Experience: Students are set up to discern and “prove” a pattern or structure embedded in a rich problem solving task related to the communicative, associative, or distributive laws to develop mathematical argumentation as a habit of mind. CRITICAL THINKING CATEGORY

GENERAL RUBRIC LANGUAGE

CONTEXTUALIZED LANGUAGE (Knuth, 2009)

Reasoning

Clearly describes inferences; finds meaning that is not explicitly (clearly) stated by sources; makes conclusions on the basis of available information.

Clearly explains a mathematical claim. (Describes what they are going to prove.) Explains how they are going to show that the claim will always work.

Constructing Arguments

Gathers an adequate (acceptable) amount of proof from sources to support opinion.

Considers the audience when presenting the mathematical claim. (Asks, “Who needs to be convinced? What do they need to be convinced of? How does my mathematical argument need to be explained based on my audience?”) Uses more than one representation (physical objects, pictures, diagrams, or story contexts) to clearly prove that the claim will always work. Uses mathematical terms and correctly specifies the units of measure.

Analyzing Arguments

4Cs Rubrics: Additional Resources

Provides clear feedback about the reasoning used in peers’ arguments. (Did my classmate offer a strong argument? Am I convinced? Why or why not? What else would I need to know to be convinced?)

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CR ITI C AL TH IN K IN G: S C IENTIFIC I NV E S TIG ATI O NS IN H I GH SCH O O L S CI E NC E *Contextualized language drawn from Envision Schools College Success Portfolio Performance Assessment and Stanford Center for Assessment, Learning and Equity (SCALE): SCIENTIFIC INQUIRY. CRITICAL THINKING CATEGORY

GENERAL RUBRIC LANGUAGE

CONTEXTUALIZED LANGUAGE (Envision Schools and Stanford Center for Assessment. Learning, and Equity, 2012)

Information and Discovery

Identifies inquiry questions clearly and precisely; engages in an open-ended thinking process to develop an initial set of questions related to the problem, investigation, or challenge; refines the initial set of questions; identifies a key question or prioritized set of questions on which to focus. Questions provide a solid foundation for inquiry.

Formulates a specific and empirically testable scientific question.

Constructing Arguments

Provides a claim that clearly articulates an opinion; clearly explains the reasoning for claims.

Articulates a hypothesis about the investigated question, with a basic and accurate description of the variables. (“if.. then…”)

Reasoning

With independence, presents logical conclusions regarding how to solve the problem, meet the challenge, answer the question, etc…with few errors.

Aligns experimental design with testable question.

Interpretation and Analysis

Compares and classifies information accurately; almost always identifies characteristics that create meaningful comparisons.

Gathers data from several repetitions of the experiment that are not consistent within a reasonable range. Uses spreadsheets, data tables, charts, or graphs to accurately summarize and display data to examine relationships between variables. Accurately analyzes data in using appropriate and systematic methods to identify patterns. Compares consistency of outcome with initial hypothesis and identifies possible sources of error. Explains the strengths OR weaknesses of the inferences drawn from data using grade appropriate techniques. Suggests relationships or interactions between variables worth further investigation.

Evaluates the accuracy and relevance of information and the strengths of arguments with no significant errors.

Constructing Arguments

4Cs Rubrics: Additional Resources

Provides a claim that clearly articulates an opinion; clearly explains the reasoning for claims. Cites a sufficient quantity of relevant evidence to support most claims. Presents a clear and sufficient treatment of most available evidence relating to the argument; clearly and convincingly addresses counter arguments.

Constructs a scientific argument, explaining how data and acceptable scientific theory support the claim. Identifies a counterclaim (possible weaknesses in scientific arguments or in one’s own argument) using evidence.

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EdLeader21 Promising Practices To ensure the 4Cs are systemically integrated throughout a school or district, many EdLeader21 districts are using the rubrics for purposes beyond teacher-led student assessment. Some examples of these promising practices are included below. Some of the promising practices demonstrate how backwards design approaches for curriculum design are fundamental to authentic student assessment; other examples detail educator performance evaluation examples.

