critical thinking
RUBRIC
11 t h/12 t h GR AD E
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |1
General Description and Suggestions for Use
Assessing the 4Cs – critical The EdLeader21 4Cs rubrics support educators in assessing the 4Cs throughout their systems of teaching and learning.
thinking, communication, 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 collaboration and creativity.
– is imperative for any
credible 21st century teaching These rubrics have been designed with formative assessment of student work in mind, but they can be adapted for many
and learning initiative. additional uses.
For more information on suggested Benefits of the General Purpose Rubrics:
uses for this rubric, including making
the connections with core academic t Define the performance areas associated with each of the 4Cs.
subjects, please see the 4Cs Rubrics: t Define important dispositions and habits of mind associated with each of the 4Cs.
Suggestions for Use document. 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.
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.
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |2
How Does this Rubric Define Critical Thinking?
EdLeader21, drawing from the P21 definition, starts with the following basic definition of critical thinking:
CRITICAL THINKERS:
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 [email protected].
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |3
PERFORMANCE AREA 1 234
Information Shows an inability to grasp Defines the problem, Clearly defines the problem, Shows an impressive level
Discovery the problem, investigation, investigation, or challenge, investigation, or challenge; of depth of understanding of
or challenge; rarely seeks but explanation lacks continuously seeks clarity the problem, investigation, or
clarity and understanding. clarity. Seeks clarity and and understanding. challenge.
understanding at times,
Formulates questions that but sometimes moves Identifies inquiry questions Shows an impressive level
are unclear and/or easily forward without sufficient clearly and precisely; of depth of understanding of
answered and do not understanding. engages in an open-ended the audience for the solution
provide a foundation for thinking process to develop to the problem, including
inquiry. Is beginning to formulate an initial set of questions expectations for and
clear inquiry questions, but related to the problem, constraints on the solution.
Attempts to select questions are limited and investigation, or challenge;
information to answer provide a framework for refines the initial set of Generates thought-provoking
inquiry questions, but is limited inquiry. questions; and identifies a inquiry questions. Carefully
unable to find the right key question or prioritized phrases questions in an
information. Is beginning to select set of questions on which to effort to influence the depth,
information, but needs focus. Questions provide a quality, and value of the
assistance to find solid foundation for inquiry. information they will obtain
information that is sufficient through investigation. The
to answer the scope of Selects information that quality of questions allows
inquiry questions. is sufficient in terms of for in-depth inquiry.
its quantity, diversity,
and relevance to inquiry
questions.
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |4
PERFORMANCE AREA 12 3 4
Interpretation Identifies criteria and Is beginning to create Compares and classifies Expertly and appropriately
& Analysis creates categories for simple criteria to compare information accurately; selects, categorizes, and
information that attend to and classify information; almost always identifies classifies a wide variety of
trivial aspects of the items, makes limited comparisons characteristics that create information (e.g., significant
or items that cannot be that are meaningful. meaningful comparisons. experiences, situations,
accurately compared or data, events, judgments,
classified. Makes significant Is beginning to evaluate the Evaluates the accuracy and conventions, beliefs, rules,
errors in identifying accuracy and relevance of relevance of information procedures, and/or criteria)
similarities, differences and information; makes limited and the strengths of related to the topic.
categorization of items. comments regarding the arguments, with no
strengths of arguments. significant errors. Provides a well-developed
Detects arguments rarely; examination of the
inaccurately evaluates the evidence and sources
strength of claims. of evidence; always
questions the accuracy,
Ignores explicit and implicit precision, relevance,
points of disagreement; and completeness of
rarely identifies evidence information.
that supports or
undermines a particular Accurately detects and
claim. 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.
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |5
PERFORMANCE AREA 1234
Reasoning Is unable to show Is beginning to show Offers generalizations that Demonstrates complete
understanding of understanding of relate in a significant way to understanding and
generalizations related to generalizations related to the problem, investigation, or appropriate use of inductive
the problem, investigation, the problem, investigation, challenge. and deductive reasoning as
or challenge by articulating or challenge by articulating appropriate to the situation:
examples; makes erroneous examples, but is unable to Presents logical conclusions
generalizations. create his/her own accurate regarding how to solve the t Inductive—Draws
generalizations. problem, meet the challenge, conclusions that reflect
Presents conclusions answer the question, etc. clear and logical links
regarding how to solve Presents conclusions that illustrate substantial between the information
the problem, meet the regarding how to solve understanding. or observations and the
challenge, answer the the problem, meet the interpretations made
question, etc., that illustrate challenge, answer the Provides explanations that from them.
serious misconceptions. question, etc., that illustrate are generally clear, citing
partial understanding. sufficient evidence for t Deductive—
Provides explanations for conclusions drawn. Demonstrates an
conclusions drawn that are Provides explanations that understanding of
unclear and impossible lack clarity, citing partial Demonstrates ethical the generalizations
to follow; fails to provide evidence for conclusions reasoning and judgment by or principles that is
evidence for conclusions drawn. clearly sharing perspectives not only accurate but
drawn. on why the proposed course provides a unique
Explanation includes a of action is morally the best perspective on the topic.
Explanation lacks a perspective on why the decision.
perspective on why the proposed course of action Draws logical conclusions
proposed course of action is is morally the best decision, that are not immediately
morally the best decision. but lacks clarity. obvious; explains the
rationale for conclusions
through sophisticated
and often original uses of
inductive and/or deductive
reasoning.
