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Oral Interaction (SCALE)

Created by Stanford Center for Assessment, Learning, & Equity (SCALE) ©2012

Scoring DomainEmergingDevelopingProficientAdvanced

Substance
What is the evidence that the student prepares to engage in substantive and evidence-based discussions?

  • Comes to discussions without preparation
  • Expresses ideas based on limited knowledge and understanding of the topic
  • Ideas are underdeveloped
  • Comes to discussions partially prepared with incomplete reading and research on the topic
  • Expresses ideas based on incomplete knowledge and understanding of the topic
  • Expresses ideas with some lack of clarity
  • Comes to discussions prepared, having read and researched the topic
  • Expresses ideas supported by substantive knowledge and understanding of the topic
  • Expresses clear and well developed ideas
  • Comes to discussions thoroughly prepared having read and researched the topic extensively
  • Expresses ideas supported by authoritative knowledge and understanding of the topic
  • Expresses clear, well developed ideas persuasively

Active Listening
What is the evidence that the student can engage in active listening of others' ideas?

  • Is distracted, with little interest in speaker's message; verbal / nonverbal feedback indicates lack of understanding or misunderstanding
  • Asks irrelevant questions
  • Monopolizes "air time" or frequently interrupts other speakers
  • Listens with partial interest in the speaker's message; sporadic verbal/ nonverbal feedback indicates some understanding or agreement
  • Asks general questions to clarify understanding of speaker's point of view
  • Shares "air time"
  • Listens with interest in the speaker's message and provides verbal or nonverbal feedback to signal understanding or agreement
  • Asks questions to clarify understanding of speaker's point of view and reasoning
  • Shares "air time" and takes care not to interrupt or cut off other speakers
  • Listens with sustained interest in the speaker's message and provides verbal or nonverbal feedback to signal understanding or agreement
  • Asks focused questions to clarify understanding of speaker's point of view and reasoning
  • Shares "air time" and invites/encourages other speakers to contribute

Attention to Audience
What is the evidence that the student speaks appropriately and respectfully to others with attention to their relationships, roles, and culture/language background?

  • Uses language that is unsuited to the purpose and audience (e.g., supervisor, client, patient, customer, collaborator, or co-worker)
  • At times, addresses others with disrespectful language or tone
  • Uses language that is at times unsuited to the purpose and audience (e.g., supervisor, client, patient, customer, collaborator, or co-worker)
  • Usually addresses others with respect, with minor lapses
  • Uses appropriate language that is suited to the purpose and audience (e.g., supervisor, client, patient, customer, collaborator, or co-worker)
  • Addresses others with respect and sensitivity to cultural or language background
  • Uses sophisticated and varied language that is suited to the purpose and audience (e.g., supervisor, client, patient, customer, collaborator, or co-worker
  • Addresses others with patience, respect and sensitivity to cultural or language background

Productive Collaboration
What is the evidence that the student can respond to diverse perspectives thoughtfully and work collaboratively and productively?

  • Responds to questions hesitatingly
  • Is closed to ideas or opinions that differ from one's own
  • Provides surface-level feedback
  • Responds to questions and begins to pose appropriate questions
  • Responds to others' ideas without being argumentative or defensive
  • Provides critical but constructive feedback
  • Acknowledges and helps clarify the ideas of others by asking probing questions
  • Responds to different ideas or opinions with diplomacy
  • Provides positive and constructive feedback to collaborators
  • Builds on and gives credit to others' ideas
  • Ensures that all voices are heard while challenging ideas and conclusions to advance the goals of the group
  • Provides effective, positive, and productive feedback to collaborators

Technology-Facilitated Communication
What is the evidence that the student can use digital media and other interactive technologies appropriately and productively?

  • Attempts to use digital media tools (e.g., blogs, wikis, video-conferencing, etc.) to interact with peers/experts/global partner but participation is minimal
  • Knows but frequently forgets to follow the norms and conventions of communicating in online forums.
  • Uses appropriate digital media tools (e.g., blogs, wikis, video-conferencing, etc.) to interact with peers/experts/global partner but communication patterns are not collaborative
  • Usually follows the norms and conventions of communicating in online forums, with minor lapses
  • Uses appropriate digital media tools (e.g., blogs, wikis, video-conferencing, etc.) to collaborate with peers/experts/global partner in focused and productive ways that support mutual learning
  • Follows the norms and conventions of communicating in online forums (e.g., using respectful tone and language even when disagreeing; building on the comments of others)
  • Selects and uses the most appropriate digital media tools (e.g., blogs, wikis, video-conferencing, etc.) to collaborate with peers/experts/global partner in completing an authentic work product that supports mutual learning
  • Consistently follows the norms and conventions of communicating in online forums (e.g., using respectful tone and language even when disagreeing; building on the comments of others) and acts as a moderator, reminding peers to do the same