S OUTHW ES T ALLE N C O U NT Y SC H O O L S Southwest Allen County Schools is located in Northeast Indiana, near Ft. Wayne. While rolling out a 1:1 laptop initiative, the district recently took strategic steps to more explicitly teach and assess 21st century skills. As a high-achieving district, SACS wanted to maintain current success levels while cultivating 21st century skills and adopted Project Based Learning as a unit design model and instructional methodology to carefully embed the 4Cs into curriculum and assessment.

Infusion of 4Cs into Unit Plans As part of the PBL implementation planning process, a leadership team composed of teachers, school-level instructional leaders, and central office staff developed the following vision statement for the PBL initiative: â&#x20AC;&#x153;SACS is committed to ensuring that students are provided with authentic and rigorous learning experiences that include a strong foundation of content knowledge and understanding, balanced with essential 21st century skills, thus creating globally competitive learners.â&#x20AC;? The team crafted the following goals for students related to the initiative: t t t t t

Students will take ownership and become engaged in PBL learning experiences. Students will create meaningful, innovative products which will regularly demonstrate the 4Cs. Students will exhibit deep understanding of specific content standards and apply their new knowledge in subsequent studies. Students will have the ability to adapt to changing technology and learning opportunities. Students will prepare for and participate effectively in a range of conversations and collaborations with diverse partners.

Infusion of 4Cs into Unit Plans During the PBL Implementation planning process, the team decided to formally adopt district-wide 4Cs rubrics for grade level spans. SACS provided a series of 3-day PBL workshops for an initial cohort of 100 secondary teachers in which participants strengthened their understanding of the 4Cs and designed inquiry-based units using a backwards design process that embeds content standards and targeted 21st century skills and provides a framework for assessing the 4cs using the adopted rubrics.

Key Strategies Incorporated to Cultivate 4Cs During the PBL workshop, participants learned:

Collaboration t t t t

How to strategically form teams for sustained collaboration. How to teach teams how to use project management tools (contracts, work plans, goal sheets, etc.) effectively. How to scaffold the collaborative inquiry process. How to use a collaboration rubric to formatively and summatively assess collaboration skills.

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Communication t How to guide teams to establish norms that align to the 21st century skill of communication. t How to incorporate “think pair share”, a communication structure that builds communication skills. t How to incorporate Socratic Seminars to build communication skills and critical thinking strategies (analysis of text, synthesis of ideas, evaluation of concepts, and inferential reasoning). t How to create healthy conditions in which students can successfully give and receive feedback; how to use peer critique protocols like Gallery Walks and Critical Friends. t How to prepare students to deliver effective oral presentations. t How to formatively and summatively assess communication skills using a rubric.

Critical Thinking and Creativity and Innovation Advanced workshops will continue to be offered to the PBL cohort to teach participants how to design units that explicitly teach and assess Critical Thinking or Creativity and Innovation skills, dependent upon the targeted area of focus in the unit. Participants in these sessions learn how to use tools to scaffold the critical thinking or creativity and innovation process, how to formatively assess each phase, and how to use rubrics to summatively assess critical thinking or creative innovation captured in culminating products and performances.

Capacity Building As part of the PBL Implementation planning process, the SACS team established a goal that staff will model and promote the 4Cs. To achieve this goal, they adopted protocols to guide the cohort of teachers trained in PBL to engage in an inquiry process around their practice of teaching and assessing 21st century skills with academic content. The inquiry process includes: t Critical Friends, a peer critique protocol, to analyze project plans in relation to established design criteria, including plans to explicitly teach and assess targeted 21st century skills. t Looking at Student Work, a collaborative protocol designed to enable teachers to think critically about the level of success of an instructional practice, determine next steps for the classroom, and refine learning targets and rubrics used to assess content standards and 21st century skills. t Post-project reflection, a protocol designed to enable teachers to reflect upon the success of the unit, including the degree to which students demonstrated the targeted content areas and 21st century skills, and identify “need to knows” on which instructional leaders can base plans for sustained support.

UPPER ARLI NG TO N CIT Y SC H O O L S Upper Arlington City Schools (UACS) is located in Upper Arlington, Ohio, a northwest suburb of Columbus, Ohio. To prepare students for life in a globalized 21st century, Upper Arlington City Schools adopted the International Baccalaureate (IB) Diploma Program in 2002 and is in the process of training teachers, coordinators, and administration in the IB Middle Years Program. UACS formed an IB 21st Century Teacher Leader Professional Development team and a 21st Century Skills Advisory Committee to determine how to systematically integrate 21st century skills into the IB program. The district launched a Twenty-first Century Learning Cohort (TCLC) program for teachers and hired Integration Coaches for 21st Century Skills as program facilitators.

