{"id":159,"date":"2025-03-21T13:39:35","date_gmt":"2025-03-21T13:39:35","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/assessment-rubric-4\/"},"modified":"2025-04-03T19:46:11","modified_gmt":"2025-04-03T19:46:11","slug":"assessment-rubric-4","status":"publish","type":"chapter","link":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/assessment-rubric-4\/","title":{"raw":"Assessment Rubric","rendered":"Assessment Rubric"},"content":{"raw":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n\nLevel 1 <\/strong>\n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n\nLevel 2 <\/strong>\n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n\nLevel 3 <\/strong>\n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n\nLevel 4 <\/strong>\n\n<\/div>\n<\/div><\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n\nKnowledge and Understanding <\/strong>\n\n<\/div>\n<\/div><\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
<\/div>\n
\n\nKnowledge<\/i> of content<\/em>\n\n<\/div>\n(e.g., definitions, historical context, examples of blackface and whitewashing)\n
\n
<\/div>\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
limited knowledge of blackface and whitewashing, may exhibit factual inaccuracies or misunderstand key concepts<\/span><\/div>\n
<\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
some knowledge of blackface and whitewashing of blackface and whitewashing, but understanding may be superficial or incomplete<\/span><\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
considerable knowledge of blackface and whitewashing, providing accurate definitions, relevant historical context, and appropriate examples<\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
thorough knowledge of blackface and whitewashing, displaying a nuanced understanding of the history, variations, and contemporary manifestations of these practices<\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n<\/tr>\n
\n
<\/div>\n
<\/div>\n
\n
\n\nUnderstanding of content\n<\/em>\n\n<\/div>\n<\/div>\n(e.g., significance, impact, underlying issues of race, representation, and power)<\/span>\n
\n
<\/div>\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\nlimited 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<\/span>\n<\/span>\n
<\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
\n
<\/div>\nsome 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\n<\/span>\n\n<\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
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\n<\/span><\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
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<\/span>\n<\/span><\/div>\n
<\/div>\n
\n
\n\n \n\n<\/div>\n<\/div><\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n\nThinking <\/strong>\n\n<\/div>\n<\/div><\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n\n \n\n<\/div>\n
\n\nPlanning and organizing the Pecha Kucha<\/span> (e.g., organization, argument development)<\/span>\n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
<\/div>\n
\n
\n\nuses planning skills with limited effectiveness; Pecha Kucha lacks a clear structure and logical flow, making it difficult to follow the argument<\/span><\/span>\n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
<\/div>\n
\n
\n
uses planning skills with some effectiveness; Pecha Kucha demonstrates some attempt at organization and argument development, but the structure may be loose or inconsistent<\/span><\/div>\n <\/span>\n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
<\/div>\n
\n
\n\nuses planning skills with considerable effectiveness; Pecha Kucha is organized with a clear and logical flow that supports the development of the argument<\/span>\n\n<\/div>\n<\/div><\/td>\n
\n
<\/div>\n
<\/div>\n
\n
\n\nuses 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<\/span>\n\n<\/div>\n<\/div><\/td>\n<\/tr>\n
Use of processing skills (e.g., analysis, interpretation, evaluation)\n
 <\/span><\/div><\/td>\n
\n
\n
uses processing skills with limited effectiveness when evaluating similarities, differences, and impacts of blackface and whitewashing; interpretations may be simplistic or lack supporting evidence<\/span><\/div>\n<\/div><\/td>\n
\n
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.<\/span><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n<\/tr>\n
\n
Use of critical\/creative thinking processes in developing the presentation<\/span> (e.g., considering perspectives, reflecting on biases)<\/span><\/div><\/td>\n
\n
\n
uses critical\/creative thinking processes with limited effectiveness, demonstrating limited awareness of diverse perspectives or the potential for bias in their own analysis\n<\/span><\/div>\n<\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n
\n
\n
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<\/span><\/div>\n<\/div><\/td>\n
\n
u<\/span>ses 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<\/span><\/div><\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n\nCommunication <\/strong>\n\n<\/div>\n<\/div><\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n\nCommunication for different audiences and purposes in oral, visual, and written forms, including media forms <\/em>(e.g., clarity, logic, coherence)\n\n<\/div>\n<\/div><\/td>\n
\n
expresses and organizes ideas and information in the Pecha Kucha with limited effectiveness; the message lacks clarity and coherence<\/span><\/div><\/td>\n
\n
expresses and organizes ideas and information in the Pecha Kucha with some effectiveness; the message is communicated with some clarity and coherence<\/span><\/div><\/td>\n
\n
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\n<\/span><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n<\/tr>\n
Communication for different audiences and purposes (e.g., appropriate language, visuals, tone)<\/span><\/td>\n\n
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<\/span><\/div><\/td>\n
\n
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\n<\/span><\/div><\/td>\n
\n
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\n<\/span><\/div><\/td>\n
\n
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\n<\/span><\/div><\/td>\n<\/tr>\n
\n
Use of conventions (e.g., terminology, grammar, visual design)<\/span><\/div><\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with limited effectiveness<\/span><\/div><\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with some effectiveness<\/span><\/div><\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with considerable effectiveness<\/span><\/div><\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with a high degree of effectiveness<\/span><\/div><\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n\nApplication <\/strong>\n\n<\/div>\n<\/div><\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n\nApplication of knowledge and skills in familiar contexts<\/em> (e.g., analysis of specific examples)\n\n<\/div>\n
\n\n \n\n<\/div>\n
\n\n \n\n<\/div>\n<\/div><\/td>\n
\n
applies knowledge and skills to analyze specific examples of blackface and whitewashing with limited effectiveness; examples may be poorly chosen or irrelevant<\/span><\/div><\/td>\n
\n
applies knowledge and skills to analyze specific examples of blackface and whitewashing with some effectiveness; examples may not fully support the claims being made<\/span><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n<\/tr>\n
Transfer of knowledge and skills <\/em>(e.g., connecting to broader issues)\n\n \n
 <\/em><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n
\n
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\n<\/span><\/div><\/td>\n
\n
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<\/span><\/div><\/td>\n<\/tr>\n
\n
Making<\/em> connections within and between various contexts(e.g., personal experiences, current events, perspectives of marginalized groups)<\/div><\/td>\n
\n
draws connections between concepts of fact-checking and misinformation with limited effectiveness; presentation may feel detached or lacking in personal relevance<\/div><\/td>\n
\n
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<\/div><\/td>\n
\n
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<\/div><\/td>\n
\n
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<\/div><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n