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |6
PERFORMANCE AREA 1 23 4
Problem Describes systems Describes how parts of a Accurately and clearly Applies tools of systems
Solving/ inaccurately or in overly whole interact with each analyzes and describes how thinking (e.g., iceberg,
Solution simplified, obvious terms other to produce overall parts of a whole interact ladder of inference, systems
Finding that inhibit understanding outcomes in systems, and with each other to produce archetypes, reinforcing/
of the problem or task. how systems effectively overall outcomes in balancing feedback loops,
interact with each other, complex systems, and how systems archetypes, or
Demonstrates limited but explanation indicates a systems effectively interact behavior-over-time graphs)
understanding of how and minimal understanding. with each other. to understand complexity,
when to use tools of systems interdependence, change,
thinking to organize or Is learning how to identify Identifies a sufficient and leverage that are
make connections between plausible solutions to the number of plausible appropriate for the task.
pieces of information. problem, answers to the solutions to the problem,
question, or approaches answers to the question, Almost always identifies a
Often presents solutions, to meet the challenge, or approaches to meet the variety of unique solutions
answers, or approaches that but provides limited challenge. to the problem, often by
do not address the problem, options that show minimal using both convergent and
question, or challenge understanding. Analyzes, with precision divergent thinking:
directly. and accuracy, the relative
Analyzes the relative effectiveness of proposed t Convergent—follows
Uses illogical methods effectiveness of proposed solutions or approaches. a clear line of logical
for determining relative solutions or approaches, but Uses relevant criteria steps to select a specific
value of alternatives; the process is not sufficiently to eliminate ineffective option or options that
solutions or approaches thorough and shows solutions or approaches will solve the problem
are presented with little to minimal insight. and select those that are
no consideration of their plausible. t Divergent—generates
strengths and weaknesses. Uses criteria to eliminate multiple options for
ineffective solutions or solving a problem.
Identifies few or no criteria approaches, but criteria are
that are relevant to the a little vague and produce Clearly identifies criteria
selection of a solution or some options that are not by which solutions will
approach. plausible. be assessed. Provides a
thorough, fully developed
assessment of each solution
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |7
1 2 3PERFORMANCE AREA 4
Problem based upon the criteria.
Solving/ Shows an impressive level
Solution of depth of understanding
Finding by comparing and
contrasting the alternatives
(continued) to provide unique insights
into the problem and
Constructing Provides simplistic Provides a claim that Provides a claim that solution.
Arguments arguments with scant may be stated unclearly; clearly articulates an
descriptions of claims to is beginning to explain opinion; clearly explains Engages in effective,
show reasoning. the reasoning for claims. the reasoning for claims. thorough trials of a wide
Descriptions are somewhat Cites a sufficient quantity variety of proposed
Arguments are based on convincing, but lack clarity. of relevant evidence to solutions to develop and
evidence that is inadequate support most claims. demonstrate an in-depth
or unstated. Cites evidence to support understanding of the
argument, but provides Presents a clear and problem and ways to
Presents arguments with an insufficient quantity sufficient treatment of address it.
little or no explanation or to provide a strong most available evidence
justification for claims. justification. relating to the argument; Through presentation of
clearly and convincingly important details, facts,
Provides a minimal addresses counter and concepts, clearly
treatment of some of the arguments. expresses results of one’s
reasoning through cogent
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. arguments that are well-
supported by evidence.
Considers what evidence is
missing and how it should
affect an evaluation of the
claim.
Provides careful and
reasoned qualifications
|8
PERFORMANCE AREA 1 2 3 4
Constructing evidence related to the or restrictions for the
Arguments claim; acknowledgement claim in such a way that
of counter arguments the argument provides a
(continued) is present, but not clear unique perspective on the
enough to support the claim.
claim.
Self-Regulation/ Often identifies errors in the Is beginning to show the Frequently identifies Nearly always accurately
process, and how to fix them, ability to identify errors and corrects errors in the identifies all errors in the
Reflection in the process, but needs process. information or process.
incorrectly. support in correcting the
problem or identifying a Often analyzes and Always analyzes and
Rarely analyzes and new course of action. questions one’s own evaluates one’s own
questions one’s own thinking, reasoning, cognitive skills with a view
thinking, reasoning, Sometimes analyzes and critical thinking toward questioning and/or
and critical thinking and questions one’s dispositions with accuracy. validating one’s reasoning
dispositions with accuracy. own thinking, reasoning, (Does the student openly and results.
(Does the student openly and critical thinking explore alternative points
explore alternative points dispositions with accuracy. of view? Show open- Accurately judges the
of view? Show open- (Does the student openly mindedness and flexibility? extent to which one’s
mindedness and flexibility? explore alternative points Continuously seek clarity thinking is influenced by
Continuously seek clarity of view? Show open- and understanding? deficiencies in knowledge,
and understanding? Use mindedness and flexibility? Use precision and stereotypes, prejudices,
precision and thoroughness? Continuously seek clarity thoroughness? Dedicate emotions, or any other
Dedicate enough time and and understanding? enough time and effort to factors that constrain one’s
effort to thinking? Assess Use precision and thinking? Assess whether objectivity or rationality.
whether the quality of his/ thoroughness? Dedicate the quality of his/her Work is always unbiased,
her thinking is improving enough time and effort to thinking is improving over fair-minded, thorough, and
over time? Reflect on the
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. |9
1 2 3 4PERFORMANCE AREA
Self-Regulation/ amount of support that he/ thinking? Assess whether the time? Reflect about the objective.
Reflection she needs during the critical quality of his/her thinking is amount of support that he/
thinking process?) improving over time? Reflect she needs during the critical Designs reasonable
(continued) on the amount of support thinking process?) procedures to remedy or
Displays significant biases that he/she needs during the correct, if possible, any
that prevent an objective critical thinking process?) Often identifies factors that mistakes and their causes.
perspective. affect one’s objectivity or
Sometimes identifies factors rationality.
Rarely questions and/ that affect one’s objectivity
or evaluates one’s own or rationality. Rarely makes significant
reasoning and cognitive errors in reviewing one’s
skills; makes regular errors in Is beginning to review one’s own performance.
reviewing performance. own performance, but
review shows errors in self-
reflection.
Critical Thinking 11th/12th Grade ©2014 EdLeader21. All rights reserved. | 10
Acknowledgements
PROCESS
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.