Infusing 4Cs into Unit Design To integrate 21st century skills into IB units of inquiry, the 21st Century Teacher Leader Professional Development team and the 21st Century Skills Advisory Committee: t Identified and defined core 21st Century Skills for all Upper Arlington students. t Created 21st Century Skill Checklists to aid teachers in the development of unit plans.

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t Planned professional development. t Infused 21st century skills into IB units, piloted 21st century skills rubrics, and reflected upon results.

Capacity Building Upper Arlington’s Integration Coaches for 21st Century Skills facilitate the Twenty-first Century Learning Cohort (TCLC) program. TCLC is a two-year commitment for participating teachers that addresses the question “What do teachers need to be effective in the twenty-first century?” Participants commit to over sixty hours of professional development in the first year and showcase their work at a community celebration in May. During this time, they learn to incorporate 21st century skills and technologies into instructional units. In the second year of the program, teachers share the knowledge and skills gained in the cohort with colleagues in their respective school buildings.

APTAKI S I C-T R IPP S C H O O L DIST R I CT 102 Student Self -Assessment In Aptakisic-Tripp School District 102 in Buffalo Grove, IL, the 4Cs are core components of the district’s expectations for student outcomes. The 4Cs rubrics have been customized for student self-assessment. For each 4Cs rubric, a set of “I Can” statements have been created based on the existing rubric indicators. Below is an example of the customized communication rubric: Communication Rubric Performance Area

Performance Target

Student Language

Engaging in Conversations and Discussions

Asks questions to check understanding about information shared during the discussion; makes comments that contribute to the discussion and connect to the comments of others.

I can ask questions to help me understand the topic better and share ideas about the topic.

Using 21st Century Communication Tools

When appropriate, uses digital media and environments to enhance oral and written communication, support individual learning, and contribute to the learning of others.

I can use different kinds of media to share ideas.

Listening

Uses strategies to listen effectively: Connects the information shared by the speaker to own background knowledge and experience; identifies the key points the speaker is trying to convey; draws logical inferences that show adequate understanding.

I can listen and give others my full attention as they share ideas and information.

Communicating in Diverse Environments

Develops cultural understanding by communicating with learners of other cultures; understands that learners of other cultures can have different perspectives.

I can communicate with people from cultures or backgrounds who might not share my exact beliefs or understanding of the world.

Delivering Oral Presentations

When delivering oral presentations, uses an appropriate amount of facts and details to support the main ideas; speaks clearly at an understandable pace; accurately and confidently fields grade-level appropriate questions to demonstrate conceptual understanding and knowledge.

I can share information with audiences by speaking accurately about my topic, using supporting details, and answering questions that are asked of me.

4Cs Rubrics: Additional Resources

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DOU GLAS C OU NTY SC H O O L D IST R I CT Educator Performance Evaluation In Douglas County School District, Castle Rock, CO, educators are expected to demonstrate mastery of the 4Cs along with students. As part of the district’s system-wide transformation around world class outcomes, the 4Cs rubrics have served as key building blocks in the new teacher performance system. The district’s CITE tool specifies the professional standards by which all educators will be evaluated and the 4Cs have been integrated throughout these standards. Below is an excerpt from the CITE instrument.

4Cs Rubrics: Additional Resources

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BALLS TON S PA CE NT R AL SC H O O L D I S TR I CT Educator Performance Evaluation In Ballston Spa Central School District, in upstate New York, the rubrics are being used as a pilot component of a new teacher evaluation system. The rubrics have been customized for teachers in the district’s Clean Technologies and Sustainable Industries Early College High School. Eventually, the goal is to have this component apply to all high school teachers. The teacher evaluation rubrics are crosswalked to the district’s student graduation competencies, which integrate the 4Cs. Below is an example of the Creativity rubric that has been customized for the teacher evaluation pilot.

C REATI VITY Performance Area

N/A

Exceeds

Proficient

Meets

Novice

Idea Origination

Explores and implements multiple avenues of idea generation. Creates meaningful solutions through consideration of both the challenge and the needs of those impacted.

