ENGLISH GROWTH RUBRIC

5
eager to explore in unconventional areas is excited/intrigued by ambiguity values the importance of process rather than simply product divergent thinker leads and encourages others to consider alternatives approaches tasks with enthusiasm student learning has taken him/her beyond expectations for final product solves problems independently initiates through leadership without teacher intervention seeks out challenges generates trust and maintains own standards of assessment

4
comfortable with exploring in unconventional areas comfortable with ambiguity recognizes the importance of process rather than product divergent thinker works with others to fin alternatives, encourages learning approaches tasks purposefully quality producer, carefully planned and executed work, meets expectations works towards solving problems independently initiates without teacher intervention involves him/herself with challenging tasks generates trust and maintains own standards of assessment

3
will attempt to explore if encouraged will attempt to make sense of ambiguity will participate in process with encouragement accepts conventional interpretation or works towards an understanding of conventional interpretation works to complete task/passive learner is dependant on teacher leadership meets required expectations for final product works with the teacher to solve problems settles down to work under teacher initiative accepts limits of assignments, does not challenge oneself beyond expectations

generally trustworthy but can be easily influenced

2
is unwilling to explore unconventional ideas does not accept ambiguity does not consider or is reluctant to participate in process reluctant to work through conventional interpretation reluctant learner work is turned in on time but is incomplete or work is completed but generally come in late completes little without direct teacher involvement refuses to accept responsibility to solve problems shows no initiative encounters difficulty and avoids challenging tasks has broken trust on occasion, cheated and/or plagiarized work

1
refuses to explore unconventional areas becomes hostile when faces with ambiguity unwilling to participate in process refusal to work towards even conventional understanding interferes with own learning and the learning of others does not complete the work regardless of direct teacher intervention work is not complete, misses due dates, does not reflect the time given little pride is demonstrated shows no interest in solving problems initiative occurs only through teacher direction avoids and resents challenging tasks has violated trust