| Category | 1 | 2 | 3 | 4 | Your Score |
| Creativity | Boundaries set by the fulfilling of minimum requirements. No personal input or attempt to enhance. | Has an occasional new idea, but little follow through. Products are completed in an acceptable form. | Has new ideas or ways of doing things, but may be reluctant to deploy. Products always well done for requirements | Formulates new ideas or new ways of doing things. Products exceed requirements in design and/or content. | 1 2 3 4 |
| Effort | Actively avoids jobs when possible. Complains about others. Has large set of excuses. | Reluctantly does jobs when asked. Seeks easiest duties in group. Sometimes works to completion. | Willingly takes on jobs when asked. Works to completion. Will work long hours when required. | Volunteers for jobs no matter how difficult Always works to completion. Willing to work long hours. | 1 2 3 4 |
| Engagement | Waits for direction. Knows little of what is going on or objectives. Cannot describe where group is in process. | Seeks direction, but does not initiate action. Objectives seen as poorly defined external requirements. May know where group is. | Sometimes initiates action and always works well with direction. Generally knows the specific objectives and where group is. | Enthusiastically initiates action. Personalizes the task and takes ownership of the objectives. Always knows where group is. | 1 2 3 4 |
| Intellectual contribution | Has little or no grasp of context. Sees task as isolated with no connection to past or future ideas. | Aware of overall context, but makes no connections on own. Can recite connections of others but rarely can support them. | Usually understands overall context of task and asks questions about context. Makes connections on own and "gets" those others make. | Understands overall context of the task. Contributes ideas and proposals. Extends connections to ideas past and future. | 1 2 3 4 |
| Organization and time management | Always postpones work until deadline. Has no organization for files or notebooks. | Begins work early when required to do so, but usually postpones. May lose work overnight. | Will begin work early in process, but tends to increase effort toward deadline. Has adequate file system. | Begins immediately. Connects work to assignment not to deadline. Has organized file systems. | 1 2 3 4 |
| Planning | Has no plan,notion of the magnitude of the work. Is always late or scrambling to complete. Often a "no show" for group work session. | Plan dominated by an early postponement and deadline related push. May be "no show" at start of task. Rarely meets intermediate deadlines. | Makes plan, but does not always follow it. May need help allotting time. May miss intermediate deadlines; work may pile up toward end of allotted time. | Conceptualizes task and plans execution as a rational, sequenced process. Almost always meets the set intermediate deadlines , overcomes problems. | 1 2 3 4 |
| Quality of Questions | Rarely asks questions. Or most queries are "What do I do next?" or "What do I have to do or know." | Asks questions about deadlines, procedures, directions or for help with little specificity. Few or no proposals of ideas or actions. | Often has specific queries, but they may need amplification. Proposals of ideas or actions are more tentative sometimes off-base. | Most or all queries are specific or take the form of "right on" proposals of ideas or courses of action. "Gets" quick answers. | 1 2 3 4 |
| Skill development for task | Assumes others will learn skill. Makes no effort to acquire expertise in skill. | Satisfied with general understanding of skill, but will not go for competence. | Will learn skill when it is necessary. Usually minimum competence to complete task. | Readily learns new skills as a matter of course. Seeks to extend the skill. | 1 2 3 4 |
| Understanding of the process | Avoids teacher Sees task as burden to fill class time with no value. Sees group as free ride. | Sees task as burden, but is somewhat invested in process. Asks, "Do we have to …?" Sees teacher as task master. | Sees task as a school requirement to be filled, but sees some value in work. Sees teacher as evaluator and helper. | Sees opportunity in task for doing and learning. Sees value in the work. Sees teacher as colleague/mentor. | 1 2 3 4 |
| Understanding of the task | Has little idea of nature of task or procedure. Asks for direction rather than overall clarification. | Knows name of task and general outcome, but little idea of the procedural pathway to completion. | Has general idea of nature and procedure for task. May proceed with fuzzy idea of outcome or pathway to completion. | Has clear idea of nature and procedure for task or asks for clarification before launching effort. Continuously clarifies as task unfolds. | 1 2 3 4 |