{"id":382,"date":"2025-02-21T16:19:54","date_gmt":"2025-02-21T16:19:54","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/assessment-rubric-13\/"},"modified":"2025-03-18T21:12:25","modified_gmt":"2025-03-18T21:12:25","slug":"assessment-rubric-13","status":"publish","type":"chapter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/assessment-rubric-13\/","title":{"raw":"Assessment Rubric","rendered":"Assessment Rubric"},"content":{"raw":" \n\n\n\n\n\n\n\n\n\n\n\n\n\n
CATEGORY<\/th>\nCRITERIA<\/th>\nLEVEL 1<\/th>\nLEVEL 2<\/th>\nLEVEL 3<\/th>\nLEVEL 4<\/th>\n<\/tr>\n
Knowledge and Understanding<\/strong><\/td>\nKnowledge of Content<\/strong>:<\/td>\nStruggles to recall basic terms (e.g., information sorting, companion text) or characteristics of a reliable sourc<\/span>e.<\/td>\nRecalls some terms and characteristics, but understanding is superficial<\/span>.<\/span><\/td>\nAccurately recalls key vocabulary and characteristics of reliable sources<\/span>.<\/span><\/td>\nClearly and accurately explains key vocabulary, characteristics of reliable sources, and steps of information sorting<\/span>.<\/span><\/td>\n<\/tr>\n
<\/td>\nUnderstanding of Content<\/strong>:<\/td>\nDemonstrates limited<\/strong> understanding of the purpose of information sorting or the relationship between companion and close reading<\/span>.<\/span><\/td>\nDemonstrates some<\/strong> understanding of the purpose of information sorting and the order of steps, but explanations are unclear<\/span>.<\/span><\/td>\nDemonstrates considerable<\/strong> understanding of the purpose of information sorting and why companion reading comes before close reading<\/span>.<\/span><\/td>\nDemonstrates thorough<\/strong> understanding of the purpose of information sorting, the relationship between companion and close reading, and can justify the order of steps with clear reasoning<\/span>.<\/span><\/td>\n<\/tr>\n
Thinking<\/strong><\/td>\nUse of Planning Skills<\/strong><\/td>\nStruggles to use\n<\/span>companion texts to determine a source's reliability.<\/span><\/td>\nCan sometimes <\/span>use companion texts to identify some indicators of reliability, but analysis is superficial or flawed<\/span>.<\/span><\/td>\n Consistently uses companion texts to assess a source's knowledge, accuracy, and motivation, drawing reasonable conclusions about its reliability.\n<\/span><\/td>\n\n
Critically and thoroughly analyzes companion texts to provide a nuanced assessment of a source's reliability, considering multiple perspectives and potential biases<\/span>.<\/span><\/div><\/td>\n<\/tr>\n
<\/td>\nUse of Processing Skills<\/strong>:<\/td>\nUses processing skills with limited<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\nUses processing skills with some<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\nUses processing skills with some<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\nUses processing skills with some<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\n<\/tr>\n
<\/td>\nUse of Critical\/Creative Thinking Processes<\/strong><\/td>\nStruggles to identify what might be missing from a source or whose voices are excluded<\/span>.<\/span><\/td>\n\n
Can identify some omissions in a source, but struggles to explain their significance<\/span>.<\/span><\/div><\/td>\n
\n
Identifies significant omissions in a source and explains how these omissions might affect the story or its interpretation<\/span><\/div><\/td>\n
Insightfully analyzes what is included and excluded from a source, considering diverse perspectives and the potential impact on the audience's understanding<\/span>.<\/span><\/td>\n<\/tr>\n
Communication<\/strong><\/td>\nExpression and Organization of Ideas and Information<\/strong><\/td>\nStruggles to articulate the information sorting process or findings from source analysis; communication is unclear and disorganized<\/span>.<\/span><\/td>\nExplains the information sorting process and findings with some clarity, but organization is weak and may be difficult to follow<\/span>.<\/span><\/td>\nClearly and logically explains the information sorting process, findings from source analysis, and supports claims with evidence<\/span>.<\/span><\/td>\nCommunicates a sophisticated understanding of the information sorting process and source analysis with exceptional clarity, coherence, and logical reasoning<\/span>.<\/span><\/td>\n<\/tr>\n