PROJECT LEADERSHIP & WRITING SPECIAL THANKS
Valerie Greenhill The following organizations and individuals provided critical
EdLeader21 feedback during the writing process:
Sara Hallermann Project Zero
EdLeader21 Harvard Graduate School of Education
Team led by Veronica Boix-Mansilla
Jack Dale
Superintendent Roland Case
Fairfax County Public Schools Critical Thinking Consortium
Richard Moniuszko Garfield Gini-Newman
Assistant Superintendent Critical Thinking Consortium
Fairfax County Public Schools
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 ©2014-2017 EdLeader21. All rights reserved.
EDLEADER21 WORKING 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)
Roanoke County Public Schools (VA)
Albemarle County Public Schools (VA) Hewlett-Woodmere School District (NY) San Francisco Day School (CA)
San Jose Unified School District (CA)
Amphi School District (AZ) Howard Suamico School District (WI) St. George’s Independent School (TN)
The Bronxville School (NY)
Arcadia Unified School District (CA) Lexington County School District 1 (SC) Curtis School (CA)
Virginia Beach City Public Schools (VA)
Ballston Spa Central School District (NY) Littleton Public Schools (CO) Walnut Valley Unified School District (CA)
Washoe County School District (NV)
Beaufort Public Schools (SC) Los Angeles Unified School District (CA) Waters Foundation (PA)
Watertown Public Schools (MA)
Bend-La Pine School District (OR) Lucia Mar Unified School District (CA)
Birmingham Public Schools (MI) Madison Public Schools (CT)
Castaic Union School District (CA) Mesa Public Schools (AZ)
ConnectEd California (CA) MSD of Decatur Township (IN)
Douglas County School District (CO) Napa Valley Unified School District (CA)
East Syracuse-Minoa Central School Dist. (NY) Natick Public Schools (MA)
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)
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
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.
New Technology High School. (2012). Peer collaboration and teamwork rubric. Napa, CA: New Technology High School & New
Technology Foundation.
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
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.
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
communication
RUBRIC
11 t h/12 t h GR AD E
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |1
General Description and Suggestions for Use
Assessing the 4Cs – critical The EdLeader21 4Cs rubrics support educators in assessing the 4Cs throughout their systems of teaching and learning.
thinking, communication, 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 collaboration and creativity.
– is imperative for any
credible 21st century teaching These rubrics have been designed with formative assessment of student work in mind, but they can be adapted for many
and learning initiative. additional uses.
For more information on suggested Benefits of the General Purpose Rubrics:
uses for this rubric, including making
the connections with core academic t Define the performance areas associated with each of the 4Cs.
subjects, please see the 4Cs Rubrics: t Define important dispositions and habits of mind associated with each of the 4Cs.
Suggestions for Use document. 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.
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.
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |2
How Does this Rubric Define Communication?
EdLeader21, drawing from the P21 definition, starts with the following basic definition of communication:
COMMUNICATE CLEARLY
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 “proficient” level of student performance.
t LEVEL 4: describes student performance that is exemplary and exceeds proficiency.
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |3
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 [email protected].
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:
ENGAGING IN CONVERSATIONS AND DISCUSSIONS ROW
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.
LISTENING ROW
t CCR3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
DELIVERING ORAL PRESENTATIONS 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 ©2014 EdLeader21. All rights reserved. |4
PERFORMANCE AREA 1234
Engaging in Recognizes the importance Often uses effective Consistently uses effective Shows a deep and genuine
Conversations of building positive interpersonal skills during interpersonal skills during concern for the opinions and
& Discussions relationships with conversations to build conversations to build ideas of the people involved
collaborators, but rarely positive relationships with positive relationships with in the conversation.
uses interpersonal skills collaborators. collaborators.
that are necessary for Shows an ability to have
effective communication. Responds to questions; Propels conversations by in-depth and meaningful
is beginning to propel posing and responding to conversations.
Is hesitant to respond conversations by posing questions; clarifies, verifies,
to questions during further questions. Is or challenges ideas and Shows a deep understanding
conversations. When growing in ability to conclusions with diplomacy; of the interpersonal
attempting to clarify, clarify, verify, or challenge and consistently participates dynamics of the conversation
verify, or challenge ideas, ideas and conclusions relevantly in conversations; and adjusts to encourage the
often comes across as with diplomacy, rather full, productive participation
argumentative or defensive; than coming across as Consistently delivers of all parties.
rarely participates argumentative or defensive; feedback in a manner that
relevantly in conversations; sometimes participates makes the recipients feel
relevantly in conversations. safe.
Rarely delivers feedback
in a manner that makes the Sometimes delivers Consistently communicates
recipients feel safe. feedback in a manner that positively and indicates that
makes the recipients feel collaborators’ opinions and
Shows understanding safe. ideas are valued.
of the importance of
being positive when Communicates positively,
communicating, but often and is growing in ability to
shows negativity and is express that collaborators’
hesitant to let collaborators opinions and ideas are
know that their opinions valued.
and ideas are valued.
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |5
PERFORMANCE AREA 1 2 34
Using 21st Develops unclear messages Develops a somewhat Develops a clear message Consistently uses a
Century when communicating clear message when when communicating respectful, friendly tone
Communication using 21st century tools. communicating using 21st using 21st century tools when communicating using
Tools The sender and receiver century tools. Usually crafts (i.e., telecommunications
rarely understand the same messages so that both and online resources 21st century tools.
information as a result of the sender and receiver for asynchronous
the communication. understand the same and synchronous
information as a result of communication).