Explores a few avenues of idea generation. Suggests possible solutions through consideration of both the challenge and the needs of those impacted.

Exploration in the methods used to generate ideas is limited in variety. Identifies the nuances of the challenge and the needs of those impacted by that challenge.

Exploration in methods used to generate ideas is limited in both variety and scope. The needs of those impacted by the challenge are not considered.

Idea Refinement

In response to self reflection, independently revises and refines ideas or solutions.

In response to self reflection, seeks assistance in revising and refining ideas or solutions.

Demonstrates limited self reflection, rather revises and refines based primarily on external feedback.

Demonstrates no self reflection. Does not revise or refine.

Working with Others – Communicate and Advocate for Ideas

Demonstration a willingness to promote the ideas of others. Effectively works within a team to initiate the development and communication of new ideas in a clear, coherent, and professional manner that promotes an environment of creativity and trust.

Encourages idea generation from all members of a team. Work within a team to develop and communicate new ideas in a clear, coherent, and respectful manner that promotes an environment of creativity and trust.

Recognizes the ideas of others. Works within a team to develop and communicate new ideas in a respectful manner that promotes an environment of trust.

Struggles to work collaboratively within a team to develop and communicate new ideas.

Responsive and Open to Feedback

Consistently revises and refines ideas of solutions in response to feedback from peers, stakeholders, and varied perspectives.

Revises and refines ideas or solutions in response to feedback from peers, stakeholders, and varied perspectives.

Revises and refines ideas or solutions without a full understanding of the feedback from peers, stakeholders and varied perspectives.

Revisions and refinements of ideas of solutions are limited and/or do not consider feedback from peers, stakeholders, and varied perspectives.

Perseverance and Adaptability

Demonstrates a high degree of adaptability in response to obstacles. Maintains a creative, flexible, and positive approach in facing adversity.

Demonstrates adaptability in response to obstacles. Maintains a flexible and positive approach in facing adversity.

Demonstrates adaptability in response to obstacles. Accepts and seeks to manage adversity.

Demonstrates an unwillingness to adapt in response to obstacles. Does not acknowledge or address adversity.

Pragmatic Implementation

Executes a tangible and pragmatic innovation based on the creative process.

Executes a pragmatic innovation based on the creative process

Extends the creative process to pragmatic proposal.

Offers impragmatic solutions with no tangible product or proposal.

4Cs Rubrics: Additional Resources

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Unit Sketch SIMULTANEOU S O U TC O M E S: HE ALTH AND TH E H U MAN B O DY, RE S E AR CH AND INFORMATI ON AL WR ITIN G, AN D C R E ATI V ITY AND I N N OVATI O N This sample unit provided by Expeditionary Learning Schools illustrates how a middle school team created a meaningful context in which students could gain deep knowledge and understanding of Science standards, acquire Science process skills, and demonstrate the competencies of Collaboration and Creativity and Innovation. In this kind of unit design, specific performance areas in the Collaboration and Creativity rubrics could be used to create a custom rubric that helps teachers evaluate the studentâ&#x20AC;&#x2122;s performance on the content standards as well as the 4Cs.

Project Title:

Operation Kidfit

Anchor Content:

Science - Health and the human body (infectious diseases across history, anatomy, physiology and health and nutrition)

Problem:

39% of children in Rochester and 32% of children in America are obese.

Innovation Challenge:

Collaborate to propose an engaging health exhibition for the Rochester Museum and Science Center to show 8-14 year olds how choices affect their bodies.

Product Format:

An informational book containing recommendations that the museum will use to inform exhibit design and fabrication

4Cs Application in Industry:

Science museums employ experienced museum professionals in all areas of exhibit development and design. How do museum exhibit designers draw upon 21st skills in their work? Exhibit developers and researchers engage in a collaborative process of creative innovation to design exhibits that draw visitors in the target audience, deliver target educational content, and add fun and excitement to the visitor experience.

4Cs Rubrics: Additional Resources

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TEAC HI NG AN D LE ARN I N G PR O C E S S

I DE A G E N E R ATION Learning Experiences: Researched childhood obesity to gain a deep understanding of the problem; visited museum to investigate what makes an engaging, effective exhibit; identified the target audience, generated the “big idea” and content areas for the exhibit and generated ideas about the exhibit. Rubric Assessment: Problem definition statements, summary of the target audience, and list of ideas.

