Teaming Rubric Criteria

Preparation
Had sufficient information to support ideas.Student provided documentation, evidence of research, explanation, examples, etc., so that ideas were substantiated and credible.

Displayed clear understanding of assignment and/or course concepts. Student was able to follow directions in approaching the project, was able to apply course concepts appropriately to the project, and was able to communicate effectively with team members regarding the project.

Demonstrated analysis and synthesis. Student was able to think critically regarding the project and was able to assist team members with bringing the various parts of the project together to form a complete, logical, and well-developed whole.

Participation
Demonstrated meaningful contribution. Student took responsibility for his or her portion of the project and contributed well-researched and appropriate material.

Participated in a timely manner. Student produced his or her work by established deadlines so as not to disrupt or hinder the team process.

Cooperation
Shared information. The student willingly provided appropriate materials and information to help facilitate the team's ability to reach its goal.

Demonstrated respect for others. The student treated team members as he or she would like to be treated. The student displayed courtesy for team members, punctuality, and regular attendance at team meetings.

Communication
Used effective communication. The student's body language, facial expressions, and overall attitude/demeanor were conducive to the successful interaction of the team and/or the successful presentation of the team's project (if required).

Used effective visual aids. The student's visual aids (if required) supported and enhanced the team project and were clear and easy to understand.

Used effective voice/tone... The student used appropriate tone when interacting with team members. The student projected well, spoke at an appropriate tempo, and used a conversational tone during the team presentation (if required).

Used effective language. The student did not use condescending or inappropriate language when interacting with team members. The student chose words that were easy to understand; avoided fillers such as "um," "er," "ya know," etc.; and used language to visually explain concepts during team presentation (if required).

Effectively organized presentation. The student introduced his or her topic, gave details pertaining to the topic, and then summarized the main points; the student used transitional statements or expressions to move smoothly from one point to another; the student stayed focused on the topic; and the student presented ideas in an easy-to-follow manner during the team presentation (if required).