Uses a format, level of the communication. Consistently, both the sender
formality, and style that is and the receiver understand
inappropriate based on the Uses a format, level the same information as a
communication purpose of formality, and style result of the communication.
and channel. that is somewhat
appropriate based on the Uses a format, level of
Is often unclear communication purpose formality, and style that is
and inaccurate in and channel. appropriate based on the
communication, but is communication purpose and
growing in ability to become Is somewhat clear and channel.
more concise and convey accurate, but could become
ideas more effectively. more concise to convey Is clear, concise, and
ideas more effectively. accurate and conveys ideas
Rarely assesses the effectively.
effectiveness and impact Sometimes assesses the
of communications; is effectiveness and impact Consistently assesses the
unclear about whether the of communications; effectiveness and impact
audience has understood is beginning to know of communications; knows
whether the audience has whether the audience has
the message. understood the message. understood the message.
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |6
PERFORMANCE AREA 1234
Listening Is building a foundation Listens somewhat Listens effectively. When Is skilled at asking questions
to listen effectively; is effectively. When listening, listening, deciphers meaning, to show that active listening
beginning to show the deciphers knowledge including knowledge is in progress; encourages
ability to accurately communicated by the communicated by the others to do much of the
decipher knowledge speaker, and is growing in speaker and the speaker’s
communicated by the the ability to decipher the values, attitudes, and talking.
speaker, but often becomes speaker’s values, attitudes, intentions.
confused about the and intentions.
message. Consistently asks questions
Sometimes asks questions to gain clarification on the
Rarely asks questions to gain clarification on the intended message.
to gain clarification on intended message.
the intended message; is Listens actively and
building a foundation to do Listens somewhat attentively, demonstrates
so, with confidence. actively and attentively; interest in the speaker’s
demonstrates minor interest message, and provides
Listens inattentively, in the speaker’s message; verbal or nonverbal
demonstrates a lack of and is beginning to provide feedback to indicate that
interest in the speaker’s verbal or nonverbal the message was received;
message, and appears to be feedback to indicate that shows understanding.
disengaged. the message was received
to show understanding, but Consistently honors
Rarely honors established can sometimes appear to be established norms related
norms related to listening disengaged. to listening (e.g., “shares the
(e.g., “shares the air”). air”).
Sometimes honors
established norms related
to listening (e.g., “shares the
air”).
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |7
PERFORMANCE AREA 1 2 3 4
Communicating Is building a foundation to Is beginning to Communicates effectively Shows strong cultural
in Diverse communicate effectively communicate effectively in diverse environments awareness when
Environments in diverse environments in diverse environments (including multi-lingual); communicating in diverse
(including multi-lingual), (including multi- refrains from the use environments; uses empathy
but regular use of lingual). However, the of colloquialisms, to determine how learners
colloquialisms, jargon, and student’s periodic use of jargon, or slang to avoid from other cultures would
slang make it difficult for colloquialisms, jargon, or communication barriers. like to be treated. Checks
collaborators to understand slang makes it difficult for assumptions about learners
what the student is trying to some learners from other Shows cultural from other cultures; shows
communicate. cultures to understand understanding and when consideration of other
what the student is trying to engaging with learners peoples’ world views, frames
Shows a lack of cultural communicate. from other cultures; of reference, and beliefs;
understanding when respects differences in and asks for feedback on
engaging with learners Shows limited cultural communication.
from other cultures; understanding when communication skills.
appears awkward when engaging with learners
encountering differences in from other cultures;
communication. respects differences in
communication.
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |8
PERFORMANCE AREA 1234
Delivering When delivering oral When delivering oral When delivering oral Discusses presentation topic
Oral presentations, is able to presentations, is able presentations, accurately with passion and excitement;
Presentations accurately answer few to accurately answer and confidently fields generates a high level of
questions to demonstrate some questions to questions to demonstrate interest from the audience.
conceptual understanding demonstrate conceptual conceptual understanding
and knowledge; shows a understanding and and knowledge.
lack of confidence when knowledge; is beginning
fielding questions during to show confidence when Presents information,
presentations. fielding questions during findings, and supporting
presentations. evidence clearly; conveys
Information, findings, a distinct perspective; and
and supporting evidence Presents information, clearly addresses alternative
presented are unclear findings, and supporting or opposing perspectives.
to the viewer/listener. evidence somewhat clearly;
Presentation lacks a clear conveys a somewhat Organization, substance,
perspective and fails to distinct perspective; and style are consistently
address alternative or somewhat clearly addresses appropriate to the context,
opposing perspectives. alternative or opposing purpose, and audience.
perspectives. Shows awareness of the
Organization, substance, audience’s needs, interests,
and style are rarely Organization, substance, expertise, ages, and cultural
appropriate to the context, and style are sometimes backgrounds.
purpose, and audience. appropriate to the context,
Shows a lack of awareness purpose, and audience. Use of digital media
of the audience’s needs, Shows limited awareness enhances audience
interests, expertise, ages, of the audience’s needs, understanding and
and cultural backgrounds. interests, expertise, ages, adds interest; format is
and cultural backgrounds. appropriate for the data
Use of digital media detracts represented.
from the presentation Use of digital media
and diminishes audience somewhat enhances
understanding and interest; audience understanding
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. |9
PERFORMANCE AREA 1 23 4
Delivering format is inappropriate for and adds interest; format is Adheres to the time
Oral the data represented. somewhat appropriate for the allocation for the
Presentations data represented. presentation.
Substantially strays from
(continued) the time allocation for the Nearly adheres to the time Effectively uses body
presentation. allocation for the presentation. language to enhance
communication.
Use of body language to Use of body language to
enhance communication is enhance communication is Dresses very appropriately
ineffective and distracting. somewhat effective, but may for the occasion.
be distracting at times.
Dresses inappropriately for
the occasion. Dresses somewhat
appropriately for the
occasion.
