Conflict Resolution
Course
Correctional
Services
Unit V
Correctional
Policy
Essential
Question
What are the
methods of
effective
communication?
TEKS
§130.297(c)
(3)(A)(B)(C)
(4)(A)(B)
(8)(A)(B)(C(D)
(9)(C)
Prior Student
Learning
Discussion on
use of force
continuum
Estimated Time
2 to 3 hours
Rationale
Conflict resolution is an essential skill needed in any correctional setting. In
order to maintain security and decrease the likelihood of a deadly situation,
staff must be able to effectively communicate and resolve conflicts in a safe
manner.
Objectives
The student will be able to:
1. Identify methods of effective communication.
2. Demonstrate the four models of active listening.
3. Differentiate between styles of communication.
4. Critique the impact of an officer’s professional presence.
5. Compare the various aspects of communication strategies used in
dealing with the public.
6. Evaluate the elements that an officer must recognize and control in
every encounter.
7. Assess some helpful tools used in redirecting someone’s behavior,
using verbal persuasion.
Engage
Do an Internet search for a video waterboy medulla oblongata. Use a video
clip as an impetus for discussion about conflict resolution. Use the
Discussion Rubric for assessment.
Key Points
I. Effective Communication
A. Conflict is a state of discord caused by the actual or perceived
opposition of needs, values, and interests.
1. Actual conflict occurs because of ignorance or poor
communication, or lack of proper people management
2. Perceived conflict generally occurs when there are multiple
paths to accomplishing the same goal
B. Recognize barriers to good listening
1. Tuning in vs. Tuning out
2. Acting as judge and jury
3. Jumping to Conclusions
C. Practice tone of voice
1. Communication is both intentional and unintentional
2. Up to 93% of your success in communicating depends on
your delivery system.
3. Tone equals attitude
4. When voice and role conflict, people believe the voice
5. Tone is responsible for 80 to 90% of all complaints
6. Harmonize role and voice
D. Combine the investigative approach with active listening skills
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E. Identify the importance of body language, tone, and voice in
communications
II. Models of active listening
A. Five Steps of Active Listening (S.O.L.E.R.)
1. Squarely face the person
2. Open your posture
3. Lean towards the sender
4. Eye contact maintained
5. Relax while “attending”
a) Eye contact
b) Posture
c) Gestures
B. Four Models of Active Listening
1. Emotional Labeling
a) 1st skill to use in active listening
b) Response to emotion, not content, heard
c) Demonstrates that you are listening and tuned in to
what the person is emotionally experiencing
d) Do not tell the person how they are feeling
2. Paraphrasing
a) Summarize what you heard in your words
b) Demonstrates you are listening
c) Creates empathy and rapport
d) Clarifies content and allows you to obtain further
information
3. Reflecting/Mirroring
a) Repeat last word or phrase subject says
b) Give exact feedback
c) Be careful not to overuse
4. Open-Ended Questions
a) Questions that require a narrative response
b) Encourages subject to talk
c) Gets away from “just the facts”
III. Styles of Communication
A. Passive
1. Your feelings are not expressed
2. Allow your rights to be violated
3. Very “safe”
4. Little eye contact and quiet tone
5. May explode after being passive too long
B. Aggressive
1. You must win/be right at all costs
2. Thinks they will always get their way
3. Risky for relationships
4. Angry and intimidating eye contact; loud & belittling;
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manipulative and controlling
C. Assertive
1. Healthiest form of communication
2. Goal is to respect and understand each other, and find a
solution to the problem
3. Eye contact; listens and validates; objective and
unemotional
4. Models active listening
D. Passive-Aggressive
1. Combination of passive and aggressive characteristics
IV. Professional Appearance
A. Critique examples of professional and non-professional
appearance (See Activity 2)
V. Communication Strategies
A. Command Presence – presenting yourself as a person with
authority (appearance, body language, behavior and speech)
1. Goals
a) Enhanced Professionalism
b) Fewer complaints
c) Less vicarious liability – When one person is liable
for the negligent actions of another person, even
though the first person was not directly responsible
for the injury. For instance, a parent sometimes can
be vicariously liable for the harmful acts of a child
and an employer sometimes can be vicariously liable
for the acts of a worker
d) Less personal stress
2. Force Options
a) Almost all conflicts are resolved with command
presence and verbal communications
b) Other methods: weaponless strategies, weapon
strategies, deadly force
VI. Recognition and Control of a Conflict
A. Four Elements of Reading a Scene (P.A.C.E.)
1. Problem
a) Analyze and identify the problem
b) Enables officer to plan an approach
c) Problems often change as the confrontation
progresses
2. Audience
a) Everyone encountered is part of the audience
b) Read audience and adapt tactics appropriately
c) If a person has a friend in the audience you may try
to enlist their help. Ask the friend to help persuade
the person to comply.
