Assessment Rubric for Dishonest Debate
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge and Understanding |
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Knowlege of content
Types of dishonest arguments such as cherry-picking, fake doubt, just asking questions
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Demonstrates limited knowledge of different types of dishonest arguments. May misidentify or confuse the characteristics of these arguments.
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Demonstrates some knowledge of dishonest arguments. Can identify some types, but may not fully grasp their nuances or provide accurate examples.
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Demonstrates considerable knowledge of dishonest arguments. Can correctly identify and explain different types, providing relevant examples from the source material.
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Demonstrates thorough knowledge of dishonest arguments. Can confidently identify, explain, and differentiate between various types, drawing on a wide range of examples and showing a nuanced understanding of their application in persuasive contexts.
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Understanding of content
Purpose and impact of dishonest arguments, how they are used to manipulate or mislead
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Demonstrates limited understanding of the purpose and impact of dishonest arguments. May not grasp how they are used to manipulate or mislead audiences.
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Demonstrates some understanding of the purpose and impact of dishonest arguments. Can recognize some ways they are used to influence opinions, but may not fully explain their manipulative nature.
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Demonstrates considerable understanding of the purpose and impact of dishonest arguments. Can explain how they are used to mislead, manipulate, and sway audiences, providing insights into their effectiveness in persuasive contexts.
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Demonstrates thorough understanding of the purpose and impact of dishonest arguments. Can analyze and critique their use in various contexts, identifying the intended effects on audiences and demonstrating a deep understanding of their manipulative potential
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Thinking |
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Use of planning skills Selecting a topic, brainstorming arguments, organizing ideas for presentation |
Uses planning skills with limited effectiveness. May struggle to select a suitable topic, brainstorm relevant arguments, or organize ideas in a coherent manner for presentation.
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Uses planning skills with some effectiveness. Can select a topic and generate some arguments, but may need more structure or guidance to organize ideas effectively for presentation.
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Uses planning skills with considerable effectiveness. Can independently select a topic, brainstorm a range of dishonest arguments, and organize them logically for a clear and persuasive presentation.
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Uses planning skills with a high degree of effectiveness. Demonstrates exceptional planning and organization, selecting a compelling topic, crafting a diverse array of dishonest arguments, and structuring them strategically for maximum impact.
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Use of processing skills
Analyzing the assigned topic, identifying appropriate dishonest arguments to use, evaluating the effectiveness of their chosen arguments
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Uses processing skills with limited effectiveness. May struggle to analyze the topic, identify suitable dishonest arguments, or evaluate the effectiveness of their chosen approach.
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Uses processing skills with some effectiveness. Can analyze the topic to some extent, identify some dishonest arguments, and offer basic evaluations of their effectiveness.
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Uses processing skills with considerable effectiveness. Can thoroughly analyze the assigned topic, strategically select dishonest arguments relevant to the chosen stance, and critically evaluate the effectiveness of their approach in persuading an audience.
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Uses processing skills with a high degree of effectiveness. Demonstrates exceptional analytical and critical thinking skills, expertly analyzing the topic, selecting highly effective dishonest arguments tailored to the chosen stance, and providing insightful evaluations of their persuasive impact.
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| Use of Critical/Creative Thinking Processes: Creating original dishonest arguments, considering the ethics of using such arguments, reflecting on the persuasive power of dishonest tactic |
Uses critical/creative thinking processes with limited effectiveness. May struggle to create original dishonest arguments, consider the ethical implications of using such tactics, or reflect on their persuasive power.
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Uses critical/creative thinking processes with some effectiveness. Can generate some original dishonest arguments, demonstrate basic awareness of ethical considerations, and offer initial reflections on the power of dishonest persuasion.
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Uses critical/creative thinking processes with considerable effectiveness. Can create original and convincing dishonest arguments, demonstrate a clear understanding of the ethical implications involved, and thoughtfully reflect on the persuasive power of dishonest tactics.
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Uses critical/creative thinking processes with a high degree of effectiveness. Demonstrates exceptional creativity and critical thinking, crafting highly original and persuasive dishonest arguments, engaging in deep ethical reflections on their use, and demonstrating a sophisticated understanding of their impact on individuals and society
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Communication |
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Expression and organization of ideas
Clarity, logic, coherence of arguments
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Expresses and organizes ideas with limited effectiveness. Arguments lack clarity, logical flow, and coherence, making it difficult to follow the reasoning or understand the intended message.
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Expresses and organizes ideas with some effectiveness. Arguments show some clarity and organization, but may have gaps in logic or coherence that hinder the overall effectiveness of the presentation.
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Expresses and organizes ideas with considerable effectiveness. Arguments are presented clearly, logically, and coherently, making the reasoning easy to follow and the intended message persuasive.