Self-Regulation Rarely reflects on the Sometimes reflects on Consistently reflects Accurately identifies
& Reflection level of success of the level of success of accurately on the level of underlying causes that
communications and communications, but success of communications. influence communication
reflections are generally reflections are not always (Where was his/her challenges or breakdowns;
inaccurate. (Where was his/ accurate. (Where was his/ communication strong? consistently identifies
her communication strong? her communication strong? Where was it weak? How reasonable action items to
Where was it weak? How Where was it weak? How much support did he/she
much support did he/she much support did he/she need? How did the quality improve communication.
need? How did the quality need? How did the quality of communication impact
of communication impact of communication impact his/her ability to accomplish
his/her ability to accomplish his/her ability to accomplish tasks and meet goals? What
tasks and meet goals? What tasks and meet goals? What improvements could be
improvements could be improvements could be made in communication next
made in communication made in communication time?)
next time?)
next time?)
Communication 11th/12th Grade ©2014 EdLeader21. All rights reserved. | 10
Acknowledgements
PROCESS
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.
PROJECT LEADERSHIP & WRITING SPECIAL THANKS
Valerie Greenhill The following organizations and individuals provided critical
EdLeader21 feedback during the writing process:
Sara Hallermann Project Zero
EdLeader21 Harvard Graduate School of Education
Team led by Veronica Boix-Mansilla
Jack Dale
Superintendent Roland Case
Fairfax County Public Schools Critical Thinking Consortium
Richard Moniuszko Garfield Gini-Newman
Assistant Superintendent Critical Thinking Consortium
Fairfax County Public Schools
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 ©2014-2017 EdLeader21. All rights reserved.
EDLEADER21 WORKING 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)
Roanoke County Public Schools (VA)
Albemarle County Public Schools (VA) Hewlett-Woodmere School District (NY) San Francisco Day School (CA)
San Jose Unified School District (CA)
Amphi School District (AZ) Howard Suamico School District (WI) St. George’s Independent School (TN)
The Bronxville School (NY)
Arcadia Unified School District (CA) Lexington County School District 1 (SC) Curtis School (CA)
Virginia Beach City Public Schools (VA)
Ballston Spa Central School District (NY) Littleton Public Schools (CO) Walnut Valley Unified School District (CA)
Washoe County School District (NV)
Beaufort Public Schools (SC) Los Angeles Unified School District (CA) Waters Foundation (PA)
Watertown Public Schools (MA)
Bend-La Pine School District (OR) Lucia Mar Unified School District (CA)
Birmingham Public Schools (MI) Madison Public Schools (CT)
Castaic Union School District (CA) Mesa Public Schools (AZ)
ConnectEd California (CA) MSD of Decatur Township (IN)
Douglas County School District (CO) Napa Valley Unified School District (CA)
East Syracuse-Minoa Central School Dist. (NY) Natick Public Schools (MA)
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)
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
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.
New Technology High School. (2012). Peer collaboration and teamwork rubric. Napa, CA: New Technology High School & New
Technology Foundation.
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
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.
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
collaboration
RUBRIC
11 t h/12 t h GR AD E
Collaboration 11th/12th Grade ©2014 EdLeader21. All rights reserved. |1
General Description and Suggestions for Use
Assessing the 4Cs – critical The EdLeader21 4Cs rubrics support educators in assessing the 4Cs throughout their systems of teaching and learning.
thinking, communication, 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 collaboration and creativity.
– is imperative for any
credible 21st century teaching These rubrics have been designed with formative assessment of student work in mind, but they can be adapted for many
and learning initiative. additional uses.
For more information on suggested Benefits of the General Purpose Rubrics:
uses for this rubric, including making
the connections with core academic t Define the performance areas associated with each of the 4Cs.
subjects, please see the 4Cs Rubrics: t Define important dispositions and habits of mind associated with each of the 4Cs.
Suggestions for Use document. 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.
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.
Collaboration 11th/12th Grade ©2014 EdLeader21. All rights reserved. |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.
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 [email protected].
Collaboration 11th/12th Grade ©2014 EdLeader21. All rights reserved. |3
PERFORMANCE AREA 1234
Leadership & Frequently misunderstands Demonstrates a limited Demonstrates a clear Shows an impressive ability
Initiative the scope and relevance of understanding of the scope understanding of the scope to understand and perform
the group’s work. and relevance of the team’s and relevance of the team’s each role on the team;
work. work; sufficiently describes can discern and verbalize
Misunderstands the duties the duties and/or roles of all which team member is
and/or roles of team Periodically helps clarify team members. appropriately matched for
members. responsibilities and/ each role.
or roles and among Often helps clarify roles and
Plays a passive role; tends to team members, but responsibilities among team Provides leadership to the
be an observer rather than more commonly needs members. group in defining the mission
taking initiative. clarification from team and vision for the work.
members. Fulfills roles and
responsibilities with little Clearly articulates the team’s
Fulfills roles and prompting or coaching. goals, thoughtfully organizes
responsibilities with regular and divides the work, checks
prompting and coaching. 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 ©2014 EdLeader21. All rights reserved. |4
PERFORMANCE AREA 1 2 34
Cooperation Often contributes to group Periodically, but not Consistently helps resolve Consistently enhances
challenges or confusion by consistently, helps resolve conflict or address challenges group productivity by
withdrawing participation conflict or address within the group through making compromises,
and/or setting a negative challenges within the discussion and consensus- building consensus
tone in words and actions. group through discussion building activities. among team members and
and consensus-building setting a positive tone in
activities. words and actions; shows
understanding of the learning
needs of group members.
Flexibility Rarely displays awareness Displays minimal awareness Displays sufficient awareness Consistently shows respect
of the diversity of ideas, of the diversity of ideas, of the diversity of ideas, and empathy for the ideas,
opinions, and feelings of opinions, and feelings of opinions, and feelings of opinions, values, and feelings
group members; tends to group members; sometimes group members; consistently of other group members.
work in isolation with a takes other ideas, takes other ideas, opinions,
fixed, inflexible perspective. opinions, and perspectives and perspectives into
into consideration and consideration and negotiates
negotiates to reach to reach workable solutions.
workable solutions.
