{"id":753,"date":"2020-04-01T15:28:34","date_gmt":"2020-04-01T15:28:34","guid":{"rendered":"https:\/\/opentextbc.ca\/flofacilitatorguide\/chapter\/flo-fundamentals-self-assessment-rubric\/"},"modified":"2020-04-01T15:28:34","modified_gmt":"2020-04-01T15:28:34","slug":"flo-fundamentals-self-assessment-rubric","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/flofacilitatorguide\/chapter\/flo-fundamentals-self-assessment-rubric\/","title":{"raw":"FLO Fundamentals Self-Assessment Rubric","rendered":"FLO Fundamentals Self-Assessment Rubric"},"content":{"raw":"\nParticipants, you can use the following rubric to assess your own learning as you work through the course.\n\nYou may want to copy and paste these tables into your own document or spreadsheet.\n

Team Facilitation Self-Assessment (Facilitator Role)<\/h1>\n\n\n\n\n\n\n\n
Team Facilitation Rubric<\/caption>\n
Criterion<\/th>\nLevel 1: Beginning<\/th>\nLevel 2: Developing<\/th>\nLevel 3: Accomplished<\/th>\n<\/tr>\n
Plans effectively with team member(s)<\/td>\n\n
    \n \t
  • Connects with team members late.<\/li>\n \t
  • Sends incomplete or disjointed communications.<\/li>\n \t
  • Limited availability to devote to planning.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Connects with other team members early.<\/li>\n \t
  • Communicates ideas for learning activity early and clearly.<\/li>\n \t
  • Participates with the team to create instructions, timeline and supports suggestions.<\/li>\n \t
  • Stays connected with the team and FLO facilitators, particularly at crucial times (prior to launch).<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Reviews Activity Plan, intended learning outcomes, and week\u2019s topic and readings before planning.<\/li>\n \t
  • Proposes workable plan and helps organize how facilitation tasks will be divided among team members.<\/span><\/li>\n<\/ul>\n <\/td>\n<\/tr>\n
Communicates goals and roles for learning activity.<\/td>\n\n
    \n \t
  • Awaits direction from others about how to participate in the development of the learning activity.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Assists in communicating objectives, steps, tasks, timelines and what is expected of participants to successfully complete the learning activity.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Refers frequently to objectives and learning outcomes.<\/li>\n \t
  • Develops an effective strategy to keep participants on-task and monitors progress.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Guides participants through the activity.<\/td>\n\n
    \n \t
  • Puts minimal effort into collaborating with team member(s) to provide support during mini-session.<\/li>\n \t
  • Is difficult to reach when problems or concerns arise.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Monitors the learning activity.<\/li>\n \t
  • Liaises with team members to ensure questions or concerns are answered quickly.<\/li>\n \t
  • Identifies when reminders should be posted.<\/li>\n \t
  • Posts\/coordinates session wrap-up.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Scaffolds the participants\u2019 learning.<\/li>\n \t
  • Posts prompts or suggestions to deepen learning or to engage learners.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Demonstrates strategies to encourage community.<\/td>\n\n
    \n \t
  • Does not communicate with participant groups.<\/li>\n \t
  • Seldom supports or encourages peer-to-peer interactions.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Encourages communication among participants.<\/li>\n \t
  • Reframes questions to include the group.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Interjects comments or questions to encourage participants to notice and build on others\u2019 contributions.<\/li>\n \t
  • Structures activities that promote peer-to-peer interactions.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Reflective Practice.<\/td>\n\n
    \n \t
  • Focuses on the participants' experiences rather than considering their learning and feedback.<\/li>\n \t
  • Does not relate the mini session experience to personal performance as a facilitator.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n \t
  • Documents the facilitation experience thoroughly.<\/li>\n \t
  • Shows thoughtful consideration of participants' learning and overall experiences.<\/li>\n<\/ul>\n <\/td>\n
\n
    \n \t
  • Considers the intended learning outcomes when reflecting on participants' learning.<\/li>\n \t
  • Offers insights into personal growth and future practice.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Summary table for team facilitation<\/h2>\nThis summary table is a useful way to record your team facilitation, as outlined in the Rubric.\n
      \n \t
    1. Calculate your weekly score (1, 2, or 3) for each criteria over each week.<\/li>\n \t
    2. What is your calculated weekly total scores? (Maximum weekly total is 4 x 3 = 12)<\/li>\n \t
    3. Reflect: What are your critical strengths and areas needing improvement?<\/li>\n<\/ol>\n\n\n\n\n\n\n\n
      Team Facilitation Self-Assessment<\/caption>\n
      Criterion<\/th>\nScore: 1, 2, or 3<\/th>\n<\/tr>\n
      Planned effectively with team member(s)<\/td>\n<\/td>\n<\/tr>\n
      Communicated goals and roles for learning activity<\/td>\n<\/td>\n<\/tr>\n
      Guided participants through the activity<\/td>\n<\/td>\n<\/tr>\n
      Demonstrated strategies to encourage community<\/td>\n<\/td>\n<\/tr>\n
      Engaged in reflective practice<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nTotal: ___ out of 15<\/strong>\n

