Assessment Rubric
| CATEGORY | CRITERIA | LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 |
|---|---|---|---|---|---|
| Knowledge and Understanding | Knowledge of Content: | Struggles to recall basic terms (e.g., information sorting, companion text) or characteristics of a reliable source. | Recalls some terms and characteristics, but understanding is superficial. | Accurately recalls key vocabulary and characteristics of reliable sources. | Clearly and accurately explains key vocabulary, characteristics of reliable sources, and steps of information sorting. |
| Understanding of Content: | Demonstrates limited understanding of the purpose of information sorting or the relationship between companion and close reading. | Demonstrates some understanding of the purpose of information sorting and the order of steps, but explanations are unclear. | Demonstrates considerable understanding of the purpose of information sorting and why companion reading comes before close reading. | Demonstrates thorough understanding of the purpose of information sorting, the relationship between companion and close reading, and can justify the order of steps with clear reasoning. | |
| Thinking | Use of Planning Skills | Struggles to use companion texts to determine a source’s reliability. |
Can sometimes use companion texts to identify some indicators of reliability, but analysis is superficial or flawed. | Consistently uses companion texts to assess a source’s knowledge, accuracy, and motivation, drawing reasonable conclusions about its reliability. |
Critically and thoroughly analyzes companion texts to provide a nuanced assessment of a source’s reliability, considering multiple perspectives and potential biases.
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| Use of Processing Skills: | Uses processing skills with limited effectiveness to analyze evidence to determine if it supports or contradicts an argument | Uses processing skills with some effectiveness to analyze evidence to determine if it supports or contradicts an argument | Uses processing skills with some effectiveness to analyze evidence to determine if it supports or contradicts an argument | Uses processing skills with some effectiveness to analyze evidence to determine if it supports or contradicts an argument | |
| Use of Critical/Creative Thinking Processes | Struggles to identify what might be missing from a source or whose voices are excluded. |
Can identify some omissions in a source, but struggles to explain their significance.
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Identifies significant omissions in a source and explains how these omissions might affect the story or its interpretation
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Insightfully analyzes what is included and excluded from a source, considering diverse perspectives and the potential impact on the audience’s understanding. | |
| Communication | Expression and Organization of Ideas and Information | Struggles to articulate the information sorting process or findings from source analysis; communication is unclear and disorganized. | Explains the information sorting process and findings with some clarity, but organization is weak and may be difficult to follow. | Clearly and logically explains the information sorting process, findings from source analysis, and supports claims with evidence. | Communicates a sophisticated understanding of the information sorting process and source analysis with exceptional clarity, coherence, and logical reasoning. |
| Use of Conventions: | Uses conventions, vocabulary, and terminology with limited effectiveness. | Uses conventions, vocabulary, and terminology with some effectiveness. | Uses conventions, vocabulary, and terminology with considerable effectiveness. | Uses conventions, vocabulary, and terminology with a high degree of effectiveness. | |
| Application | Application of Knowledge and Skills | Limited ability to apply information sorting steps to research a question. | Some ability to apply information sorting steps to research a question. | Considerable ability to apply information sorting steps to research a question. | A high degree of ability to apply information sorting steps to research a question. |
| Transfer of Knowledge and Skills | Limited abiltiy to adapt information sorting skills to different contexts. |
Transfers knowledge and skills to new contexts with some effectiveness. Makes some attempts to apply information sorting in new contexts, but struggles to adapt the process effectively.
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Adapts and applies information sorting skills effectively in different contexts. | Demonstrates a flexible and insightful ability to apply information sorting skills in diverse contexts, adapting strategies to suit the specific challenges of each situation. | |
| Making Connections Within and Between Various Contexts | Struggles to connect source evaluation to real-world implications or personal experiences. | Makes some connections between source evaluation and real-world implications, but these connections are superficial. | Connects source evaluation to real-world implications, explaining how source reliability impacts decision-making or understanding of events. | Articulates insightful and nuanced connections between source evaluation, real-world implications, and personal experiences, demonstrating a deep understanding of the broader significance of information literacy. |