Collaboration 11th/12th Grade ©2014 EdLeader21. All rights reserved. |5
PERFORMANCE AREA 1 2 34
Responsibility & Accepts responsibilities Shows a willingness to Accepts responsibilities with Shows excitement about the
Productivity with hesitation. accept responsibilities. a positive attitude. task at hand; inspires and
motivates the group.
Is unwilling to help others Is sometimes hesitant to Assists others as needed;
in need. help others in need. values opinions and skills of Frequently produces large
all group members. quantities of high-quality
Is rarely well-prepared for Is sometimes well-prepared individual work; connects
group work; consistently for group work; completes Is often well-prepared for this work to the work of
submits work late. some individual action group work; completes all others in ways that improve
items on time. individual action items on the group’s overall work.
Performs work that is time.
often not related or Products may be lacking Always uses safe and
is unimportant to the in quality; periodically, Submits high-quality ethical practices when
assignment; submits work but not consistently, meets products; regularly meets communicating electronically.
that is incomplete and does specifications for assigned specifications for assigned
not meet specifications for tasks. tasks. Regularly employs a wide
assigned task. range of project management
Sometimes shows evidence Consistently and accurately strategies that enhance the
Focuses on his/her work in of monitoring individual prioritizes and monitors group’s effectiveness (e.g.,
isolation; frequently ignores and team progress toward individual and team progress creates timelines, identifies
or misunderstands the goals and prioritizing; toward goals, making or sets goals, prioritizes and
goals of the group and the periodically makes sufficient corrections and allocates tasks, organizes
roles individual members adjustments based on adjustment when needed. resource-gathering, monitors
play in producing quality status of collaborative work. progress, and keeps group on
collaborative work. task).
Collaboration 11th/12th Grade ©2014 EdLeader21. All rights reserved. |6
PERFORMANCE AREA 1 2 34
Use of Tech Shows a lack of awareness Shows minimal awareness Shows an awareness of the Shows deep understanding
Tools for of the current technological of the current technological current technological tools of the current technological
Synchronous & tools available for tools available for available for collaboration, tools available for
Asynchronous collaboration, is hesitant collaboration; agrees to aids in the team’s selection synchronous and
Collaboration to use tools selected by the use tools selected by the of the most appropriate tools asynchronous collaboration
team to complete tasks, and team to complete the tasks. for the tasks, uses selected by informing the team about
often uses selected tools in Generally uses selected tools appropriately and options and ways in which
a manner that decreases the tools appropriately and responsibly in a manner various tools can assist
team’s productivity. responsibly, but sometimes that enhances the team’s with productivity. Supports
does so in a manner that productivity. team members in using the
Is hesitant to collaborate decreases the team’s selected tools appropriately
asynchronously using productivity. When collaborating and responsively; offers
technological tools; asynchronously using guidance regarding how to
uses an inappropriate Is beginning to demonstrate technological tools, increase productivity through
tone when collaborating comfort and confidence consistently uses effective effective use of selected
with collaborators in collaborating communication strategies tools.
asynchronously. asynchronously using to appropriately exchange
technological tools. information and read,
Sometimes uses effective interpret, and respond to
communication strategies collaborators’ work using an
to appropriately exchange appropriate tone.
information and read,
interpret, and respond to
collaborators’ work, but
needs coaching at times
on how to do so using an
appropriate tone.
Collaboration 11th/12th Grade ©2014 EdLeader21. All rights reserved. |7
PERFORMANCE AREA 1 234
Responsiveness Refrains from offering Is beginning to show Consistently provides Shows a high comfort level
feedback. confidence in offering constructive feedback; in providing and receiving
feedback to team members; delivers feedback effectively feedback; displays curiosity
Responds to constructive feedback is sometimes in a manner that is well- about the quality of work and
feedback with a negative well-received. received by the recipients. seeks helpful, descriptive
and/or disengaged attitude. feedback from peers,
Delivery of or response Sometimes accepts Proactively solicits feedback; the teacher, and experts
to constructive criticism constructive feedback; consistently accepts and involved; and provides and
limits the group’s ability to shows minimal appreciation shows appreciation for receives feedback in ways
produce high-quality work for constructive feedback. constructive feedback. that advance the group’s
(e.g., becomes defensive or ability to produce high-
provides vague, confusing quality work.
commentary).
Self-Regulation/ Rarely engages in self- Sometimes engages in Consistently engages in Is highly reflective and shows
Reflection critique or reflection on self-critique and reflection self-critique and reflection a strong capacity for self-
collaboration strengths on collaboration strengths on collaboration strengths critique.
and areas in need of and areas in need of and areas in need of
improvement. improvement. improvement.
Shows an inability to Describes learning as a Clearly describes learning
describe learning as a result result of collaboration as a result of collaboration
of collaboration experience. experience, but description experience. (Where was
(Where was the student’s lacks clarity. (Where was the student’s collaboration
collaboration strong? Where the student’s collaboration strong? Where was it
was it weak? How much strong? Where was it weak? How much support
support did he/she need? weak? How much support did he/she need? What
What improvements could did he/she need? What improvements could be
be made in collaboration improvements could be made in collaboration next
next time?) made in collaboration next time?)
time?)
Collaboration 11th/12th Grade ©2014 EdLeader21. All rights reserved. |8
Acknowledgements
PROCESS
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.
PROJECT LEADERSHIP & WRITING SPECIAL THANKS
Valerie Greenhill The following organizations and individuals provided critical
EdLeader21 feedback during the writing process:
Sara Hallermann Project Zero
EdLeader21 Harvard Graduate School of Education
Team led by Veronica Boix-Mansilla
Jack Dale
Superintendent Roland Case
Fairfax County Public Schools Critical Thinking Consortium
Richard Moniuszko Garfield Gini-Newman
Assistant Superintendent Critical Thinking Consortium
Fairfax County Public Schools
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 ©2014-2017 EdLeader21. All rights reserved.
