Example of a student evaluation rubric (individual skills in group process)
| Grade | Examples to identify |
| 4 (A) | Leader in setting and maintaining agenda; very sensitive to peers; promotes involvement of other group members; provides constructive correction |
| 3 (B) | Conscious of time and agenda; shares information; is accepted and trusted by group members; displays adequate skill in expressing knowledge and opinions |
| 2 (C) | Significant difficulty in expressing self; shares inappropriate information not germane to conversation; not interested in group process; shows effort at improvement; retains low leadership qualities |
| 1 (F) | Chronically late or absent; disrupting and/or dominating to point of group irritation; excessively shy and unwilling to contribute; uninterested in cooperation or group progress. |
Each student evaluation criterion has a rubric with descriptive phrases that exemplify behaviours considered superior (4 or A), competent (3 or B), needs improvement (2 or C), or unacceptable (1 or F), to guide facilitators in arriving at objective, uniform evaluations.