PLUS Observation Rubric

PLUS Preceptor Observation Rubric

Fall 2011

Interpersonal Skills

Embracing Program Philosophy

Facilitation Skills

Time Organization

Uses Effective Questioning Techniques

Problem Solving Skills

Outstanding (4)

Appeared energetic and comfortable in the group setting.  Successfully interacted with students in the group.  Showcased personality and enthusiasm.  Students were excited to interact with the preceptors.

Demonstrated commitment to collaborative learning (CL), and desire to assist students.  Created good CL activities and executed them well.  Students participated willingly.  CL seemed to be the norm for the group.

All group members understand the preceptor's expectations and are always on task.    Included all students in discussion/activities.  Transitions happen smoothly and quickly.

Demonstrated an effective strategy for structuring group.  Visible and clear agenda.  Appropriate amount of non-content related talk.  Included a variety of activities.

Asks questions that solicit group participation.  Responds to questions in appropriate and varied ways.  (ie Redirects questions, redirects to a particular student, using question to transition to a different topic, answering the question themselves)

Manages unexpected problematic situations or disruptions quickly and in a way that inspires confidence in the group. 

Proficient (3)

Appeared somewhat energetic and slightly nervous in the group setting.  Had positive interaction with students in the group.  Demonstrated personality and interest.  Students seemed comfortable in their interactions with the preceptors.

Demonstrated some commitment to collaborative learning.  Created average CL activities.  Students participated begrudgingly.  Alternated CL and teaching.

Most group members understand the preceptor's expectations and are always on task.  Most students are are included in discussion/activities.  Transitions happen relatively smoothly.

Attempted to organize the group time.  Visible agenda, but unclear.  Had strong activities, but of a single type.

Asks questions.  Responds to questions in appropriate ways, but using a single technique.  (ie Always redirecting the question back to the group.)

Awkwardly manages problems.  Does so in a way that does not detract much from the group experience.

Developing (2)

Appeared to lack energy in the group setting and seemed nervous most of the time.  Limited interaction with other students.  Appeared awkward, quiet, or dominant.  Students seemed reserved in their interactions with the preceptors.

Appeared to want to incorporate collaborative learning techniques.  Chose inappropriate activities for CL.  Chose good activities but then dominated discussion.

About half of the students are confused about the preceptor's expectations.  Most students require frequent redirection or clarification about activities.  Transitions are slow.

Had a visible agenda but it was never followed.  Haphazard strategy in group structure. 

Asks questions that have mostly one-word answers.  Responds to questions awkwardly, occasionally uses appropriate techniques.  Frequently just answers questions.

Managed problems or disruptions once they have been pointed out or have become severe.

Not Proficient (1)

Lacked energy or acted inappropriately.  Bare minimum interaction with other students.  Focused all attention on other preceptor or the material.  Could not discern personality.  Students visibly avoided or did not like the preceptors.

Failed to show any commitment to collaborative learning.  Study session was dominated by preceptor teaching.  Did not incorporate any CL activities.

Preceptor's expecations are frequently unlcear.  Many students are left out or confused.  Transitions between activities are rough and lengthy.

No apparent plan.  No visible agenda. 

Asks only questions that can be answered with a single word (yes or no, definition).  Answers or ignores every question asked. 

Failed to resolve problems.  Does not notice that there is a problem until it has affected the whole group.  Ignores it once they do.

Notes:  Half scores may be used.  "Embracing Program Philosophy" refers to whether or not the preceptors attempted to incorporate collaborative learning techniques.  "Facilitation Skills" refers to their ability to implement their ideas, whether good or bad.