      Weekly Participation Self-Assessment (Participant Role)<\/h1>\n\n\n\n\n\n\n
      Weekly Participation Rubric<\/caption>\n
      Criterion<\/th>\nLevel 1: Beginning<\/th>\nLevel 2: Developing<\/th>\nLevel 3: Accomplished<\/th>\n<\/tr>\n
      Relevance.\n\n <\/td>\n\n
        \n \t
      • Contributions are not related to the topic or readings.<\/li>\n \t
      • Remarks tend to be short.<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n \t
      • Contributions offer new insights and prompt further discussion.<\/li>\n \t
      • Ideas from the readings are incorporated.<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n \t
      • Demonstrates understanding of readings and contributions of others.<\/li>\n \t
      • Takes the discussion to a deeper level by asking questions or drawing conclusions.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
      Fosters the development of online community.\n\n <\/td>\n\n
        \n \t
      • Rarely acknowledges others\u2019 contributions, or does so without building on their ideas (e.g. \u201cI agree\u201d).<\/li>\n \t
      • Responds only when directly questioned.<\/li>\n \t
      • Tends to post from a personal perspective.<\/li>\n<\/ul>\n <\/td>\n
      		\n
        \n \t
      • Demonstrates awareness of the role of community in learning.<\/li>\n \t
      • Regularly responds to other participants\u2019 postings.<\/li>\n \t
      • Provides feedback each week to team facilitators.<\/li>\n \t
      • Reaches out to help other participants when possible.<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n \t
      • Postings in forums are inclusive.<\/li>\n \t
      • Substantial and frequent contributions weave together and extend ideas.<\/li>\n \t
      • Frequently attempts to motivate group discussion.<\/li>\n<\/ul>\n <\/td>\n<\/tr>\n
      Engages in the activities.\n\n <\/td>\n\n
        \n \t
      • Infrequent participation.<\/li>\n \t
      • Little or no communication with peers or co-facilitators.<\/li>\n \t
      • Absent without communicating schedule or unexpected situations.<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n \t
      • Participates in each activity (or informs others of an inability to participate).<\/li>\n \t
      • Provides feedback to team facilitators.<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n \t
      • Contributions are timely, considerate, and aim to advance learning and facilitation skills.<\/li>\n \t
      • Encourages others to participate, develops\/demonstrates facilitator skills.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
      Reflective practice.\n\n <\/td>\n\n
        \n \t
      • Reflections on the workshop experience and activities are infrequent or very brief.<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n \t
      • Regularly shares selected journal items that highlight personal learning and insights.<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n \t
      • Notices key ideas and strategies from both readings and colleagues, and considers implications for practice.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        Summary table for weekly participation (participant role)<\/h2>\nThis summary table is a useful way to record your weekly participation as outlined in the Rubric.\n
          \n \t
        1. Calculate your weekly score (1, 2, or 3) for each criterion over each week.<\/li>\n \t
        2. What are your calculated weekly total scores? (Maximum weekly total is 12)<\/li>\n \t
        3. Reflect: What are your critical strengths and areas needing improvement?<\/li>\n<\/ol>\n\n\n\n\n\n\n\n\n
          Weekly Participation Self-Assessment<\/caption>\n
          <\/td>\nRelevance<\/th>\nFosters the development of online community<\/th>\nEngages in the activities<\/th>\nReflective practice<\/th>\nWeek Total (add each row)<\/th>\n<\/tr>\n
          Week 1<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
          Week 2<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
          Week 3<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
          Week 4<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
          Week 5<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
          Criteria Total (add each column)<\/th>\n___ out of 12<\/td>\n___ out of 12<\/td>\n___ out of 12<\/td>\n___ out of 12<\/td>\n___ out of 60<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","rendered":"

