The article "Meeting N.A.S.P.E. Standards 5, 6, and 7: A Character Development Rubric" appeared in the spring, 1998 I.A.H.P.E.R.D. Journal. In that article, a rubric designed for intentionally teaching social development was presented as it related to Kate Wickham Elementary School in Coralville, Iowa. The school and community environment was described as well as the process of developing and implementing the rubric. This article is intended to supplement the previous one and expand on recent efforts by the Wickham staff regarding the implementation of a newly developed assessment tool, which is based on and relates directly to the rubric.

With the character development rubric being in place at Wickham since 1997-98, the character development committee (consisting of representative teachers from all grade levels/subject areas) met regularly during the fall of 1998-99. It was determined that the rubric had a profound positive effect on the positive behaviors of students and character development in general. However, if someone questioned how this was known, the question could only be answered "from the heart". With that in mind, the committee developed an assessment rubric (tool) that could be used by teachers, students, and parents to assess progress relative to character development (see chart). There are three versions of the assessment, one for intermediate and upper grade students, and two for primary students. One of the primary tools integrates "I Care Rules" with core virtues.

The tool differs from the rubric in that it "boils down" the meaning of the core virtue language (core virtues = honesty, respect, responsibility, compassion, self-discipline, perseverance, and giving) into salient terms. These terms are then categorized as in the rubric by levels. Levels serve as a benchmark for more mature social development patterns (when viewing the tool rows, lower levels are located on the right side, higher levels on the left).

The tool was adopted by the entire Wickham staff in December, 1998. The staff discussed various strategies for using the tool in a formative manner, on a regular basis (every school day). It was decided the tool would be considered for use as part of the summative evaluation for each student's end of year report, based on what is learned from using the tool during the winter months. In addition, the idea of quantifying responses (from students and teachers) and graphing the data was discussed. In doing so, numbers would be substituted for "smiley faces". Graphs indicating school trends in character development could be enlarged and placed in a visible location in the school. Such graphs could serve as a focal point for discussions throughout the Wickham community on "how we are doing", and "how we may improve" relative to character development.

In using any approach to teaching social development, it is of paramount importance that any tool or rubric is used in a positive manner. It should NOT be utilized solely as a behavior management system, although, behaviors are likely to vicariously improve with positive implementation of the rubric and the tool. In addition, it is important that students interact frequently with the rubric and tool language, so both take on a meaningful, reliable, and authentic focal point during class discussions. With this in mind, a bibliography of appropriate children's literature was assembled and used in helping students visualize and internalize the meaning of the core virtues, rubric, and assessment tool.

At Wickham we believe that anything worth teaching is worth assessing. Character development is definitely worthy of both. When an entire staff comes together and reaches consensus on the content of character development (the rubric), how to use the rubric (teaching strategies), and how to assess it (the tool) there is a powerful effect on student progress regarding character development.

CORE VIRTUES ASSESSMENT

Honesty: acknowledging wrongdoing sharing ideas openly
Respect: Treating people and property in a positive manner realizing that different is OK accepting constructive criticism
Compassion: caring and considerate reaching out to one another seeking reconciliation trying to understand and forgive
Perseverance: strength and determination to pursue goals diligence pushing hard to complete assignments
Giving: sharing talents through service responding positively to the needs of others
Self-Discipline: living within limits/expectations controlling the way you interact with others
Responsibility: willing sense of duty to complete tasks accountability for behavior

I CARE RULES ASSESSMENT

1. We listen to each other. (respect)
2. Hands are for helping, not hurting. (self-discipline/giving
3. We use I-Care language. (honesty/respect/ compassion)
4. We care about each other's feelings.(compassion/respect)
6. Different is o.k. (respect/compassion)

Kate Wickham Elementary Character Development Rubric Assessment

Core Virtues	Honesty	Respect	Responsibility	Compassio n	Self-discipline	Perseverance	Giving
Levels of Commitment	.	.	.	.	.	.	.
Responsibility for self and others (Level 4)	Is trustworthy. Is supportive of others and helps others take responsibility for their actions and work. Independently takes some risk in sharing ideas openly.	Supports others with positive comments. Helps others and self to follows directions. Willingly works with a group.	Conscientiously performs and accepts tasks willingly. Displays ownership for work completed and any actions. Dependable.	Considerate, forgiving, and caring. Acknowledges other people's feelings and offers comfort.	Reflects habits of good living in all aspects of life. Develops and meets individual and group goals and disciplines.	Encourages others to complete tasks. Sets challenging goals and sustains strong commitment to them.	Receives satisfaction from sharing with others. Initiates service activities. Seeks opportunities to respond positively to needs of others without reward or recognition.
Involvement (Level 3)	Takes responsibility for own actions and work. Takes some risk in sharing ideas with encouragement from others..	Makes positive comments and "put ups" some of the time. Willingly works with a partner. Hears and sees.	Offers positive input to others and situations.	Is aware of others feelings and responds to their needs.	Models appropriate behaviors and recognizes expectations.	Completes tasks.	Willingly shares ideas, materials or time. Participates in service activities. (intrinsic motivation).
In Control (Level 2)	Takes responsibility for own actions and work with some encouragement from others.	Keeps self from calling others names. Keeps self from striking or pushing others. Keeps self from using negative comments, negative body language and "put downs". Allows others to hear and see.	Keeps self from performing negative acts - acting out.	Is aware of others feelings but ignores them.	Lives within limits and is accepting of those guidelines.	Makes an attempt.	Will share ideas, materials, or time when given a reward. (extrinsic motivation)
Irresponsibility (Level 1	Does not take responsibility for own actions and work. Denies any wrong-doing.	Calls people names. Strikes or pushes others. Uses negative comments, negative body language, or "put downs".	Does not take ownership for negative actions or words.	Hurtful, with little or no regard for how others feel.	Acts out in a disruptive manner which is harmful to self and others.	Gives up quickly.	Does not share time, materials, or ideas with others.

REFERENCES

• Boyer, E. L. (1995). The basic school: a community for learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
• Foraker, J. E. (1995). Responsibility rubric
  
• Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.
• National Association for Sport & Physical Education. (1995) Moving into the future: National standards for physical education. Chicago: Mosby.