EDLEADER21 WORKING 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)
Roanoke County Public Schools (VA)
Albemarle County Public Schools (VA) Hewlett-Woodmere School District (NY) San Francisco Day School (CA)
San Jose Unified School District (CA)
Amphi School District (AZ) Howard Suamico School District (WI) St. George’s Independent School (TN)
The Bronxville School (NY)
Arcadia Unified School District (CA) Lexington County School District 1 (SC) Curtis School (CA)
Virginia Beach City Public Schools (VA)
Ballston Spa Central School District (NY) Littleton Public Schools (CO) Walnut Valley Unified School District (CA)
Washoe County School District (NV)
Beaufort Public Schools (SC) Los Angeles Unified School District (CA) Waters Foundation (PA)
Watertown Public Schools (MA)
Bend-La Pine School District (OR) Lucia Mar Unified School District (CA)
Birmingham Public Schools (MI) Madison Public Schools (CT)
Castaic Union School District (CA) Mesa Public Schools (AZ)
ConnectEd California (CA) MSD of Decatur Township (IN)
Douglas County School District (CO) Napa Valley Unified School District (CA)
East Syracuse-Minoa Central School Dist. (NY) Natick Public Schools (MA)
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)
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
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.
New Technology High School. (2012). Peer collaboration and teamwork rubric. Napa, CA: New Technology High School & New
Technology Foundation.
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
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.
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wuhsms.org/index.php?option=com_content&view=category&layout=blog&id=92&Itemid=223.
4Cs Rubrics: Acknowledgements & Sources ©2014-2017 EdLeader21. All rights reserved.
creativity |1
RUBRIC
11 t h/12 t h GR AD E
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved.
General Description and Suggestions for Use
Assessing the 4Cs – critical The EdLeader21 4Cs rubrics support educators in assessing the 4Cs throughout their systems of teaching and learning.
thinking, communication, 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 collaboration and creativity.
– is imperative for any
credible 21st century teaching These rubrics have been designed with formative assessment of student work in mind, but they can be adapted for many
and learning initiative. additional uses.
For more information on suggested Benefits of the General Purpose Rubrics:
uses for this rubric, including making
the connections with core academic t Define the performance areas associated with each of the 4Cs.
subjects, please see the 4Cs Rubrics: t Define important dispositions and habits of mind associated with each of the 4Cs.
Suggestions for Use document. 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.
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.
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. |2
How Does this Rubric Define Creativity?
EdLeader21, drawing from the P21 definition, starts with the following basic definition of creativity:
THINK CREATIVELY
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.
WORK CREATIVELY WITH 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.
DEMONSTRATE COURAGE TO EXPLORE
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.
IMPLEMENT INNOVATIONS
t Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.
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.
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. |3
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 [email protected].
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. |4
PERFORMANCE AREA 1234
Idea Shows an inability to find a Somewhat effectively, finds Effectively finds a compelling Shows an impressive level
Generation compelling problem or area a compelling problem or problem or area of focus that of depth of understanding of
of focus that demands their area of focus that demands demands their attention. the problem, investigation, or
attention, or to grasp the their attention. Defines the Clearly defines the problem, challenge.
problem, investigation, or problem, investigation, or investigation, or challenge
challenge provided. challenge, but explanation in a manner that builds Shows an impressive level
lacks clarity and may impact a framework for idea of depth of understanding of
Shows an inability to idea generation. generation. the audience for the solution
reframe the problem, to the problem, including
investigation, or challenge Reframes the problem, Reframes the problem, expectations for and
into a metaphor or analogy. investigation, or challenge investigation, or challenge constraints on the solution.
into a metaphor or analogy, into a metaphor or analogy
Generates few ideas. but the metaphor or to yield a clear direction Takes an original, unique,
analogy does not provide a regarding how to approach imaginative approach to idea
Offers ideas that are limited sufficiently clear direction the task (e.g., “a personal generation.
in diversity; ideas are regarding how to approach music player is jewelry”
often vague and loosely the task. metaphor sparked creativity Demonstrates a complete
related to the creative in the idea generation phase understanding of all the
challenge at hand. Shows Communicates some new that led to the iPod). characteristics of divergent
an understanding of the ideas, but the volume is not thinking skills, such as:
concept of precedents, but sufficient to spark a creative Generates a sufficient
fails to research whether process. Asks, “Is my idea volume of new ideas. Asks, t Fluency—generates
ideas offered are new ideas. really new?” Learning from “Is my idea really new?” a high volume of new
research about precedents Clearly explains information ideas in response to
Participates in limited is not sufficient to inform acquired from researching open-ended questions
amounts of brainstorming; the creative innovation precedents. or problems;
raises few open-ended, process.
“what if” questions during Offers ideas that are broad t Flexibility—openness
the idea generation process. Offers ideas that are in their diversity; ideas to examining ideas in
somewhat diverse and are clearly articulated and unexpected ways;
reasonably clear, though closely related to the creative
they may not be detailed or challenge at hand. t Originality—generating
options that are
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. |5
PERFORMANCE AREA 1 234
Idea expanded enough to show a Regularly asks and answers unusual or statistically
Generation relationship to the creative “what if” questions in order infrequent;
challenge at hand. to propose new solutions
(continued) or new criteria for making t Elaboration—making
Sometimes asks and decisions. ideas richer or more
answers “what if” complete;
questions, but has difficulty
clearly expressing ideas t Metaphorical
to convince participants thinking—using
to consider new solutions comparison or analogy
or new criteria for making to make new or unique
decisions. 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, open-
ended questions that lead
to the generation of original
ideas.