I DE A D E SIG N AN D RE FIN E M ENT Learning Experiences: Reviewed, categorized, and evaluated ideas in relation to the problem using peer critique protocol; selected the best idea and provided a clear rationale for decision; reviewed feedback, determined “next steps”, and made revisions to improve the quality of the idea. Rubric Assessment: Evaluation of research notebooks (idea categorization and comments; notes about idea selection and rationale, refinement of ideas based on feedback.)

C R E ATIV E PR O D U C TION AN D I NN OVATI O N Learning Experiences: Shaped ideas into an exhibit plan. Rubric Assessment: Evaluation of final products.

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CCS S LEARN IN G TARG E T S Reading Informational Texts t RI.6.7 I can use a variety of media to develop and deepen my understanding of a topic or idea.

Writing t W.6.2 I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. t W.6.4 I can produce clear and coherent writing that is appropriate to task, purpose, and audience. t W.6.5 With support from peers and adults, I can use a writing process to produce clear and coherent writing. t W.6.9 I can use evidence from a variety of grade appropriate texts to support analysis, reflection, and research.

Speaking and Listening t SL.6.2 I can interpret information presented in different media and formats. I can explain how new information connects to a topic, text, or issue I am studying.

Language t L.6.1 I can use correct grammar and usage when writing or speaking. t L.6.2 I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. t L.6.3 I can use a variety of sentence structures to make my writing and speaking more interesting. I can maintain consistency in style and tone when writing and speaking. t L.6.6 I can accurately use 6th grade academic vocabulary to express my ideas. I can use resources to build my vocabulary.

The 4Cs in Academic Content Areas In a 21st century school or district, the 4Cs are fully integrated into academic content areas. It is important to carry out this integration in contextually-appropriate ways, however. Critical thinking in mathematics has a different context when compared to critical thinking in science, and these can lead to important differences in how the 4Cs rubrics are used. This section provides food for thought about how the 4Cs can be articulated in the contexts of Science, Mathematics and Social Studies.

SCI ENC E 21st Century Skills play a strong role in the lives of scientists as they collaborate, problem solve, and share their findings with the greater scientific community.

Critical Thinking (PEBC, 2006) t Scientists build their background knowledge and understanding by reading the publications of other scientists, attending scientific meetings, and participating in peer reviews of their work. t Scientists focus each investigation by posing specific, testable questions and designing experiments that can give definitive answers. t Scientists form hypotheses and draw inferences based on their background knowledge and inferences. t When designing investigations, scientists determine the sequence of steps to take in the process.

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t t t t t t

Scientists analyze and interpret data using tables, charts, graphs, and diagrams. Scientists draw inferences to explain their observations. Scientists often pose new questions or modify their hypothesis after gathering new data. Scientists reflect on the validity of their hypotheses in light of new data and assess the possibility of errors in their experiments. Scientists repeat their investigations to ensure that their results are replicable. Scientists draw conclusions from their data by synthesizing what they learned with what they already knew before an investigation.

Collaboration t As the nature of the questions that researchers ask becomes more complex, Scientists bring their unique expertise to find the answers. t Collaborating scientists define goals, expectations and outcomes and determine who will take charge of the collaboration.

Communication t Scientists share their thinking and justify their answers orally and in writing. t Scientists record their findings. t Scientists carefully communicate findings to make an impact with their research.

Creativity and Innovation t Scientists harness the forces of creativity and innovation to yield breakthroughs that will improve the lives of people.

SOC IAL S C I ENC E The various disciplines of Social Science use a range of approaches to study society, including surveys, questionnaires, interviews and statistics. 21st Century Skills play a strong role in the lives of Social Scientists as they engage in collaborative research, analysis, and inquiry to find answers to complex problems, discover hidden relationships, and communicate findings.

Critical Thinking (PEBC, 2006) t Social Scientists ask questions and launch investigations. t Social Scientists use a variety of sources to validate information and to check for accuracy. t Social Scientists use research to infer why and how historical choices were made, the implications of those choices, and how those choices impact us today. t Social Scientists use primary source documents and artifacts to infer themes and patterns. t Social Scientists ask critical questions of text: Is there a bias? Whose voice is left out? From whose point of view is this being told? t Social Scientists recognize misinformation and reconcile conflicting points of view. t Social Scientists create valid and reliable claims.