          Participants, you can use the following rubric to assess your own learning as you work through the course.<\/p>\n

          You may want to copy and paste these tables into your own document or spreadsheet.<\/p>\n

          Team Facilitation Self-Assessment (Facilitator Role)<\/h1>\n\n\n\n\n\n\n\n\n
          Team Facilitation Rubric<\/caption>\n
          Criterion<\/th>\nLevel 1: Beginning<\/th>\nLevel 2: Developing<\/th>\nLevel 3: Accomplished<\/th>\n<\/tr>\n
          Plans effectively with team member(s)<\/td>\n\n
            \n
          • Connects with team members late.<\/li>\n
          • Sends incomplete or disjointed communications.<\/li>\n
          • Limited availability to devote to planning.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Connects with other team members early.<\/li>\n
          • Communicates ideas for learning activity early and clearly.<\/li>\n
          • Participates with the team to create instructions, timeline and supports suggestions.<\/li>\n
          • Stays connected with the team and FLO facilitators, particularly at crucial times (prior to launch).<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Reviews Activity Plan, intended learning outcomes, and week\u2019s topic and readings before planning.<\/li>\n
          • Proposes workable plan and helps organize how facilitation tasks will be divided among team members.<\/span><\/li>\n<\/ul>\n

             <\/td>\n<\/tr>\n

          Communicates goals and roles for learning activity.<\/td>\n\n
            \n
          • Awaits direction from others about how to participate in the development of the learning activity.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Assists in communicating objectives, steps, tasks, timelines and what is expected of participants to successfully complete the learning activity.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Refers frequently to objectives and learning outcomes.<\/li>\n
          • Develops an effective strategy to keep participants on-task and monitors progress.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          Guides participants through the activity.<\/td>\n\n
            \n
          • Puts minimal effort into collaborating with team member(s) to provide support during mini-session.<\/li>\n
          • Is difficult to reach when problems or concerns arise.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Monitors the learning activity.<\/li>\n
          • Liaises with team members to ensure questions or concerns are answered quickly.<\/li>\n
          • Identifies when reminders should be posted.<\/li>\n
          • Posts\/coordinates session wrap-up.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Scaffolds the participants\u2019 learning.<\/li>\n
          • Posts prompts or suggestions to deepen learning or to engage learners.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          Demonstrates strategies to encourage community.<\/td>\n\n
            \n
          • Does not communicate with participant groups.<\/li>\n
          • Seldom supports or encourages peer-to-peer interactions.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Encourages communication among participants.<\/li>\n
          • Reframes questions to include the group.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Interjects comments or questions to encourage participants to notice and build on others\u2019 contributions.<\/li>\n
          • Structures activities that promote peer-to-peer interactions.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          Reflective Practice.<\/td>\n\n
            \n
          • Focuses on the participants’ experiences rather than considering their learning and feedback.<\/li>\n
          • Does not relate the mini session experience to personal performance as a facilitator.<\/li>\n<\/ul>\n<\/td>\n
          		\n
            \n
          • Documents the facilitation experience thoroughly.<\/li>\n
          • Shows thoughtful consideration of participants’ learning and overall experiences.<\/li>\n<\/ul>\n

             <\/td>\n

          		\n
            \n
          • Considers the intended learning outcomes when reflecting on participants’ learning.<\/li>\n
          • Offers insights into personal growth and future practice.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

            Summary table for team facilitation<\/h2>\n

            This summary table is a useful way to record your team facilitation, as outlined in the Rubric.<\/p>\n

              \n
            1. Calculate your weekly score (1, 2, or 3) for each criteria over each week.<\/li>\n
            2. What is your calculated weekly total scores? (Maximum weekly total is 4 x 3 = 12)<\/li>\n
            3. Reflect: What are your critical strengths and areas needing improvement?<\/li>\n<\/ol>\n\n\n\n\n\n\n\n\n
              Team Facilitation Self-Assessment<\/caption>\n
              Criterion<\/th>\nScore: 1, 2, or 3<\/th>\n<\/tr>\n
              Planned effectively with team member(s)<\/td>\n<\/td>\n<\/tr>\n
              Communicated goals and roles for learning activity<\/td>\n<\/td>\n<\/tr>\n
              Guided participants through the activity<\/td>\n<\/td>\n<\/tr>\n
              Demonstrated strategies to encourage community<\/td>\n<\/td>\n<\/tr>\n
              Engaged in reflective practice<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