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Expresses and organizes ideas with a high degree of effectiveness. Arguments are exceptionally clear, well-organized, and compellingly presented, demonstrating mastery of communication skills and a deep understanding of how to effectively persuade an audience
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Communication for different audiences and purposes in oral, visual, and written forms, including media forms.
Adapting language and tone to suit the chosen audience, using appropriate rhetorical devices to achieve the persuasive goal |
Communicates for different audiences and purposes with limited effectiveness. Struggles to adapt language, tone, or rhetorical devices to suit the intended audience or persuasive goal.
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Communicates for different audiences and purposes with some effectiveness. Shows some ability to adapt language and tone, but may not consistently use appropriate rhetorical devices or fully consider the audience’s perspective.
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Communicates for different audiences and purposes with considerable effectiveness. Demonstrates skill in adapting language, tone, and rhetorical devices to suit the chosen audience and persuasive goal, effectively engaging and influencing their perspective.
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Communicates for different audiences and purposes with a high degree of effectiveness. Exhibits exceptional adaptability and persuasive skill, tailoring language, tone, and rhetorical strategies to effectively connect with and influence diverse audiences, demonstrating a nuanced understanding of communication dynamics.
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Use of conventions
Grammar, spelling, punctuation |
Uses conventions with limited effectiveness. Frequent errors in grammar, spelling, and punctuation significantly detract from the clarity and credibility of the presentation.
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Uses conventions with some effectiveness. Some errors in conventions may be present but do not significantly impede understanding or the overall effectiveness of the presentation.
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Uses conventions with considerable effectiveness. The presentation is generally free of errors in grammar, spelling, and punctuation, enhancing the clarity and credibility of the arguments.
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Uses conventions with a high degree of effectiveness. The presentation is meticulously crafted, demonstrating impeccable grammar, spelling, and punctuation, which significantly enhances the clarity, professionalism, and persuasive impact of the arguments.
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Application |
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Application of knowledge and skills in familiar contexts Applying knowledge of dishonest arguments to create a persuasive debate
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Applies knowledge and skills in familiar contexts with limited effectiveness. Struggles to apply knowledge of dishonest arguments to the debate activity, resulting in weak or unconvincing arguments.
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Applies knowledge and skills in familiar contexts with some effectiveness. Can apply some knowledge of dishonest arguments to the debate, but may not demonstrate full mastery or strategic use of these techniques.
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Applies knowledge and skills in familiar contexts with considerable effectiveness. Successfully applies knowledge of dishonest arguments to create a persuasive debate, demonstrating a clear understanding and effective use of these tactics.
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Applies knowledge and skills in familiar contexts with a high degree of effectiveness. Masterfully applies knowledge of dishonest arguments to craft a highly persuasive and engaging debate, demonstrating a sophisticated understanding and strategic use of these techniques to influence an audience
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| Transfer of knowledge and skills
Recognizing and analyzing dishonest arguments in real-world situations |
Transfers knowledge and skills to new contexts with limited effectiveness. Struggles to recognize or analyze dishonest arguments in real-world situations beyond the specific examples provided in the source material.
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Transfers knowledge and skills to new contexts with some effectiveness. Can identify some dishonest arguments in real-world examples, but may need more practice or guidance to consistently apply this skill.
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Transfers knowledge and skills to new contexts with considerable effectiveness. Can confidently recognize and analyze dishonest arguments encountered in real-world situations, demonstrating the ability to apply knowledge gained from the lesson to a wider context.
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Transfers knowledge and skills to new contexts with a high degree of effectiveness. Demonstrates exceptional ability to identify and critique dishonest arguments in diverse real-world situations, showcasing a deep understanding of these tactics and their impact on individuals and society
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Making connections
Connecting the concept of dishonest arguments to broader issues of media literacy, critical thinking, and ethical communication |
Makes connections within and between various contexts with limited effectiveness. Struggles to connect the concept of dishonest arguments to broader issues or recognize their relevance beyond the immediate task.
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Makes connections within and between various contexts with some effectiveness. Can make some basic connections to broader issues of media literacy or ethical communication, but may not fully articulate their significance.
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Makes connections within and between various contexts with considerable effectiveness. Demonstrates a clear understanding of how dishonest arguments relate to broader issues of media literacy, critical thinking, and ethical communication, drawing insightful connections between the lesson and real-world implications.
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Makes connections within and between various contexts with a high degree of effectiveness. Demonstrates a sophisticated understanding of the interconnectedness between dishonest arguments, media literacy, critical thinking, and ethical communication, drawing insightful connections and demonstrating the ability to apply these concepts to a wide range of situations.
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