Assessment Rubric: Creating a News Article
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Level 2 |
Level 3 |
Level 4 |
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Knowledge and Understanding |
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Knowlege of content (e.g., elements of a news article, markers of reliable news outlets)
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The student is unable to consistently identify the key elements of a news article, such as the headline, lede, nut graph, and body. They have difficulty explaining the importance of reliable sources.
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Demonstrates some knowledge of content. The student can identify some key elements of a news article but may struggle to explain their purpose or significance. They have a basic understanding of the importance of reliable sources.
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Demonstrates considerable knowledge of content. The student can identify and explain the purpose of most key elements of a news article. They can explain the importance of reliable sources and identify some markers of reliability.
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Demonstrates thorough knowledge of content. The student can identify and thoroughly explain the purpose and significance of all key elements of a news article. They can thoroughly explain the importance of reliable sources and identify multiple markers of reliability.
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Understanding of content (the meaning and significance of different news elements and how they contribute to reliable reporting |
Demonstrates limited understanding of content. The student struggles to articulate how the different elements of a news article contribute to its overall meaning and effectiveness. They cannot explain how the choices made by journalists impact the reliability of a news article.
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Demonstrates some understanding of content. The student can explain the basic meaning of different news elements but may have difficulty connecting them to the broader concepts of reliable reporting. They are beginning to recognize how journalistic choices can affect reliability.
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Demonstrates considerable understanding of content. The student can clearly explain how different news elements contribute to the overall meaning and effectiveness of a news article. They can explain how various journalistic choices, such as the use of sources and fact-checking, impact the reliability of a news article.
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Demonstrates thorough understanding of content. The student demonstrates a nuanced understanding of how the different elements of a news article work together to create a clear, informative, and reliable piece of writing. They can insightfully analyze how journalistic choices contribute to the credibility and trustworthiness of a news article.
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Thinking |
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| Use of planning skills (e.g., identifying a newsworthy topic; identifying the purpose, audience and form for writing; generating ideas; gathering and organizing information, researching) |
Uses planning skills with limited effectiveness. The student struggles to identify a newsworthy topic and/or define a clear purpose and audience for their news article. They have difficulty generating and organizing ideas, and their research is superficial or incomplete.
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Uses planning skills with some effectiveness. The student can identify a reasonably newsworthy topic and articulate a basic purpose and audience for their writing. They can generate some relevant ideas but may struggle with organization. Their research demonstrates some effort but may lack depth or focus.
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Uses planning skills with considerable effectiveness. The student can identify a newsworthy topic and clearly define the purpose, audience, and form of their news article. They can generate and effectively organize relevant ideas. Their research is thorough, focused, and demonstrates a deliberate attempt to gather information from reliable sources.
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Uses planning skills with a high degree of effectiveness. The student demonstrates a sophisticated understanding of newsworthiness and can select a topic that is both relevant and engaging for their target audience. They can articulate a clear and compelling purpose for their writing and can develop a thoughtful plan for research and organization. Their research is extensive, insightful, and draws on a variety of credible sources.
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Use of processing skills (e.g., making inferences about the reliability of sources; interpreting, analyzing, and evaluating information; identifying bias; synthesizing information from multiple sources) |
Uses processing skills with limited effectiveness. The student has difficulty distinguishing between reliable and unreliable sources. They struggle to interpret, analyze, and evaluate information, and often accept information at face value without questioning its validity. They have difficulty identifying bias and synthesizing information from multiple sources.
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Uses processing skills with some effectiveness to identify strategies for dealing with unhealthy relationship behaviors in the scenario.
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Uses processing skills with considerable effectiveness to identify strategies for dealing with unhealthy relationship behaviors in the scenario, connecting them to the types of unhealthy relationships discussed in the handout.
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Uses processing skills with a high degree of effectiveness to analyze the scenario and identify strategies for dealing with a range of unhealthy relationship behaviors, demonstrating a clear understanding of the nuances of the topic.
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| Use of critical/creative thinking processes (e.g., considering and evaluating strategies used by various journalists; creating a news article; considering diverse perspectives) |
Uses critical/creative thinking processes with limited effectiveness. The student has difficulty understanding the strategic choices made by journalists and how they impact the message of a news article. They struggle to apply these strategies in their own writing. They tend to present information from a single perspective and have difficulty considering alternative viewpoints.
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Uses critical/creative thinking processes with some effectiveness. The student is beginning to recognize the strategic choices made by journalists and can identify some common techniques used in news writing. They can apply some of these strategies in their own writing, although their application may be somewhat simplistic or inconsistent. They are beginning to consider alternative perspectives but may struggle to fully integrate them into their writing.
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Uses critical/creative thinking processes with considerable effectiveness. The student can effectively analyze and evaluate the strategic choices made by journalists, demonstrating an understanding of how these choices shape the message and impact of a news article. They can apply a variety of journalistic techniques in their own writing to create a clear, engaging, and persuasive narrative. They demonstrate a conscious effort to consider and incorporate diverse perspectives into their writing.
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Uses critical/creative thinking processes with a high degree of effectiveness. The student demonstrates a sophisticated understanding of the creative and strategic processes involved in journalistic writing. They can analyze and evaluate complex journalistic techniques and can apply them with nuance and originality in their own writing. They consistently seek out and consider diverse perspectives, demonstrating empathy and open-mindedness in their approach to information gathering and presentation.
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Communication |
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Communication for Different Audiences and Purposes (using appropriate style and voice for a news article)
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Communicates for different audiences and purposes with limited effectiveness. The student’s writing does not demonstrate an understanding of the appropriate style and voice for a news article. The tone may be inappropriate for the intended audience, or the writing may be too informal or subjective for a news piece. The student may struggle to adapt their language and style to suit the purpose of the writing.