Collaboration t Social Scientists come together, bringing their unique expertise to find the answers. t Collaborating Social Scientists define goals, expectations and outcomes and determine who will take charge of the collaboration.

Communication t Social Scientists record their findings.

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t Social Scientists explain their thinking and justify their answers orally and in writing. t Social Scientists carefully communicate findings to make an impact with their research.

Creativity and Innovation t Social Scientists harness the forces of creativity and innovation to yield breakthroughs that will improve the lives of people.

MATH EMATICS Mathematicians explore and investigate an often uncertain world and attempt to explain what they see. Sometimes a single explanation works; more often, patterns, and relationships emerge that lead to several different conclusions. Logic helps mathematicians justify their methods and determine the validity of their solutions as they try to make sense of the unknown.

Critical Thinking (PEBC, 2006) t t t t t t t

Mathematicians ask questions. Mathematicians decide what information is relevant and irrelevant to a problem. Mathematicians work through cycles of data-gathering, visualization, abstraction, conjecturing, and proof. Mathematicians use patterns and relationships to generalize and infer what comes next in the problem-solving process. Mathematicians analyze evidence and look for counter examples to claims. Mathematicians prove their claims. Mathematicians are metacognitive as they continually ask themselves, “Does this make sense?” and “Is my answer reasonable?”

Collaboration t Mathematicians share and build on each other’s questions, conjectures, and theorems.

Communication t Mathematicians explain their thinking and justify their answers orally and in writing. t Mathematicians visually represent their thinking through drawings, pictures, graphs, models, and charts. t Mathematicians use accurate math vocabulary and show their work in clear concise forms so others can follow their thinking without asking questions.

Creativity and Innovation t Mathematicians harness the forces of creativity and innovation to yield breakthroughs that will improve the lives of people.

4Cs Rubrics: Additional Resources

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Sample Vertical Articulation of 21st Century Skills â&#x20AC;&#x201D; Critical Thinking This sample vertical articulation of critical thinking is based on the critical thinking rubrics and offered as a planning guide. District and school leaders may wish to adapt this kind of documentation to help plan a systemic approach to the 4Cs.

I NFORMATIO N AN D DISC OV E RY Anchor Skill: Identifies and defines the problem or challenge, creates questions, and collects information. Grade Span

Grade Span-Specific Proficiency

Grade 3-4

Clearly explains the problem, investigation, or challenge in his/her own words; creates an acceptable number of questions; and questions are usually clear.

Grade 7-8

Clearly defines the problem, investigation, or challenge; continuously seeks clarity and understanding. Creates additional questions related to the problem, investigation, or challenge. Effectively refines and improves questions and identifies a key question or set of questions to investigate. Conducts efficient research and gathers relevant information from multiple sources; effectively assesses the credibility and accuracy of each source.

Grade 11-12

Clearly defines the problem, investigation, or challenge; continuously seeks clarity and understanding. Identifies inquiry questions clearly and precisely; engages in an open-ended thinking process to develop an initial set of questions related to the problem, investigation, or challenge; refines the initial set of questions; and identifies a key question or prioritized set of questions on which to focus. Questions provide a solid foundation for inquiry. Selects information that is sufficient in terms of its quantity, diversity, and relevance to inquiry questions.

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I NTERPRETATI ON AN D ANALY SI S Anchor Skill: Assesses and analyzes relevant information. Grade Span

Grade Span-Specific Proficiency

Grade 3-4

Clearly and accurately describes points of view from a variety of sources.

Grade 7-8

Integrates information from multiple sources on the inquiry topic to build background knowledge, with independence. Accurately determines sourcesâ&#x20AC;&#x2122; points of view and analyzes how the sources address conflicting viewpoints. Clearly explains the difference between his/her point of view and that of sources. Is laying the foundation to thoroughly and accurately assess and describe arguments and claims provided by sources. Assesses whether the reasoning is sound, if the evidence is helpful to the argument, and if a sufficient amount of evidence is provided. Consistently recognizes when irrelevant (i.e., unrelated; unimportant) evidence is introduced.

Grade 11-12

Compares and classifies information accurately; almost always identifies characteristics that create meaningful comparisons. Evaluates the accuracy and relevance of information and the strengths of arguments, with no significant errors.

