Saving the Gorillas

Adopt a position for purposes of this exercise with which they may not agree and represent it well.

The student is able to understand the concept of supporting an idea they might not agree with and can occasionally represent the role.

The student is able to understand the concept of supporting an idea they might not agree with well and can frequently represent the role.

The student  adopts a position in favor of an idea they might not agree with and satisfactorily represents the role.

The student  adopts a position in favor of an idea they might not agree with and capably represents the role.

Work in a group

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One or more students in the group cannot clearly explain what information they are responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. of the research findings.

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Help in creation of the class presentation

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Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Work toward consensus to achieve a common goal

Student occasionally participates in the class discussion of the problem and contributes in a limited way to the consensus of how the problem should be solved.

Student participates in the class discussion of the problem and contributes  to the consensus of how the problem should be solved.

Student actively participates in the class discussion of the problem and
freely contributes?  to the consensus of how the problem should be solved..

Student  assumes a leadership role in the class discussion of the problem and contributions to the consensus of how the problem should be solved are exceptional.

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Special ESL/EFL criteria

Student is able to communicate ideas in a limited fashion with extensive errors in grammar and pronunciation, considering the student's language level.

Student is able to communicate ideas with some errors in grammar and pronunciation, considering the student's language level.

Student is able to communicate ideas clearly with few errors in grammar and pronunciation, considering the student's language level.

Student is able to communicate ideas competently with very few errors in grammar and pronunciation, considering the student's language level..

Stated Objective or Performance 

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.