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3. Constraint
a) Determine if there are any barriers
b) Eliminate them if possible
4. Ethical Presence
a) An expression of self-control
b) Use words to state purpose, not to express personal
feelings
c) Maintain professional attitude
d) Anything perceived as hasty, irrational, or unfair
makes an officer seem unethical
e) There can be serious long-term consequences for
unethical behavior.
VII. Redirecting Behavior with Verbal Judo
A. Methods of Redirecting Behavior (L.E.A.P.S)
1. Listen
a) Separate the real problem from the symptoms of the
problem
b) Determine priorities you must respond to
c) Determine the context of the event
2. Empathize
a) Understand another person's state of mind
b) To see through the eyes of another
3. Ask
a) Use questions to gain control by causing others to
report to you
b) Questions direct attention away from the problem
c) Buys time
d) Demonstrates concern
4. Paraphrase
a) Repeat what you have learned in your own words
b) Forces other person to stop talking and listen
c) Helps to ensure that the corrections officer
understands the situation
5. Summarize
a) Allows the corrections officer to conclude the
situation
b) Officer provides the bottom line
c) State the resolution clearly
B. Limitations of Words (S.A.F.E.R.)
1. Security
a) Person seriously threatens bodily harm to a
corrections officer or other person
b) An officer's control is compromised
2. Attack
a) A corrections officer's personal body danger zone is
violated.
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b) An inmate couples aggressive words with present
ability.
c) *Example: an inmate threatens to hit you while
lunging toward you
d) Words and gestures alone are not an attack.
e) Sometimes a person displays conflicting signs;
words suggest one thing and actions suggest
another.
f) A good principle to remember is: when words and
actions disagree, trust actions.
g) Actions can also be misleading, but whenever words
and actions disagree you should be alert and ready
to use force.
3. Flight
a) When an inmate begins walking or running away
b) When an inmate escapes from custody
4. Excessive Repetition
a) When a corrections officer is forced to repeat the
same words or ideas over and over,
b) Conclude the officer is not being persuasive.
c) Repeated refusal by an inmate to comply with a
reasonable request
d) When an inmate is unreceptive to alternatives after
repeated appeals
5. Revised priorities
a) Possibly when the problem or constraints change
b) Other events of greater importance occur
Activities
1. Effective Communication Activity: Divide the students into groups of 3-4.
Give each group a scenario. Set a timer, giving the students 3-5 minutes
to create a solution. Groups should select 1-2 members to demonstrate
effective positioning based on their scenario. Participants should
formulate 3-4 open-ended questions to help resolve the conflict
presented in each scenario. Students should practice active listening
skills. The group will also brainstorm security precautions to be taken into
consideration in determining their positioning. One student that is not
demonstrating positioning or active listening is to present to the class the
group’s discussion on security precautions and how the group reached its
decision. The remaining student will present the groups possible
solutions to the conflict. Use the following for assessment: the Individual
Work Rubric, the Presentation Rubric, the Group Evaluation, and the
Peer Evaluation.
2. Professional vs. Nonprofessional Appearance: Select students at random
from the class or have students bring pictures from home, using any
media source that depicts examples of both professional and non5
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professional appearance. Discuss what qualifies each picture/student as
professional or non-professional and how the appearance impacts the
person’s ability to be effective in a situation. Another variation is to tell
students to dress in either professional or non-professional attire for a
particular class period. Students will then present their attire in a fashion
show and allow the other students to vote on pre-determined categories.
Students must articulate their reasoning for their vote. Use the Discussion
Rubric for assessment.
Assessments
Conflict Resolution Exam and Key
Conflict Resolution Scenarios
Group Evaluation
Peer Evaluation
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Role Play Rubric
Writing Rubric
Materials
Conflict Resolution computer-based presentation
Conflict Resolution Scenarios Handout
Resources
Eastmond, Steven, LCSW. The Utah State Office of Education. “Passive,
Aggressive and Assertive Communication, Understanding
Communication Styles”.