<\/td>\nUse of Conventions<\/strong>:<\/td>\nUses conventions, vocabulary, and terminology with limited effectiveness.<\/td>\nUses conventions, vocabulary, and terminology with some effectiveness.<\/td>\nUses conventions, vocabulary, and terminology with considerable effectiveness.<\/td>\nUses conventions, vocabulary, and terminology with a high degree of effectiveness.<\/td>\n<\/tr>\n
Application<\/strong><\/td>\nApplication of Knowledge and Skills<\/strong><\/td>\nLimited ability to apply information sorting steps to research a question.<\/span><\/td>\nSome ability to apply information sorting steps to research a question.<\/span><\/td>\nConsiderable ability to apply information sorting steps to research a question.<\/span><\/td>\nA high degree of ability to apply information sorting steps to research a question.<\/span><\/td>\n<\/tr>\n
<\/td>\nTransfer of Knowledge and Skills<\/strong><\/td>\nLimited abiltiy to adapt information sorting skills to different contexts<\/span>.<\/span><\/td>\n\n
Transfers knowledge and skills to new contexts with <\/span>some<\/span> effectiveness<\/span>. Makes some attempts to apply information sorting in new contexts, but struggles to adapt the process effectively<\/span>.<\/span><\/div><\/td>\n
Adapts and applies information sorting skills effectively in different contexts<\/span>.<\/td>\nDemonstrates a flexible and insightful ability to apply information sorting skills in diverse contexts, adapting strategies to suit the specific challenges of each situation<\/span>.<\/span><\/td>\n<\/tr>\n
<\/td>\nMaking Connections Within and Between Various Contexts<\/strong><\/td>\nStruggles to connect source evaluation to real-world implications or personal experiences<\/span>.<\/span><\/td>\nMakes some connections between source evaluation and real-world implications, but these connections are superficial<\/span>.<\/span><\/td>\n Connects source evaluation to real-world implications, explaining how source reliability impacts decision-making or understanding of events<\/span>.<\/span><\/td>\nArticulates insightful and nuanced connections between source evaluation, real-world implications, and personal experiences, demonstrating a deep understanding of the broader significance of information literacy<\/span>.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>","rendered":"

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
CATEGORY<\/th>\nCRITERIA<\/th>\nLEVEL 1<\/th>\nLEVEL 2<\/th>\nLEVEL 3<\/th>\nLEVEL 4<\/th>\n<\/tr>\n
Knowledge and Understanding<\/strong><\/td>\nKnowledge of Content<\/strong>:<\/td>\nStruggles to recall basic terms (e.g., information sorting, companion text) or characteristics of a reliable sourc<\/span>e.<\/td>\nRecalls some terms and characteristics, but understanding is superficial<\/span>.<\/span><\/td>\nAccurately recalls key vocabulary and characteristics of reliable sources<\/span>.<\/span><\/td>\nClearly and accurately explains key vocabulary, characteristics of reliable sources, and steps of information sorting<\/span>.<\/span><\/td>\n<\/tr>\n
<\/td>\nUnderstanding of Content<\/strong>:<\/td>\nDemonstrates limited<\/strong> understanding of the purpose of information sorting or the relationship between companion and close reading<\/span>.<\/span><\/td>\nDemonstrates some<\/strong> understanding of the purpose of information sorting and the order of steps, but explanations are unclear<\/span>.<\/span><\/td>\nDemonstrates considerable<\/strong> understanding of the purpose of information sorting and why companion reading comes before close reading<\/span>.<\/span><\/td>\nDemonstrates thorough<\/strong> understanding of the purpose of information sorting, the relationship between companion and close reading, and can justify the order of steps with clear reasoning<\/span>.<\/span><\/td>\n<\/tr>\n
Thinking<\/strong><\/td>\nUse of Planning Skills<\/strong><\/td>\nStruggles to use
\n<\/span>companion texts to determine a source’s reliability.<\/span><\/td>\n		Can sometimes <\/span>use companion texts to identify some indicators of reliability, but analysis is superficial or flawed<\/span>.<\/span><\/td>\n Consistently uses companion texts to assess a source’s knowledge, accuracy, and motivation, drawing reasonable conclusions about its reliability.
