Assessment Rubric
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge and Understanding |
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Knowledge of content
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Demonstrates limited knowledge of different news forms; struggles to identify examples.
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Demonstrates some knowledge of different news forms; can identify some examples with prompting
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Demonstrates considerable knowledge of different news forms; can identify and describe examples.
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Demonstrates thorough knowledge of different news forms; can clearly explain the purpose and structure of each.
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Understanding of content
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Shows limited understanding of what makes an event newsworthy; struggles to apply the criteria.
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Shows some understanding of what makes an event newsworthy; can identify some criteria with support.
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Shows considerable understanding of what makes an event newsworthy; understands the criteria and can apply them.
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Shows thorough understanding of what makes an event newsworthy; can explain how different criteria affect a story’s importance
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Thinking |
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Use of planning skills
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Struggles to identify the Who, What, When, Where, and Why in a news story
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Can identify some of the 5 Ws |
Can accurately identify the Who, What, When, Where, and Why in a news story
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Can thoughtfully analyze the 5 Ws and explain their significance in the story
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| Use of processing skills
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Struggles to differentiate between types of stories (news, opinion and explainer)
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Can differentiate between types of stories (news, opinion and explainer)
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Can accurately differentiate between types of stories (news, opinion and explainer)
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Can critically analyze the difference between types of stories (news, opinion and explainer)
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Use of critical/creative thinking processes
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Struggles to analyze how media frames a story or identify omissions
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Can analyze media frames or identify omissions with guidance
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Can analyze how media frames a story by choosing facts and quotes and can identify omissions
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Can insightfully analyze media frames, identify omissions, and evaluate the impact on the audience
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Communication |
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Expression and organization of ideas and information
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Applies headline, subhead, lede format with limited effectiveness
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Applies headline, subhead, lede format with some effectiveness
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Applies headline, subhead, lede format with considerable effectiveness
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Applies headline, subhead, lede format with a high degree of effectiveness
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| Communication for different audiences and purposes |
Shows limited understanding of how a news source communicates its selling point
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Shows some understanding of how a news source communicates its selling point
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Shows considerable understanding of how a news source communicates its selling point
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Shows a high degree of understanding of how a news source communicates its selling point
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Use of conventions
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Frequent errors impede understanding
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Some errors may distract the reader
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Few errors that do not impede understanding
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Demonstrates accuracy and fluency in grammar, spelling, and punctuation
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Application |
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Application of knowledge and skills in familiar contexts
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Struggles to identify how news outlets appeal to audience
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Can identify some ways news outlets appeal to audiences
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Can analyze how news outlets appeal to different audiences by being entertaining, informative, or appealing to specific identities
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Can insightfully analyze audience appeals and explain the strategies news outlets use
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| Transfer of knowledge and skills
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Struggles to explain objectivity in new
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Can explain objectivity in news with some clarity
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Clearly explains the importance of objectivity in news articles and explainer
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Can thoroughly explain and defend the importance of objectivity in news, connecting it to broader digital media literacy concepts
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Making connections within and between various contexts
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Struggles to relate personal experiences or knowledge to news stories | Can relate some personal experiences or knowledge to news stories with prompting | Relates own experiences and knowledge to the news stories analyzed and created | Insightfully connects personal experiences and knowledge to news stories, drawing conclusions about media’s impact |