Findlater, Shawn. National Society of Black Engineers. “Conflict
Resolution”. November 2008
Texas Commission on Law Enforcement Standards and Education. Crisis
Communications, Course 2120. Revised April 2004
Texas Commission of Law Enforcement Standards and Education. Use of
Force in a Jail Setting, Course 3504. August 1995
Accommodations for Learning Differences
For reinforcement, students will analyze an argument they have had that
was not resolved effectively. The students will write about their own and the
other persons reactions that prevented a productive conversation and the
responses that could have resolved it effectively. Students may also critique
the scenarios other students put together. Use the Writing Rubric for
assessment.
For enrichment, students will create scenarios of people communicating
ineffectively. Other students will analyze and discuss the scenarios’
communication barriers and potential resolutions. Use the Individual Work
and the Discussion Rubric for assessment.
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State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.297 Correctional Services (One to Two Credits)
(3) The student utilizes verbal and oral communications skills necessary for
a correctional officer. The student is expected to:
(A) relate the meaning of technical concepts and vocabulary
associated with correctional services through effective oral
communication;
(B) perform formal and extemporaneous presentations that
demonstrate organizational strategy and delivery skill; and
(C) apply listen and speak effectively to contribute to group
discussions and meetings.
(4) The student performs active listening skills to obtain and clarify
information provided in oral communications. The student is expected to:
(A) perform listening skills in obtaining and clarifying information
provided in oral communications; and
(B) perform oral communications to explain the meaning of technical
concepts, knowledge and vocabulary related to correctional
services.
(8) The student utilizes conflict resolution skills and knowledge to resolve
conflicts among individuals in correctional environments. The student is
expected to:
(A) examine the basic origins of conflict and the needs that motivate
behavior;
(B) analyze different responses to conflict and the results they
normally generate;
(C) utilize principle-centered conflict resolution processes in order to
employ its use in the workplace; and
(D) interpret visual and vocal cues to comprehend information
received from body language, eye movement, voice tone and
voice inflection.
(9) The student analyzes hostile situations and executes anger/conflict
management strategies to take charge of problems that arise in correctional
settings. The student is expected to:
(C) appraise situations and select the appropriate degree of force
including deadly force;
College and Career Readiness Standards
III. Speaking
A. Understand the elements of communication both in informal group
discussions and formal presentations
1. Understand how style and content of spoken language
varies in different contexts and influences the listener’s
understanding.
2. Adjust presentation to particular audiences and purposes.
B. Develop effective speaking styles for both group and one-on-one
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situations.
1. Participate actively and effectively in one-on-one
communication situations.
2. Participate actively and effectively in group discussions.
3. Plan and deliver focused and coherent presentations that
convey clear and distinct perspectives and demonstrate solid
reasoning.
IV. Listening
A. Apply listening skills as an individual and as a member of a group
in a variety of settings.
1. Analyze and evaluate the effectiveness of a public
presentation.
2. Interpret a speaker’s message; identify the position taken
and the evidence in support of that position.
3. Use a variety of strategies to enhance listening
comprehension.
B. Listen effectively in informal and formal situations
1. Listen critically and respond appropriately to presentations.
2. Listen actively and effectively in one-on-one situations
3. Listen actively and effectively in group discussions.
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Conflict Resolution Scenarios
Parole Scenarios
1. You are supervising an offender with a history of assaults. He is on maximum
supervision and has failed to report for the past month. He also tested positive for
cocaine on his last urinalysis. He randomly appears at the office to check in. As you
take him back to your office he tells you he will die before he returns to prison. You must
address his parole violations of failure to report and drug use.
2. You have arrived for a home visit with an offender suffering from full-blown AIDS. His
condition has worsened and he has recently been approved for Hospice care. His
mother meets you at the front door and yells at you for “harassing” her son who is dying.
Prison Scenarios
1. You are assigned as a rover for a general population dorm which holds 50 offenders.
The day room is inside the dorm. You notice two offenders standing in close proximity to
each other. You observe an escalating argument. There are several other offenders
standing around watching as well.
2. You have been assigned to the lobby where visitors check in for visitation. A mother
arrives to check in and see her son. She has traveled 4 hours for this visit. You check
his visitation log and see that his girlfriend visited yesterday. He is not allowed another
visit until next week. You see she is agitated about having to wait in the line to check in.
She becomes extremely angry when you tell her that her son already had his visit for the
weekend. She refuses to leave.
3. You and another officer are monitoring a recreation yard full of inmates. Two rival gang
members start a fight. Within a few seconds there are numerous offenders engaged in
the fight.
