PEER TRACKER CHECKLIST: Socratic Seminar
My Name:
My Peer’s Name:
DIRECTIONS: HIGHLIGHT or UNDERLINE the text below that applies to the peer you are tracking. Complete the chart on
the back of this page. When you are finished observing your peer, make a judgment based on what you have answered
and where you have highlighted and CIRCLE the area where you think your peer scored.
GRADING CRITERIA
EXCEED
Student initiates and
engages in a range
of collaborative
discussions.
CONDUCTING
DISCUSSIONS
ANALYZING
CONTENT
Student consistently
builds on others’ ideas
and clearly expresses
his or her own ideas
based on evidence,
relating discussions to
broader themes or
ideas, responding
thoughtfully to diverse
perspectives,
challenging ideas,
and/or resolving
contradictions.
Student examines and
evaluates various
literary and
informational texts and
uses evidence to
effectively support
analyses, explanations,
inferences, and
assertions.
Analysis focuses on an
appropriate
explanation with clarity
and precision. The
nature of the analysis
and the implications for
the meaning of the
work as a whole
provide deeper
comprehension.
MEET
Student engages in a
range of collaborative
discussions.
Student attempts to
build on others’ ideas
and clearly expresses
his or her own ideas
based on evidence.
Student attempts to
relate discussions to
broader themes or
ideas, respond to
diverse perspectives,
challenging ideas,
and/or resolve
contradictions.
Student examines and
evaluates various
literary and
informational texts and
uses evidence to
effectively support
analyses, explanations,
inferences, and
assertions.
Analysis is clear and
adequately aids in
comprehension of a
text.
APPROACH
Student attempts to
engage in a range
of collaborative
discussions.
Student’s expression of
ideas may not be based
on evidence, or
discussions may not be
related to
broader themes or
ideas. Student may not
attempt to respond to
other perspectives,
challenging ideas,
and/or contradictions.
Student struggles with
evaluating texts and
using evidence to
support commentary.
Analysis may focus on
appropriate topic, but
inadequately explains
or fails to make a
connection to the
meaning of the text.
FALL BELOW
Student has not engaged
in collaborative
discussions.
Student has not based
ideas on evidence.
Discussions are not be
related to
broader themes or
ideas. Student has not
attempted to respond to
other perspectives,
ideas, and/or
contradictions.
Student analysis of text
is ineffective or missing.
Analysis does not
effectively use
supporting evidence.
PEER TRACKER CHECKLIST: Socratic Seminar
My Name:
TRAIT: Did My Peer…
Pose at least one debate
statement or at least one
HOT Prompt?
Respond at least TWO times
with valuable contributions
that referenced the text?
Use the following CODES: Q
(quoted the text), C (made a
connection), TR (made a
reference to the text), O
(gave an opinion)
YES
NO
My Peer’s Name:
Evidence (take notes on what your peer said)
(write the statement/prompt your peer posed)
1.
2.
3.
Engage others in the
discussion with interesting,
thought-provoking ideas?
Explain How
Examine and evaluate the
text on an analytical level?
Explain How
REFLECTION: Answer the questions below with honest, thoughtful reflection. Use complete sentences.
1. What needed to be said during the seminar that wasn’t? What would you have responded?
2. What questions were not asked that should have been?
3. What was one thing that was said that made you think something you hadn’t thought of before?
4. What questions were the “best” of the seminar?
5. What did you learn/observe from this seminar?