              Total: ___ out of 15<\/strong><\/p>\n

              Weekly Participation Self-Assessment (Participant Role)<\/h1>\n\n\n\n\n\n\n\n
              Weekly Participation Rubric<\/caption>\n
              Criterion<\/th>\nLevel 1: Beginning<\/th>\nLevel 2: Developing<\/th>\nLevel 3: Accomplished<\/th>\n<\/tr>\n
              Relevance.<\/p>\n

               <\/td>\n

              		\n
                \n
              • Contributions are not related to the topic or readings.<\/li>\n
              • Remarks tend to be short.<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • Contributions offer new insights and prompt further discussion.<\/li>\n
              • Ideas from the readings are incorporated.<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • Demonstrates understanding of readings and contributions of others.<\/li>\n
              • Takes the discussion to a deeper level by asking questions or drawing conclusions.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
              Fosters the development of online community.<\/p>\n

               <\/td>\n

              		\n
                \n
              • Rarely acknowledges others\u2019 contributions, or does so without building on their ideas (e.g. \u201cI agree\u201d).<\/li>\n
              • Responds only when directly questioned.<\/li>\n
              • Tends to post from a personal perspective.<\/li>\n<\/ul>\n

                 <\/td>\n

              		\n
                \n
              • Demonstrates awareness of the role of community in learning.<\/li>\n
              • Regularly responds to other participants\u2019 postings.<\/li>\n
              • Provides feedback each week to team facilitators.<\/li>\n
              • Reaches out to help other participants when possible.<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • Postings in forums are inclusive.<\/li>\n
              • Substantial and frequent contributions weave together and extend ideas.<\/li>\n
              • Frequently attempts to motivate group discussion.<\/li>\n<\/ul>\n

                 <\/td>\n<\/tr>\n

              Engages in the activities.<\/p>\n

               <\/td>\n

              		\n
                \n
              • Infrequent participation.<\/li>\n
              • Little or no communication with peers or co-facilitators.<\/li>\n
              • Absent without communicating schedule or unexpected situations.<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • Participates in each activity (or informs others of an inability to participate).<\/li>\n
              • Provides feedback to team facilitators.<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • Contributions are timely, considerate, and aim to advance learning and facilitation skills.<\/li>\n
              • Encourages others to participate, develops\/demonstrates facilitator skills.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
              Reflective practice.<\/p>\n

               <\/td>\n

              		\n
                \n
              • Reflections on the workshop experience and activities are infrequent or very brief.<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • Regularly shares selected journal items that highlight personal learning and insights.<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • Notices key ideas and strategies from both readings and colleagues, and considers implications for practice.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                Summary table for weekly participation (participant role)<\/h2>\n

                This summary table is a useful way to record your weekly participation as outlined in the Rubric.<\/p>\n

                  \n
                1. Calculate your weekly score (1, 2, or 3) for each criterion over each week.<\/li>\n
                2. What are your calculated weekly total scores? (Maximum weekly total is 12)<\/li>\n
                3. Reflect: What are your critical strengths and areas needing improvement?<\/li>\n<\/ol>\n\n\n\n\n\n\n\n\n\n
                  Weekly Participation Self-Assessment<\/caption>\n
                  <\/td>\nRelevance<\/th>\nFosters the development of online community<\/th>\nEngages in the activities<\/th>\nReflective practice<\/th>\nWeek Total (add each row)<\/th>\n<\/tr>\n
                  Week 1<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
                  Week 2<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
                  Week 3<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
                  Week 4<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
                  Week 5<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n___ out of 15<\/td>\n<\/tr>\n
                  Criteria Total (add each column)<\/th>\n___ out of 12<\/td>\n___ out of 12<\/td>\n___ out of 12<\/td>\n___ out of 12<\/td>\n___ out of 60<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":90,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-753","chapter","type-chapter","status-publish","hentry"],"part":737,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/pressbooks\/v2\/chapters\/753","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/wp\/v2\/users\/90"}],"version-history":[{"count":0,"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/pressbooks\/v2\/chapters\/753\/revisions"}],"part":[{"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/pressbooks\/v2\/parts\/737"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/pressbooks\/v2\/chapters\/753\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/wp\/v2\/media?parent=753"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/pressbooks\/v2\/chapter-type?post=753"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/wp\/v2\/contributor?post=753"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/flofacilitatorguide\/wp-json\/wp\/v2\/license?post=753"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}