4. You are responsible for monitoring the infirmary. As you allow an offender through the
front door, another offender, already in the exam room, grabs a nurse and a metal
utensil. The offender places the knife against the nurse’s throat and threatens to kill her
unless he is allowed to call his mother.
5. A young offender tells you that several other inmates physically and sexually assaulted
him. He has visible injuries on his head. He is visibly shaken and is afraid for his safety.
He is especially frightened of retaliation for telling you about the assault.
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Name_____________
_____
Date_____________
_______
Conflict Resolution Exam
1. _____Perceived conflict is defined as conflict in which you think you have a real problem.
a. True
b. False
2. _____Which of the following is a barrier to good listening?
a. Tuning out what is being said
b. Jumping to conclusions
c. Acting a judge and jury
d. All of the above
3. _____Successful communication is mostly based on what?
a. Tone of voice
b. Body language
c. Verbal communication
d. Delivery system
4. _____Tone of voice is?
a. Intentional
b. Unintentional
c. Attitude
d. All of the above
5. _____When voice and role conflict, people believe voice.
a. True
b. False
6. _____All are forms of non-verbal communication except:
a. Active listening
b. Eye contact
c. Distance
d. Body posture
7. _____Which is NOT one of the five steps of active listening?
a. Emotional labeling
b. Lean towards the sender
c. Squarely face the person
d. Relax while attending
8. _____Which one is not an ABC of attending?
a. Paraphrasing
b. Eye contact
c. Gestures
d. Posture
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9. _____Emotional Labeling is defined as what?
a. Demonstrates that you are listening and understand what a person is feeling
b. Gives exact feedback
c. Questions that require a narrative response
d. Clarifies content and allows you to obtain further information
10. _____Which is NOT a model of active listening?
a. Mirroring/Reflecting
b. Paraphrase
c. Open-ended questions
d. Attending
11. _____What percentage makes up the content of the message received?
a. 50-60%
b. 80-90%
c. 33-40%
d. 7-10%
12. _____Body language is what percentage of the message received?
a. 33-40%
b. 50-60%
c. 33-40%
d. 7-10%
13. _____Which is NOT a style of communication?
a. Command presence
b. Passive
c. Assertive
d. Aggressive
14. _____Which style of communication has little eye contact and is very “safe”?
a. Passive
b. Aggressive
c. Assertive
d. Passive-aggressive
15. _____Which style of communication uses intimidation, belittling and controlling behavior?
a. Passive
b. Aggressive
c. Assertive
d. Passive-aggressive
16. _____Which style of communication is healthiest and models active listening?
a. Passive
b. Aggressive
c. Assertive
d. Passive-aggressive
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17. _____Your professional appearance does NOT impact your ability to communicate.
a. True
b. False
18. _____Which is NOT an aspect of command presence?
a. How you act
b. How you speak
c. How you look
d. How old you are
19. _____The goal of command presence is diminished professionalism.
a. True
b. False
20. _____Benefits of command presence include what?
a. Less vicarious liability
b. Less stress
c. Fewer complaints
d. All of the above
21. _____97-98% of all conflicts are resolved at what level?
a. Command presence/verbal communication
b. Weapon strategies
c. Weaponless strategies
d. Deadly force
22. _____The four elements of reading a scene include all except which of the following?
a. Positioning
b. Audience
c. Constraint
d. Ethical Presence
23. _____Which model can be used for redirecting behavior?
a. S.A.F.E.R
b. P.A.C.E.
c. L.E.A.P.S.
d. S.O.L.E.R.
24. _____What do you use when words fail?
a. P.A.C.E.
b. S.A.F.E.R.
c. S.O.L.E.R.
d. L.E.A.P.S.
25. _____Conflict is a state of discord caused by the actual or perceived opposition of needs,
values and interests.
a. True
b. False
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Conflict Resolution Exam Key
1. A
2. D
3. D
4. D
5. A
6. A
7. A
8. A
9. A
10. D
11. D
12. B
13. A
14. A
15. B
16. C
17. B
18. D
19. B
20. D
21. A
22. A
23. C
24. B
25. A
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
8
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
14
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Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
15
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Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
16
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
17
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3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
18
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
19
Copyright © Texas Education Agency, 2011. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
20
Copyright © Texas Education Agency, 2011. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
21
Copyright © Texas Education Agency, 2011. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
22
Copyright © Texas Education Agency, 2011. All rights reserved.
Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comment
s:
23
Copyright © Texas Education Agency, 2011. All rights reserved.
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
24
Copyright © Texas Education Agency, 2011. All rights reserved.