REAS ON IN G Anchor Skill: Reasons effectively. Grade Span

Grade Span-Specific Proficiency

Grade 3-4

Clearly describes inferences, finds meaning that is not explicitly (clearly) stated by sources, and makes conclusions on the basis of available information.

Grade 7-8

Clearly explains and justifies assumptions (what student believes, but has not proven) about the problem, investigation, or challenge. Consistently makes clear inferences from the inquiry experience.

Grade 11-12

Offers generalizations that relate in a significant way to the problem, investigation, or challenge. Presents logical conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate substantial understanding. Provides explanations that are generally clear, citing sufficient evidence for conclusions drawn. Demonstrates ethical reasoning and judgment by clearly sharing perspectives on why the proposed course of action is morally the best decision.

4Cs Rubrics: Additional Resources

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PROBLEM S O LV IN G /SO LU TIO N FI ND I N G Anchor Skill: Solves authentic problems. Grade Span

Grade Span-Specific Proficiency

Grade 3-4

Explains ideas about how to best solve the problem, meet the challenge, or answer the inquiry question. Clearly describes why their ideas make sense. Uses systems thinking in problem solving. Describes the function of the whole system, names all of the parts, describes the function of each part, and predicts what would happen if a part is missing.

Grade 7-8

Clearly explains ideas about how to best solve the problem, meet the challenge, or answer the inquiry question; clearly describes why their ideas make sense. Uses systems thinking in problem solving. Describes the function of the whole system, describes the subsystems, and describes how a change in the subsystems influences the entire system. Tests ideas. With little assistance, assesses and clearly describes the outcome and decides if a new solution is necessary.

Grade 11-12

Accurately and clearly analyzes and describes how parts of a whole interact with each other to produce overall outcomes in complex systems, and how systems effectively interact with each other. Identifies a sufficient number of plausible solutions to the problem, answers to the question, or approaches to meet the challenge. Analyzes, with precision and accuracy, the relative effectiveness of proposed solutions or approaches. Uses relevant criteria to eliminate ineffective solutions or approaches and select those that are plausible.

C ONS TRUCTI N G ARG U M E NT S Anchor Skill: Makes accurate judgments and decisions. Grade Span

Grade Span-Specific Proficiency

Grade 3-4

Gathers an adequate, acceptable amount of proof from sources to support opinion.

Grade 7-8

Clearly states opinion about inquiry question. With little assistance, gathers proof (evidence) from sources to support opinion; uses accurate, correct, credible, and trustworthy sources to support opinion. Clearly compares and contrasts personal opinion from differing opinions. With minimal support, clearly organizes reasons and evidence and recognizes opposing claims.

4Cs Rubrics: Additional Resources

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Grade 11-12

S ELF -RE GULATION AN D REFLE C TI ON Anchor Skill: Reflects critically on learning experiences, processes, and solutions. Grade Span

Grade Span-Specific Proficiency

Grade 3-4

Clearly explains the critical thinking skills he/she used in the unit, in his/her own words. Often assesses one’s own critical thinking dispositions with accuracy. (Does the student always try hard to understand? Allow enough time and effort for thinking? Reflect on the amount of support that he/she needs during the critical thinking process?)

Grade 7-8

Clearly explains the critical thinking skills assessed in the unit in his/her own words. Monitors his/her thought process and articulates or describes strengths and weaknesses in thinking during parts of the inquiry experience. Describes how assumptions impacted the ability to think critically in the investigation. Describes how inferences were helpful in the investigation. Describes how his/her points of view compare and contrast with other points of view explored during the inquiry experience. Shows awareness of how the ability to recognize and analyze points of view impacted the critical thinking process. Often assesses one’s own critical thinking dispositions with accuracy. (Does the student continuously seek clarity and understanding? Use accuracy and detail? Dedicate enough time and effort to thinking? Reflect on the amount of support needed during the critical thinking process?)

Grade 11-12

Frequently identifies and corrects errors in the process. Often analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy. (Does the student openly explore alternative points of view? Show open-mindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect about the amount of support that he/she needs during the critical thinking process?) Often identifies factors that affect one’s objectivity or rationality. Rarely makes significant errors in reviewing one’s own performance.

4Cs Rubrics: Additional Resources

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