Assessment Rubric for Excuses, Excuses Assignment
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
|
Knowledge and Understanding |
||||
|
Knowlege of content
Knowledge of definition of consent and moral disengagement techniques (“sneaky excuses’)
|
limited knowledge of sneaky excuses, moral disengagement, and consent in online contexts.
|
some knowledge of sneaky excuses, moral disengagement, and consent in online contexts.
|
considerable knowledge of sneaky excuses, moral disengagement, and consent in online context
|
thorough knowledge of sneaky excuses, moral disengagement, and consent in online contexts
|
|
Understanding of content
Understanding of how consent and moral disengagement occur in the online context
|
limited understanding of the relationship between sneaky excuses and consent
|
someunderstanding of the relationship between sneaky excuses and consent
|
considerable understanding of the relationship between sneaky excuses, sexting, and consent; can explain how sneaky excuses are used to justify ignoring or violating consent
|
thorough understanding of the relationship between sneaky excuses and, and consent; can analyze how sneaky excuses are used to justify ignoring or violating consent and the impact this can have on individuals and relationships
|
|
Thinking |
||||
|
Planning and organizing the digital story (e.g., developing a storyline, selecting images and music, structuring the narrative |
uses planning skills with limited effectiveness when designing and creating the digital story |
uses planning skills with some effectiveness when designing and creating the digital story.
|
uses planning skills with considerable effectiveness when designing and creating the digital story, demonstrating consideration of the purpose, target audience, and the message they want to conve |
uses planning skills with a high degree of effectiveness when designing and creating the digital story, demonstrating a clear understanding of how their choices effectively contribute to the overall impact and message |
|
Use of creative thinking processes in developing the story (e.g., generating ideas, experimenting with different digital tools and techniques, exploring different perspectives)
|
uses critical/creative thinking processes with limited effectiveness to create the digital story
|
uses critical/creative thinking processes with some effectiveness to create the digital story.
|
uses critical/creative thinking processes with considerable effectiveness to create the digital story; develops original and engaging scenarios and counterarguments that demonstrate thoughtful consideration of sneaky excuses and consent online
|
uses critical/creative thinking processes with a high degree of effectiveness to create the digital story; demonstrates sophisticated and nuanced understanding of sneaky excuses and consent online, crafting a powerful and thought-provoking message
|
|
Communication |
||||
|
Communication for different audiences and purposes in oral, visual, and written forms, including media forms.
Expression and organization of ideas and information |
expresses and organizes ideas and information in the digital story with limited effectiveness; the message lacks clarity and coherence
|
expresses and organizes ideas and information in the digital story with some effectiveness; the message is communicated with some clarity and coherence
|
expresses and organizes ideas and information in the digital story with considerable effectiveness; the message is clear, coherent, and engaging, effectively conveying the dangers of sneaky excuses and the importance of consent online
|
expresses and organizes ideas and information in the digital story with a high degree of effectiveness; the message is impactful, thought-provoking, and demonstrates a sophisticated understanding of sneaky excuses, consent, and their real-world implications
|
| Communication for different audiences and purposes |
communicates for different audiences and purposes in the digital story with limited effectiveness; the story does not effectively resonate with the intended audience
|
communicates for different audiences and purposes in the digital story with some effectiveness; the story shows some awareness of the target audience and their understanding of sneaky excuses and consent online
|
communicates for different audiences and purposes in the digital story with considerable effectiveness; the story uses appropriate language, tone, and visuals to effectively engage the target audience and convey the message about sneaky excuses and consent
|
communicates for different audiences and purposes in the digital story with a high degree of effectiveness; the story demonstrates a deep understanding of the target audience and tailors the message for maximum impact, effectively promoting critical thinking and discussion about sneaky excuses and consent
|
|
Use of conventions
|
uses conventions, vocabulary, and terminology related to sneaky excuses and consent with limited effectiveness
|
uses conventions, vocabulary, and terminology related to sneaky excuses and consent with some effectiveness
|
uses conventions, vocabulary, and terminology related to sneaky excuses and consent with considerable effectiveness
|
uses conventions, vocabulary, and terminology related to sneaky excuses and consent with a high degree of effectiveness
|
|
Application |
||||
|
Application of knowledge and skills in familiar contexts
|
applies knowledge and skills about sneaky excuses and consent to digital storytelling with limited effectiveness
|
applies knowledge and skills about sneaky excuses and consent to digital storytelling with some effectiveness
|
applies knowledge and skills about sneaky excuses and consent to digital storytelling with considerable effectiveness; the digital story effectively demonstrates how sneaky excuses can be used to ignoring or violating consent
|
Applies knowledge and skills about sneaky excuses and consent to digital storytelling with a high degree of effectiveness; the digital story demonstrates a nuanced understanding of the complexities of sneaky excuses, consent, and online interactions
|
| Transfer of knowledge and skills
|
transfers knowledge and skills about sneaky excuses and consent to new contexts with limited effectiveness
|
transfers knowledge and skills about sneaky excuses and consent to new contexts with some effectiveness
|
transfers knowledge and skills about sneaky excuses and consent to new contexts with considerable effectiveness; can apply their understanding of sneaky excuses and consent to different online situations and recognize their relevance beyond the specific examples provided
|
transfers knowledge and skills about sneaky excuses and consent to new contexts with a high degree of effectiveness; can analyze how sneaky excuses and consent play a role in various online and offline interactions, demonstrating a deep understanding of these concepts
|
|
Making connections
Connecting understanding of sneaky excuses and consent
|
draws connections between concepts of moral disengagement and consent with limited effectiveness
|
draws connections between concepts of moral disengagement and consent with some effectiveness
|
draws connections between concepts of moral disengagement and consent with considerable effectiveness
|
draws connections between concepts of moral disengagement and consent with a high degree of effectiveness
|