Asssesment 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 character design elements used to portray villains in media (e.g. colour, shape, facial features)
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Demonstrates some knowledge of character design elements used to portray villains in media (e.g. colour, shape, facial features)
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Demonstrates considerable knowledge of character design elements used to portray villains in media (e.g. colour, shape, facial features)
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Demonstrates thorough knowledge of character design elements used to portray villains in media (e.g. colour, shape, facial features)
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Understanding of content
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Demonstrates limited understanding of how media representations can influence perceptions of diverse groups (e.g. associating disabilities or larger bodies with villainy)
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Demonstrates some understanding of how media representations can influence perceptions of diverse groups (e.g. associating disabilities or larger bodies with villainy)
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Demonstrates considerable understanding of how media representations can influence perceptions of diverse groups (e.g. associating disabilities or larger bodies with villainy)
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Demonstrates thorough understanding of how media representations can influence perceptions of diverse groups (e.g. associating disabilities or larger bodies with villainy)
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Thinking |
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Use of planning skills
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Uses planning skills with limited effectiveness to identify elements to add or change to make someone look more villainous
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Uses planning skills with some effectiveness to identify elements to add or change to make someone look more villainous
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Uses planning skills with considerable effectiveness to identify elements to add or change to make someone look more villainous
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Uses planning skills with a high degree of effectiveness to identify elements to add or change to make someone look more villainous
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| Use of processing skills
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Uses processing skills with limited effectiveness to analyze visual clues and stereotypes associated with villains in media
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Uses processing skills with some effectiveness to analyze visual clues and stereotypes associated with villains in media
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Uses processing skills with considerable effectiveness to analyze visual clues and stereotypes associated with villains in media
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Uses processing skills with a high degree of effectiveness to analyze visual clues and stereotypes associated with villains in media
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Use of critical/creative thinking processes
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Uses critical/creative thinking processes with limited effectiveness to reflect on the impact of representations on diverse groups
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Uses critical/creative thinking processes with some effectiveness to reflect on the impact of representations on diverse groups
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Uses critical/creative thinking processes with considerable effectiveness to reflect on the impact of representations on diverse groups
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Uses critical/creative thinking processes with a high degree of effectiveness to reflect on the impact of representations on diverse groups
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Communication |
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Expression and organization of ideas and information
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Expresses and organizes ideas and information with limited effectiveness when expressing the reasons for choosing specific elements for the “Villainize Yourself” filter
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Expresses and organizes ideas and information with some effectiveness by clearly expressing the reasons for choosing specific elements for the “Villainize Yourself” filter
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Expresses and organizes ideas and information with considerable effectiveness by clearly and logically expressing the reasons for choosing specific elements for the “Villainize Yourself” filter
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Expresses and organizes ideas and information with a high degree of effectiveness by clearly, logically and fluently expressing the reasons for choosing specific elements for the “Villainize Yourself” filter
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| Communication for different audiences and purposes |
Communicates for different audiences and purposes with limited effectiveness when explaining the filter design choices and how they reflect common stereotypes
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Communicates for different audiences and purposes with some effectiveness when explaining the filter design choices and how they reflect common stereotypes
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Communicates for different audiences and purposes with considerable effectiveness when explaining the filter design choices and how they reflect common stereotypes
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Communicates for different audiences and purposes with a high degree of effectiveness when explaining the filter design choices and how they reflect common stereotypes
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Use of conventions
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Uses conventions of visual communication (e.g. colour, shape) with limited effectiveness
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Uses conventions of visual communication (e.g. colour, shape) with some effectiveness
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Uses conventions of visual communication (e.g. colour, shape) with considerable effectiveness
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Uses conventions of visual communication (e.g. colour, shape) with a high degree of effectiveness
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Application |
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Application of knowledge and skills in familiar contexts
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Applies knowledge and skills in familiar contexts to create a filter that effectively “villanizes” an image with limited effectiveness
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Applies knowledge and skills in familiar contexts to create a filter that “villanizes” an image with some effectiveness
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Applies knowledge and skills in familiar contexts to create a filter that effectively “villanizes” an image with considerable effectiveness
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Applies knowledge and skills in familiar contexts to create a filter that effectively and insightfully “villanizes” an image with a high degree of effectiveness
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| Transfer of knowledge and skills
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Transfers understanding of media stereotypes to new contexts by designing a filter that reflects those stereotypes with limited effectiveness
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Transfers understanding of media stereotypes to new contexts by designing a filter that reflects those stereotypes with some effectiveness
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Transfers understanding of media stereotypes to new contexts by designing a filter that reflects those stereotypes with considerable effectiveness
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Transfers understanding of media stereotypes to new contexts by designing a filter that reflects those stereotypes with a high degree of effectiveness
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Making connections within and between various contexts
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Connects the visual elements of the filter to real-world stereotypes and their potential impact with limited effectiveness | Connects the visual elements of the filter to real-world stereotypes and their potential impact with some effectiveness | Connects the visual elements of the filter to real-world stereotypes and their potential impact with considerable effectiveness | Connects the visual elements of the filter to real-world stereotypes and their potential impact with a high degree of effectiveness |