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Rubric for Field Study
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The Field Study Rubric
Each week, you will be evaluated on your performance on Field Study, as well as in the Cabin Area/Community aspects of Outdoor School. These evaluations are to help you improve each time you return for another week of Outdoor School.
Below is the scoring guide we use for Field Study. This scoring guide and its associated numbers are intended to aid in evaluation consistency. This way if you switch Field Studies, Field Instructors, or Outdoor School Sites, but your performance does not change, you would still receive the same scores.
Please take note: this scoring guide was revamped for the Spring 2007 session, so scoring is slightly different than before that point.
Student Leaders are scored on a scale of 1 - 6 following a scoring guide rubric.
A score of 1 - 3 is below expectations.
A score of 4 meets expectations, with a 5 or 6 exceeding expectations.
Instruction
Grasp/Understanding and delivery of field study information;
Use of materials and techniques
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| 6 |
* Inspires enthusiasm in students
* Expands on lessons with own information
* Pushes students to use high level thinking skills
* Dynamic voice inflection
* Connects between field studies
* Innovative with difficult activities
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3 |
* Tends to lecture
* Teaches incorrect information
* Ineffectively uses cue cards
* Lacks review
* Ineffectively uses equipment
* Has directional difficulties on hike
* Avoids teaching certain activities
* Consistently relies on staff for basic information
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| 5 |
* Enthusiastic about curriculum
* Clear/age appropriate information
* Understands information and helps students draw conclusions
* Checks for and ensures comprehension in all students
* Uses open-ended questioning techniques
* Uses effective questioning techniques
* Consistently delivers appropriately paced lessons
* Voice inflection is appropriate to lesson
* Is able to make connections between activities
* Effectively teaches difficult activities
* Uses teachable moments
* Model teaches
* Needs minimal supervision
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2 |
* Instruction unclear
* Follows cue cards with difficulty
* Does not use equipment
* Difficulty taking own group
* Can lead pieces of activity by end of week
* Unable to lead hike without getting lost
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| 4 |
* Positive, clear instruction
* Grasps field study concepts
* Uses cue cards
* Follows lesson plans
* Reviews information
* Uses field study notebooks
* Uses equipment effectively
* Asks questions
* Is aware of pacing
* Takes own group by end of week
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1 |
* Unable to lead independently
* Refuses to teach certain activities
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Personal Management
Self involvement; Use of time; Personal pacing
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| 6 |
* Sets goals and attains them
* Sets goals without prompting
* Solicits feedback
* Takes initiative for tasks above and beyond
* Redirects peer behavior
* Initiates large group reviews during lag time
* Redirects students without interrupting lesson
* Expands on lessons with own techniques
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3 |
* Follows through on tasks most of the time
* Meets expectations when supervised
* Sometimes off task
* Needs frequent staff redirection
* Follows some directions
* Makes inappropriate comments to peers
* Often late or early
* Fills lag time inappropriately
* Inability to keep students engaged
* Uses negative redirection techniques or shows visible frustration
* Doesn't attempt to redirect students
* Inappropriate positioning while teaching
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| 5 |
* Sets and works toward goals
* Applies feedback
* Volunteers for tasks
* Models behavior for peers
* Always on time
* Reviews during lag time
* Effectively redirects student behavior
* Invests self in success of group
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2 |
* Unreceptive to staff redirection
* Lacks follow through on tasks
* Does not follow directions consistently
* Off task often
* Often inappropriate
* Openly tells students only being a Student Leader for credit
* Joins in with inappropriate behavior of students
* Plays on fears of students about the woods
* Perpetually late
* Wastes time
* Doesn't attempt to fill lag time
* Threatens inappropriate consequences for behavior
* Inappropriate voice tone at times
* Cannot teach appropriately even when supervised
* Does not know students' names
* Unaware of group safety
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| 4 |
* Sets goals with prompting
* Open to feedback
* Performs tasks when asked
* Follows directions
* Appropriate behavior most of the time
* On time most of the time
* Uses field study time for instruction
* Fills lag time with field study appropriate activities
* Incorporates redirection techniques
* Involves self in all aspects of field study
* Keeps group together and safe
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1 |
* Intentionally off topic when not supervised
* Comes unprepared
* Misses field study due to lack of pacing
* Uses inappropriate consequences/leaves students during hike
* Uses physical touch to manage students when frustrated
* Students come to staff about student leader behavior
* Unwilling to try
* Is afraid of role
* Loses self control
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Teamwork
Dynamics with student groups and field study team; Care of equipment
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| 6 |
* Volunteers to take challenging groups or students with special needs
* Fosters team unity
* Incorporates expectations seamlessly into lessons
* Accepts challenges with enthusiasm
* Friendly and cheerful in adverse conditions
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3 |
* Students like being in his or her group
* Only calls on people who volunteer
* Sometimes distracted by other student leaders
* Unreceptive to student input
* Sometimes sets expectations
* Sometimes complains
* Will not allow students to handle equipment
* Doesn't care for equipment
* Consistently returns equipment dirty or disorganized
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| 5 |
* Fully inclusive regardless of personal characteristics
* Works effectively to include all people
* Sensitive to and effective with the needs of challenging students
* Elicits responses from all students
* Gives students options
* Holds students accountable for behavior
* Resets expectations as necessary
* Compensates for changes in schedule
* Accepts challenges
* Friendly and cheerful in unpleasant conditions
* Fixes equipment issues
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2 |
* Leaves some students out of activities
* Unable to develop rapport with students
* Plays a role in dividing group
* Distracts other student leaders
* Doesn't set expectations
* Frequent conflicts with others
* Makes inappropriate comments about team members to peers or students
* Questions and challenges changes
* Complains often
* Breaks equipment as a result of mishandling
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| 4 |
* Involves assigned group in activities
* Is comfortable with most people and willing to work with all
* Develops rapport with students
* Uses students' names
* Always focused on students
* Receptive to student input
* Sets expectations
* Identifies with field study team
* Accepts changes in schedule
* Friendly and cheerful under normal circumstances
* Arrives to field study appropriately dressed
* Keeps equipment together
* Treats equipment appropriately
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1 |
* Undermines staff authority
* Sets up other SLs as antagonists
* Sets up staff as antagonist
* Develops inappropriate rapport with students
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