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 (e.g., definitions, historical context, examples of blackface and whitewashing)
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limited knowledge of blackface and whitewashing, may exhibit factual inaccuracies or misunderstand key concepts
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some knowledge of blackface and whitewashing of blackface and whitewashing, but understanding may be superficial or incomplete
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considerable knowledge of blackface and whitewashing, providing accurate definitions, relevant historical context, and appropriate examples
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thorough knowledge of blackface and whitewashing, displaying a nuanced understanding of the history, variations, and contemporary manifestations of these practices
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Understanding of content (e.g., significance, impact, underlying issues of race, representation, and power)
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limited understanding of the significance of blackface and whitewashing or their impact on underrepresented groups. May not grasp the underlying issues of race, representation, and power
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some understanding of the significance of blackface and whitewashing but may struggle to articulate the complexities of their impact or the nuances of the issues they raise
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considerable understanding of the significance of blackface and whitewashing, explaining their impact on underrepresented groups and connecting them to broader issues of race, representation, and power
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thorough understanding of the significance of blackface and whitewashing, providing insightful analysis of their impact on different groups and demonstrating a nuanced understanding of the complex interplay of historical, social, and political factors
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Thinking |
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Planning and organizing the Pecha Kucha (e.g., organization, argument development) |
uses planning skills with limited effectiveness; Pecha Kucha lacks a clear structure and logical flow, making it difficult to follow the argument |
uses planning skills with some effectiveness; Pecha Kucha demonstrates some attempt at organization and argument development, but the structure may be loose or inconsistent
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uses planning skills with considerable effectiveness; Pecha Kucha is organized with a clear and logical flow that supports the development of the argument |
uses planning skills with a high degree of effectiveness; Pecha Kucha is well-organized, with a compelling and sophisticated structure that enhances the impact of the argument |
| Use of processing skills (e.g., analysis, interpretation, evaluation)
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uses processing skills with limited effectiveness when evaluating similarities, differences, and impacts of blackface and whitewashing; interpretations may be simplistic or lack supporting evidence
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uses processing skills with some effectiveness when evaluating similarities, differences, and impacts of blackface and whitewashing but comparisons may be superficial or incomplete; interpretations may lack depth or nuance.
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uses processing skills with considerable effectiveness when evaluating similarities, differences, and impacts of blackface and whitewashing; provides evidence to support interpretations and demonstrating an understanding of the complexities of their impact
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uses processing skills with a high degree of effectiveness when evaluating similarities, differences, and impacts of blackface and whitewashing; drawing on a range of sources and perspectives to support interpretations and offering a nuanced evaluation of their multifaceted impact
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Use of critical/creative thinking processes in developing the presentation (e.g., considering perspectives, reflecting on biases)
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uses critical/creative thinking processes with limited effectiveness, demonstrating limited awareness of diverse perspectives or the potential for bias in their own analysis
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uses critical/creative thinking processes with some effectiveness, acknowledging the existence of diverse perspectives but may not fully engage with them or explore their implications
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uses critical/creative thinking processes with considerable effectiveness, considering diverse perspectives in a meaningful way, demonstrating an understanding of how different groups might view blackface and whitewashing
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uses critical/creative thinking processes with a high degree of effectiveness, engaging deeply with diverse perspectives, demonstrating a sophisticated understanding of the complexities and sensitivities surrounding blackface and whitewashing
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Communication |
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Communication for different audiences and purposes in oral, visual, and written forms, including media forms (e.g., clarity, logic, coherence) |
expresses and organizes ideas and information in the Pecha Kucha with limited effectiveness; the message lacks clarity and coherence
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expresses and organizes ideas and information in the Pecha Kucha with some effectiveness; the message is communicated with some clarity and coherence
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expresses and organizes ideas and information in the Pecha Kucha with considerable effectiveness; the message is clear, coherent, and engaging, organized in a way that promotes understanding