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. |6
PERFORMANCE AREA 1234
Idea Design & Makes limited revisions that Uses organizational Regularly makes sufficient Refines, strengthens, or
Refinement rarely advance or improve techniques such revisions that advance and/ develops ideas by analyzing
the quality or quantity of as categorization, or improve the quality and possibilities in forward-
Openness & ideas. prioritization, and quantity of ideas. thinking ways; regularly
Courage to classification to present revises and revisits ideas
Explore Presents ideas in isolation, ideas. Is beginning to show Often draws complex to improve them (e.g.,
without evidence evidence of the ability to connections between “tinkering”).
of categorization or draw and explain complex ideas using a variety of
prioritization. connections between ideas. organizational techniques, Sorts, arranges, categorizes,
such as categorization, and prioritizes ideas in
Makes revisions, but prioritization, or ways that turn options
has difficulty translating classification. into creatively productive
feedback into action items outcomes.
to sufficiently advance and/
or improve the quality and
quantity of ideas.
Describes and explores Is beginning to develop Is curious, flexible, and Demonstrates high levels
ideas in black-and-white curiosity, flexibility, and open to ambiguity in of curiosity, imagination,
terms with little attention openness to ambiguity exploring ideas; consistently tenacity, and a sense of
given to diverse points of in exploring ideas, but challenges existing humor in exploring new
view (or “shades of gray”); needs encouragement parameters or ideas. concepts and ideas.
displays low tolerance for and support; sometimes
ambiguity; rarely challenges challenges existing Clearly describes the larger Displays a sophisticated
existing parameters or parameters or ideas. context surrounding the understanding of and
ideas. issue with few errors. empathy for the context of a
Describes the larger context problem.
Pursues simple questions surrounding the issue Displays sufficient
that lead to a limited with few errors, but the willingness to challenge and Comfortably takes risks,
understanding of the full description may lack clarity. go beyond one’s underlying tolerates ambiguity, learns
context of the question or assumptions/beliefs from mistakes, and displays
problem. when exploring ideas and a willingness to grow.
solutions.
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. |7
PERFORMANCE AREA 1 2 3 4
Openness & Represents a single, often Is beginning to show Consistently perseveres Often identifies problems or
Courage to inflexible, perspective in willingness to challenge and in exploring ideas when challenges before others are
Explore pursuing ideas. go beyond one’s underlying encountering moments aware of them.
assumptions or beliefs of failure or constructive
(continued) Frequently stops exploring when exploring ideas and criticism; shows resilience Critically examines
ideas when encountering solutions. in situations in which failure conventional or
moments of failure or is part of the experience. authoritarian assertions;
constructive criticism. Usually perseveres in challenges one’s own
exploring ideas when Has a clear vision of the end assertions or beliefs;
Has an unclear vision encountering moments product or performance. willingly expresses
of the end product or of failure or constructive Displays sufficient resilience unconventional and possibly
performance. Frequently criticism. when confronted with unpopular ideas.
uses a single, inflexible production challenges or
method for producing Has a vision of the end setbacks; is confident and
products. product or performance. able to take calculated risks
Is beginning to display and adapt plans.
resilience when confronted
with production challenges
or setbacks, but sometimes
lacks confidence and ability
to take calculated risks and
adapt plans.
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. |8
PERFORMANCE AREA 1 2 3 4
Works Almost always works Works collaboratively Works collaboratively with Student initiates
Creatively with in isolation; hesitant to with others. Is beginning others. Communicates collaborative, creative
Others communicate ideas and to communicate ideas ideas and feedback to activities or challenges;
provide feedback to others. and feedback to others others effectively; often frequently acts as an "idea
Creative effectively, but sometimes makes connections leader" in activities.
Production & Proposes a product that struggles to make between and builds upon
Innovation has a vague or incomplete connections between or to others’ ideas to generate Displays a sophisticated
connection to the task. build upon others’ ideas to new and unique insights. level of openness and
Product is not considered generate new and unique responsiveness to new
to be valuable or unique by insights. and diverse perspectives;
the broad, target audience incorporates group input and
and is not considered by Somewhat effectively, Effectively shapes feedback into the work.
experts to be creative. shapes original ideas into a original ideas into a
Shows an inability to reflect product in an effort to meet product in an effort to Always exhibits diligence
on the quality of work. specifications. Presents a meet specifications. and ethical behavior in
product that is considered Presents a product that is producing creative works.
to be somewhat valuable considered to be valuable
and unique by the broad, and unique by the broad, Productively uses an
target audience and is target audience and is impressive set of divergent
considered by experts to considered by experts to thinking strategies to
be somewhat creative. be creative. generate ideas.
Reflects with minimal Reflects with accuracy on Uses convergent thinking
accuracy on the quality of the quality of work. skills and/or design
work. 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 ©2014 EdLeader21. All rights reserved. |9
1 2 3 4PERFORMANCE AREA
Creative flexibility, originality, or
Production & elaboration.
Innovation
Demonstrates a high
(continued) degree of adaptability in
the production of creative
products or performances
(e.g., making do with what
is at hand to reach goals.)
Self-Regulation/ Rarely analyzes and Sometimes analyzes Often analyzes and Is highly reflective and
Reflection questions one’s own and questions one’s own questions one’s own shows a strong capacity for
creativity and innovation creativity and innovation creativity and innovation self-critique.
with accuracy. (Is the student with accuracy. (Is the student with accuracy. (Is the
curious, flexible, and open curious, flexible and open student curious, flexible
to ambiguity in exploring to ambiguity in exploring and open to ambiguity
ideas? Does the student ideas? Does the student in exploring ideas? Does
assess the quality of his/her assess the quality of his/her the student assess the
ideas? Show perseverance? ideas? Show perseverance? quality of his/her ideas?
Continuously seek clarity Continuously seek clarity Show perseverance?
and understanding? and understanding? Continuously seek clarity
Dedicate enough time Dedicate enough time and understanding?
and effort to the creative and effort to the creative Dedicate enough time
process? Reflect on the process? Reflect on the and effort to the creative
amount of support that amount of support that process? Reflect on the
he/she needs during the he/she needs during the amount of support that
creative process?) creative process?) he/she needs during the
creative process?)
Creativity 11th/12th Grade ©2014 EdLeader21. All rights reserved. | 10
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