This rubric provides criteria for evaluating student interviews: 1. It contains 5 levels to score preparation, establishing rapport, manner, asking questions, knowledge gained from the interview. The highest score is given for comprehensive preparation, making the interviewee comfortable, clear and relevant questioning, and detailed understanding of their views. 2. Criteria include how well the student prepares, makes the interviewee comfortable, asks clear and open-ended questions to encourage details, clarifies responses, and understands the interviewee's perspectives and how they relate to the research topic. 3. The rubric aims to comprehensively evaluate the student's interviewing skills, from initial preparation to demonstrating knowledge gained from the interview.

1. 604 Examples of Rubrics to be utilized
INTERVIEW RUBRIC
1. 2. 3. 4. 5. SCORE
Preparation No preparation was made. A few questions were prepared. An adequate number of questions, A comprehensive list of questions A comprehensive list of questions
before the most of which relate in some way relating directly to research focus and supplementary questions
interview. to the research focus, was was prepared. relating directly to research focus
prepared. was prepared. Background
knowledge of the person, if known,
was included.
Establishing No attempt was made to establish The student introduced himself and The student introduced himself, The student introduced himself, The student introduced himself,
rapport rapport with the person. began to ask questions. briefly mentioned the purpose of explained the purpose of the explained the purpose of the
the interview and began with an interview and began with an easy interview, made eye contact,
easy question. open ended question. smiled encouragement, and began
with an easy, open ended question.
Manner The student interrupted or hurried The student made an attempt to be The student was polite. Tried to The student was polite and tried to The student was friendly and
the person being interviewed and polite. . Listened, and thanked the make eye contact and nodded put the person at ease with the polite, putting the person at ease
forgot to thank them at the end. person at the end of the interview. encouragement occasionally. situation. Made some eye contact with the situation. Made eye
Listened, and thanked the person at and nodded encouragement contact and nodded
the end of the interview. occasionally. Listened, didn’t encouragement. Listened, didn’t
interrupt and thanked the person at interrupt and thanked the person at
the end of the interview. the end of the interview.
Matter The student asked the person a few The student asked the person a The student asked appropriate The student asked appropriate The student asked appropriate
questions. reasonable number of appropriate questions and tried to encourage questions, clarified comments, and questions, rephrasing them if
questions. the person to give more detail. encouraged the person to give necessary. Clarified comments,
more detail. Asked some summarised what was said and
supplementary questions. encouraged the person to give
more detail. Asked relevant
supplementary questions based on
what the person said.
Knowledge The student cannot answer The student can answer some The student can answer questions The student can explain the The student can explain the
gained questions about the person who questions about the person who about the person’s views and person’s views in detail and the person’s views in detail and the
was interviewed. was interviewed. begins to make connections ways in which they relate to the ways in which they relate to the
between the interview and the research focus. research focus. The student can
research focus. also evaluate the significance of
the interview to the project.
References: http://rubistar.4teachers.org/index.php?ts=1074040666 http://www.readwritethink.org/lessons/lesson_view.asp?id=17 http://college.hmco.com/education/pbl/construction/tools_interviews.html
www.winona.edu/air/documents/ INTERVIEWING_RUBRIC.doc

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TIME LINES
DIRECTIONS: This form is designed to help you evaluate student-created time lines. Read the
statements below. Then indicate the number from the following scale that reflects your assessment of
the student’s or group’s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The time line has a title, dates, and labels.
1 2 3 4 5
2. The time line accurately shows the passage of time.
1 2 3 4 5
3. The time line is clean and neat, and the information on it is well organized.
1 2 3 4 5
4. Time-line entries are accurate and appropriate to the time line’s topic.
1 2 3 4 5
5. Entry captions contain appropriate and accurate information.
1 2 3 4 5
6. The spelling, punctuation, and grammar on all labels and captions are accurate.
1 2 3 4 5
7. The time line shows an understanding of the topics, events, or concepts being depicted.
1 2 3 4 5
8. The time line meets the requirements of the assignment.
1 2 3 4 5
9. Overall, the final result represents the student’s or group’s full potential.
1 2 3 4 5

3. Additional Comments: ______________________
Total Points/Grade: __________