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Communicates for different audiences and purposes with some effectiveness. The student demonstrates a basic understanding of the appropriate style and voice for a news article, but their writing may still contain elements that are not fully aligned with journalistic conventions. The tone may be somewhat inconsistent, or the writing may occasionally lapse into a more informal or subjective style.
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Communicates for different audiences and purposes with considerable effectiveness. The student’s writing is characterized by a clear and consistent journalistic voice. The tone is objective and informative, and the language is appropriate for the intended audience. The student effectively adapts their style to suit the purpose of the writing.
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Communicates for different audiences and purposes with a high degree of effectiveness. The student demonstrates a masterful command of journalistic style and voice. Their writing is engaging, informative, and tailored to the specific needs and interests of the intended audience. The student skillfully uses language to create a compelling and impactful narrative.
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Use of conventions
(e.g., grammar, spelling, punctuation) |
Uses conventions with limited effectiveness. Frequent errors in grammar, spelling, and punctuation significantly interfere with the readability and credibility of the writing.
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Uses conventions with some effectiveness. The writing contains some errors in grammar, spelling, and punctuation, but these errors do not significantly detract from the overall readability of the writing.
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Uses conventions with considerable effectiveness. The writing is generally free of errors in grammar, spelling, and punctuation. The student demonstrates a strong grasp of grammatical rules and uses punctuation effectively to enhance clarity and flow.
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Uses conventions with a high degree of effectiveness. The writing is impeccably edited and free of grammatical, spelling, and punctuation errors. The student demonstrates a mastery of written conventions and uses them effectively to create a polished and professional piece of writing
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Application |
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Application of knowledge and skills in familiar contexts (e.g., applying knowledge of news elements and reliable reporting practices to create a news article) |
Applies knowledge and skills in familiar contexts with limited effectiveness. The student struggles to apply their knowledge of news elements and reliable reporting practices to the creation of their news article. The article may be missing key elements, or the information presented may be inaccurate or poorly sourced. The student may not demonstrate an understanding of how to write in a clear, objective, and informative style.
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Applies knowledge and skills in familiar contexts with some effectiveness. The student demonstrates some ability to apply their knowledge of news elements and reliable reporting practices, but their application may be inconsistent or somewhat superficial. The article may contain some inaccuracies or rely on sources of questionable reliability. The student’s writing may show some understanding of journalistic style but may not fully meet professional standards.
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Applies knowledge and skills in familiar contexts with considerable effectiveness. The student can effectively apply their knowledge of news elements and reliable reporting practices to create a well-structured and informative news article. The article includes all the key elements of a news story, and the information presented is accurate and well-sourced. The student writes in a clear, objective, and engaging style that is consistent with journalistic conventions.
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Applies knowledge and skills in familiar contexts with a high degree of effectiveness. The student demonstrates a sophisticated understanding of journalistic principles and can apply them expertly to create a compelling and insightful news article. The article is well-researched, meticulously sourced, and written in a style that is both engaging and informative. The student demonstrates a deep understanding of the power of language and storytelling and uses it effectively to bring their news story to life.
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| Transfer of knowledge and skills (e.g., transferring knowledge of news elements and reliable reporting practices to new contexts) |
Transfers knowledge and skills to new contexts with limited effectiveness. The student struggles to transfer their knowledge of news elements and reliable reporting practices to new situations or contexts. They may rely heavily on examples or templates and have difficulty adapting their skills to fit different news topics or writing styles.
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Transfers knowledge and skills to new contexts with some effectiveness. The student can, with prompting, transfer some of their knowledge and skills to new situations, but they may still require significant guidance or support. They may struggle to adapt their writing style or approach to research when confronted with unfamiliar news topics or audiences.
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Transfers knowledge and skills to new contexts with considerable effectiveness. The student can effectively adapt their knowledge and skills to new contexts, demonstrating flexibility and a willingness to experiment with different approaches to news writing. They can confidently research and write about a variety of news topics and can tailor their writing style to suit different audiences and purposes.
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Transfers knowledge and skills to new contexts with a high degree of effectiveness. The student demonstrates exceptional adaptability and can seamlessly transfer their knowledge and skills to a wide range of new and challenging contexts. They can approach unfamiliar news topics with confidence and creativity, using their understanding of journalistic principles to craft compelling and informative narratives regardless of the subject matter or target audience.
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| Making connections (e.g., connecting the content of the news article to their own knowledge and lived experiences, other texts, and the world around them) |
Makes connections within and between various contexts with limited effectiveness. The student struggles to connect the content of their news article to their own knowledge, experiences, other texts, or the wider world. Their writing may feel isolated or lack relevance to the reader. They may have difficulty identifying the broader implications or significance of the news story they are reporting.
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Makes connections within and between various contexts with some effectiveness. The student demonstrates some ability to make connections between their news article and other contexts, but these connections may be somewhat superficial or underdeveloped. They may be able to relate the news story to their own experiences or to other texts they have encountered, but they may struggle to see the broader societal or global implications.
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Makes connections within and between various contexts with considerable effectiveness. The student can effectively connect the content of their news article to a variety of contexts, demonstrating an understanding of how the news story fits into a larger narrative. They can draw connections to their own knowledge and experiences, other texts, current events, and broader societal trends. Their writing reflects a thoughtful and nuanced understanding of the world and the interconnectedness of events.
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Makes connections within and between various contexts with a high degree of effectiveness. The student consistently makes insightful and meaningful connections between their news article and a wide range of contexts, demonstrating a deep understanding of the subject matter and its relevance to the world around them. Their writing is thought-provoking, insightful, and invites the reader to consider the broader implications of the news story.
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