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expresses and organizes ideas and information in the Pecha Kucha with a high degree of effectiveness; the message is exceptionally clear, articulate, and engaging; ideas are communicated with precision and eloquence, creating a compelling and memorable experience for the audience
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| Communication for different audiences and purposes (e.g., appropriate language, visuals, tone) |
communicates for different audiences and purposes in the Pecha Kucha with limited effectiveness; the presentation uses language, visuals, or tone that is inappropriate for the topic or audience
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communicates for different audiences and purposes in the digital story with some effectiveness; the presentation demonstrates some awareness of audience and purpose, but communication choices may not always be appropriate or effective
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communicates for different audiences and purposes in the digital story with considerable effectiveness; the presentation uses language, visuals, and tone that are appropriate for the topic, purpose, and intended audience
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communicates for different audiences and purposes in the digital story with a high degree of effectiveness; the presentation demonstrates a sophisticated understanding of audience and purpose, using language, visuals, and tone that are not only appropriate but also highly effective in engaging the audience and conveying the intended message
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Use of conventions (e.g., terminology, grammar, visual design)
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uses conventions, vocabulary, and terminology related to blackface and whitewashing with limited effectiveness
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uses conventions, vocabulary, and terminology related to blackface and whitewashing with some effectiveness
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uses conventions, vocabulary, and terminology related to blackface and whitewashing with considerable effectiveness
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uses conventions, vocabulary, and terminology related to blackface and whitewashing with a high degree of effectiveness
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Application |
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Application of knowledge and skills in familiar contexts (e.g., analysis of specific examples)
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applies knowledge and skills to analyze specific examples of blackface and whitewashing with limited effectiveness; examples may be poorly chosen or irrelevant
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applies knowledge and skills to analyze specific examples of blackface and whitewashing with some effectiveness; examples may not fully support the claims being made
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applies knowledge and skills to analyze specific examples of blackface and whitewashing with considerable effectiveness; examples are well-chosen, relevant, and effectively integrated into the overall analysis
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Applies knowledge and skills to analyze specific examples of blackface and whitewashing with a high degree of effectiveness; examples are insightful, compelling, and contribute to a nuanced and persuasive argument
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| Transfer of knowledge and skills (e.g., connecting to broader issues)
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transfers knowledge and skills about issues of blackface and whitewashing to broader discussions about race, representation, and cultural appropriation with limited effectiveness; connections may be weak or tenuous
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transfers knowledge and skills about issues of blackface and whitewashing to broader discussions about race, representation, and cultural appropriation with some effectiveness; connections may be underdeveloped or lack clarity
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transfers knowledge and skills about issues of blackface and whitewashing to broader discussions about race, representation, and cultural appropriation with considerable effectiveness; connections are clear, relevant, and contribute to a deeper understanding of the issues
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transfers knowledge and skills about issues of blackface and whitewashing to broader discussions about race, representation, and cultural appropriation to new contexts with a high degree of effectiveness; connections are insightful and well-supported to a range of social, cultural, and historical contexts
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Making connections within and between various contexts(e.g., personal experiences, current events, perspectives of marginalized groups)
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draws connections between concepts of fact-checking and misinformation with limited effectiveness; presentation may feel detached or lacking in personal relevance
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draws connections between concepts of fact-checking and misinformation with some effectiveness, making some superficial connections to personal experiences, current events, or the perspectives of marginalized groups, but connections may lack depth or authenticity
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draws connections between concepts of fact-checking and misinformation with considerable effectiveness, making meaningful connections to personal experiences, current events, or the perspectives of marginalized groups, demonstrating empathy and an understanding of the real-world implications of blackface and whitewashing
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draws connections between concepts of fact-checking and misinformation with a high degree of effectiveness, demonstrating a deep understanding of the personal and societal impact of blackface and whitewashing, making insightful connections to lived experiences, current events, and the perspectives of marginalized groups
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