Working with Rubrics
Whenever a complex skill such as doing a science demonstration is to be taught to people
who will implement that skill, the instructor needs to communicate what the ideal
demonstration looks like and how a presenter can improve toward that ideal. A RUBRIC is an
effective means to accomplish these two goals efficiently. Rubrics have been called silent
coaches, because they provide the same kind of detail about how to improve that coaches
do.
A rubric is a table that indicates specific traits that apply to the skill being taught and the
quality level of each trait. If this were a rubric for a customer service representative at a
hardware store, the traits might be, 1) Politeness 2) Knowledge of products 3) Helpfulness.
Here is a rubric for customer service representative.
Quality levels
NOT SO
GOOD
OK
Politeness
Snippy, acting
put out
Courteous, but brief.
Tells customer how
to find products in the
store.
Knowledge of
products
Spotty and
incorrect
Knows the products
or directs customer to
someone who knows
about them.
Helpfulness
Conveys “get
out of my face”
attitude
Patient. Able to
answer customer
questions.
GOOD
EXCELLENT
Traits
Engaged with visitor.
Conversational.
Interested in solving
customer’s problem.
Shows a genuine
concern for
customers. Escorts
them to aisle to
show products.
Knows the products
Seeks to understand
and can recommend
customer needs and
which one is best for
works with customer
the customer’s project. to select the right
product.
Supplies relevant
Draws customer out
extra information.
to get the
information needed
to find a solution.
Rubrics are very helpful tools for improving a skill because they summarize the traits that
make up the performance of the skill. More importantly, they describe what each level of
performance looks like. Armed with this tool, a person can review his or her own
performance, make positive changes, and set goals for continued improvement. Rubrics can
also be used in peer coaching, that is, getting a partner to observe a performer in action, then
using the rubric to provide feedback.
Being a Museum Galaxy Guide is a complex task, requiring content knowledge, people skills,
organization, and flexibility all at the same time. The purpose of using rubrics in Space
Odyssey is to foster improvement of performance in giving demos and facilitating exhibits.
Rubrics can serve this purpose by communicating expectations, clarifying what is meant, and
conveying the idea that presenters can never really rest on their laurels, but should always
strive to get better at being a Museum Galaxy Guide. The purpose is NOT to evaluate,
measure, or rank performers.
By the way, the format of the rubric varies. Generally rubrics have four quality levels, though
this number may be cut to two or three for space reasons. This is the case for rubrics in the
Space Odyssey Training Manual.
General Rubric for Museum Galaxy Guides
QUALITY LEVELS

TRAITS
Engagement
strategy
NOT READY TO BE
A GALAXY GUIDE
OK
FACILITATION
Sits quietly out of the
way, reading or doing
crossword puzzles
Impersonal and aloof
Informs visitor of
activities going on
Enthusiasm/fun
Focussed on when
the shift ends
Takes a pleasant tone
and demeanor
Engine that drives
the conversation
Lectures the visitor
and never asks a
question
Gives a stock “spiel”
without paying any
attention to the
visitors’ interests
Knows the parts that
he or she likes, but
doesn’t care to learn
the rest of the exhibit
Asks leading
questions
Strays from the
training material into
unverified speculation
Uses many personal
anecdotes, relevant
or not. Editorializes
and makes frequent
judgmental remarks
Shuts off visitors’
questions when they
aren’t within the
volunteer’s area of
expertise
Conducts demos with
no factual errors
Has one set way of
doing the demo and
never changes it
Discusses demo with
peers and implements
new techniques
Rapport with visitors
Pacing of
conversation
Knowledge of
exhibit’s tools and
props
Knowledge &
explanation of
content
Brings in personal
experience
Sparks visitors’
curiosity
Improves demo over
time
Greets visitor
Keeps conversation
from dragging
Demonstrates
thorough knowledge of
all parts of the
Galaxy’s Guides’ track
Responds to visitor
questions when asked
Directs visitor to digital
collection or other staff
with more knowledge
EXCELLENT
FACILITATION
Uses a natural approach to starting
interaction and invites visitor to join
and enjoy activities.
Greets visitor and asks friendly
questions. Demonstrates a genuine
concern for visitor having a good
experience.
Demonstrates a strong interest in SO
experience. Animated, with good vocal
inflection
Encourages explorations and fun
Draws visitor into asking questions.
Facilitates an open inquiry; lets visitor
take lead in asking questions
Keeps conversation moving. Observes
visitor body language, goes at visitors’
pace
Exhibits thorough knowledge of all
parts and begins to innovate the use of
them. Beyond thorough knowledge,
discovers new ways to use these
materials for extended inquiry
Exhibits thorough knowledge of all
parts of this demo, and can extend the
conversation into related areas
Uses personal experience to enhance
and enrich the human side of science
Asks stimulating questioning to engage
the visitor at heightened level, even if
the Galaxy Guide doesn’t know an
answer: explores together with visitor.
Understands content and explains on
appropriate level. Opens news
subjects for inquiry
Develops written goals and strives to
meet these goals, eg, “Raise
Knowledge of exhibit from OK to
COOL by Sept.” or “Raise all OK’s to
COOL by August”