AP Language and Composition
Miss Armor
Rubric for Thoughtful Discussion When in discussion and/or asked questions in regards to
the reading, student should demonstrate METACOGNITION (the ability to read deeply and explain
thinking and reasoning behind the answers, ideas, and reflections shared). The following rubric is
designed to rate metacognition in whole class and/or small group discussions. Be prepared to use
the following in self and peer evaluation, as well as to reflect on scores provided to your
periodically by your teacher to show your progress as an Active Thinker! KEEP THIS RUBRIC AS A
GUIDE.
LEVEL of METACOGNITION
OBSERVED
INFERENCE
SYNTHESIS
LEVEL 5
Makes deeper meaning
of textual evidence that
is left up to
interpretation and makes
connections to other
texts, history, pop
culture (allusion).
Uses prior knowledge and
the literal evidence
provided in the text to
support response
Thinks outside the box. Comes up with
unique ideas and interpretations of the
text.
Shows complete understanding of the
prompt and/or text
Provides answers and thoughts that
extend beyond the question providing a
digression into new ideas and thoughts
beyond the prompt/question itself.
Little to no prompting or probing
questions needed
LEVEL 4
Provides a solid interpretation of the
prompt/text that is both inferential and
literal
Shows complete understanding of the
prompt and/or text
Prompting needed to stretch beyond the
basic response required, or provide any
deeper analysis
LEVEL 3
Provides a superficial interpretation of
the prompt/text
Some prompting and probing questions
needed to reach an inferential level of
analysis
Shows understanding of the prompt and
can apply literal examples to support
response and/or text
LEVEL 2
Some prompting and probing questions
needed to reach an inferential level of
analysis
Inferential Interpretation of the
prompt/text is flawed
Makes deeper meaning
of textual evidence that
is left up to
interpretation and
extends beyond it with
prompting
SEE ABOVE
Provides irrelevant
interpretation of
ambiguous text and/or
connections. Some or all
thoughts seem to be
done just for the sake of
showing inferential
thought. Does not use
this to contribute to
overall understanding of
the text
Incorrect analysis of
ambiguous content and
connections
SEE ABOVE
SEE ABOVE
Shows understanding of the prompt and
can apply literal examples to support
response
LEVEL 1
Some prompting and probing questions
needed to reach a literal level of analysis
Analysis may have minor inaccuracies
prior to prompting
No attempt made at
Inferential thought
NON-SCORABLE
Poor selection and or
interpretation of evidence
based on prior knowledge
and the text.
SEE ABOVE
No attempt made at
Synthesis
Insufficient or incomplete answer due to
lack of understanding of topic
Inability to show work or explain
thought process that helped student
arrive at answer
METACOGNITIVE DISCUSSION
BASELINE ABILITY EVALUATION
In a One-On-One Discussion on _____________________________________________________ was
called upon to answer a question. Their answer should have demonstrated literal understanding
through the synthesis of knowledge pulled from text (direct), the use of inference to make
meaning of what is not explicitly stated or proven in text (indirect), and an ability to connect text
with prior knowledge, other readings, other courses, and/or the world in which we live.
Average Level of METACOGNITION Demonstrated in
Discussion
3
NS
TEACHER COMMENTS:
Average Level of METACOGNITION Demonstrated in
Discussion
5
NS
STUDENT SELF-REFLECTION: What do I need to do to improve in this area?
This score sheet goes with the Rubric for Thoughtful Discussion and is designed to rate
metacognition to show students ability level and improvement in discussing course topics using
metacognitive strategies like: making connections, inference, and synthesis. The score above is
reflective of their starting point. No grade will be awarded for this discussion, but teacher will
expect growth in this area in the future when they WILL be award a grade through both teacher
evaluation and self-reflection.