\n<\/span><\/td>\n		\n
Critically and thoroughly analyzes companion texts to provide a nuanced assessment of a source’s reliability, considering multiple perspectives and potential biases<\/span>.<\/span><\/div>\n<\/td>\n<\/tr>\n
<\/td>\nUse of Processing Skills<\/strong>:<\/td>\nUses processing skills with limited<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\nUses processing skills with some<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\nUses processing skills with some<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\nUses processing skills with some<\/strong> effectiveness to analyze evidence to determine if it supports or contradicts an argument<\/td>\n<\/tr>\n
<\/td>\nUse of Critical\/Creative Thinking Processes<\/strong><\/td>\nStruggles to identify what might be missing from a source or whose voices are excluded<\/span>.<\/span><\/td>\n\n
Can identify some omissions in a source, but struggles to explain their significance<\/span>.<\/span><\/div>\n<\/td>\n
\n
Identifies significant omissions in a source and explains how these omissions might affect the story or its interpretation<\/span><\/div>\n<\/td>\n
Insightfully analyzes what is included and excluded from a source, considering diverse perspectives and the potential impact on the audience’s understanding<\/span>.<\/span><\/td>\n<\/tr>\n
Communication<\/strong><\/td>\nExpression and Organization of Ideas and Information<\/strong><\/td>\nStruggles to articulate the information sorting process or findings from source analysis; communication is unclear and disorganized<\/span>.<\/span><\/td>\nExplains the information sorting process and findings with some clarity, but organization is weak and may be difficult to follow<\/span>.<\/span><\/td>\nClearly and logically explains the information sorting process, findings from source analysis, and supports claims with evidence<\/span>.<\/span><\/td>\nCommunicates a sophisticated understanding of the information sorting process and source analysis with exceptional clarity, coherence, and logical reasoning<\/span>.<\/span><\/td>\n<\/tr>\n
<\/td>\nUse of Conventions<\/strong>:<\/td>\nUses conventions, vocabulary, and terminology with limited effectiveness.<\/td>\nUses conventions, vocabulary, and terminology with some effectiveness.<\/td>\nUses conventions, vocabulary, and terminology with considerable effectiveness.<\/td>\nUses conventions, vocabulary, and terminology with a high degree of effectiveness.<\/td>\n<\/tr>\n
Application<\/strong><\/td>\nApplication of Knowledge and Skills<\/strong><\/td>\nLimited ability to apply information sorting steps to research a question.<\/span><\/td>\nSome ability to apply information sorting steps to research a question.<\/span><\/td>\nConsiderable ability to apply information sorting steps to research a question.<\/span><\/td>\nA high degree of ability to apply information sorting steps to research a question.<\/span><\/td>\n<\/tr>\n
<\/td>\nTransfer of Knowledge and Skills<\/strong><\/td>\nLimited abiltiy to adapt information sorting skills to different contexts<\/span>.<\/span><\/td>\n\n
Transfers knowledge and skills to new contexts with <\/span>some<\/span> effectiveness<\/span>. Makes some attempts to apply information sorting in new contexts, but struggles to adapt the process effectively<\/span>.<\/span><\/div>\n<\/td>\n
Adapts and applies information sorting skills effectively in different contexts<\/span>.<\/td>\nDemonstrates a flexible and insightful ability to apply information sorting skills in diverse contexts, adapting strategies to suit the specific challenges of each situation<\/span>.<\/span><\/td>\n<\/tr>\n
<\/td>\nMaking Connections Within and Between Various Contexts<\/strong><\/td>\nStruggles to connect source evaluation to real-world implications or personal experiences<\/span>.<\/span><\/td>\nMakes some connections between source evaluation and real-world implications, but these connections are superficial<\/span>.<\/span><\/td>\n Connects source evaluation to real-world implications, explaining how source reliability impacts decision-making or understanding of events<\/span>.<\/span><\/td>\nArticulates insightful and nuanced connections between source evaluation, real-world implications, and personal experiences, demonstrating a deep understanding of the broader significance of information literacy<\/span>.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":2,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-382","chapter","type-chapter","status-publish","hentry"],"part":365,"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/chapters\/382","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":1,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/chapters\/382\/revisions"}],"predecessor-version":[{"id":383,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/chapters\/382\/revisions\/383"}],"part":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/parts\/365"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/chapters\/382\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/media?parent=382"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/chapter-type?post=382"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/contributor?post=382"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/license?post=382"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}