Level 1 <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n

Level 2 <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n

Level 3 <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
<\/div>\n
<\/div>\n
<\/div>\n
\n
\n

Level 4 <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n

\n
<\/div>\n
\n
\n

Knowledge and Understanding <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
<\/div>\n
\n

Knowledge<\/i> of content<\/em><\/p>\n<\/div>\n

(e.g., definitions, historical context, examples of blackface and whitewashing)<\/p>\n

\n
<\/div>\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
limited knowledge of blackface and whitewashing, may exhibit factual inaccuracies or misunderstand key concepts<\/span><\/div>\n
<\/div>\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
some knowledge of blackface and whitewashing of blackface and whitewashing, but understanding may be superficial or incomplete<\/span><\/div>\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
considerable knowledge of blackface and whitewashing, providing accurate definitions, relevant historical context, and appropriate examples<\/div>\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
thorough knowledge of blackface and whitewashing, displaying a nuanced understanding of the history, variations, and contemporary manifestations of these practices<\/div>\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n

\n
<\/div>\n
<\/div>\n
\n
\n

Understanding of content
\n<\/em><\/p>\n<\/div>\n<\/div>\n

(e.g., significance, impact, underlying issues of race, representation, and power)<\/span><\/p>\n

\n
<\/div>\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n

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<\/span>
\n<\/span><\/p>\n

<\/div>\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
\n
<\/div>\n

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
\n<\/span><\/p>\n<\/div>\n

<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
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
\n<\/span><\/div>\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
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<\/span>
\n<\/span><\/div>\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n

\n
<\/div>\n
\n
\n

Thinking <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n

 <\/p>\n<\/div>\n

\n

Planning and organizing the Pecha Kucha<\/span> (e.g., organization, argument development)<\/span><\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
<\/div>\n
\n
\n

uses planning skills with limited effectiveness; Pecha Kucha lacks a clear structure and logical flow, making it difficult to follow the argument<\/span><\/span><\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
<\/div>\n
\n
\n
uses planning skills with some effectiveness; Pecha Kucha demonstrates some attempt at organization and argument development, but the structure may be loose or inconsistent<\/span><\/div>\n

 <\/span><\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
<\/div>\n
\n
\n

uses planning skills with considerable effectiveness; Pecha Kucha is organized with a clear and logical flow that supports the development of the argument<\/span><\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
<\/div>\n
<\/div>\n
\n
\n

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<\/span><\/p>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n

Use of processing skills (e.g., analysis, interpretation, evaluation)<\/p>\n
 <\/span><\/div>\n<\/td>\n
\n
\n
uses processing skills with limited effectiveness when evaluating similarities, differences, and impacts of blackface and whitewashing; interpretations may be simplistic or lack supporting evidence<\/span><\/div>\n<\/div>\n<\/td>\n
\n
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.<\/span><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
Use of critical\/creative thinking processes in developing the presentation<\/span> (e.g., considering perspectives, reflecting on biases)<\/span><\/div>\n<\/td>\n
\n
\n
uses critical\/creative thinking processes with limited effectiveness, demonstrating limited awareness of diverse perspectives or the potential for bias in their own analysis
\n<\/span><\/div>\n<\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n
\n
\n
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<\/span><\/div>\n<\/div>\n<\/td>\n
\n
u<\/span>ses 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<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n

Communication <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n

Communication for different audiences and purposes in oral, visual, and written forms, including media forms <\/em>(e.g., clarity, logic, coherence)<\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
expresses and organizes ideas and information in the Pecha Kucha with limited effectiveness; the message lacks clarity and coherence<\/span><\/div>\n<\/td>\n
\n
expresses and organizes ideas and information in the Pecha Kucha with some effectiveness; the message is communicated with some clarity and coherence<\/span><\/div>\n<\/td>\n
\n
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
\n<\/span><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n<\/tr>\n
Communication for different audiences and purposes (e.g., appropriate language, visuals, tone)<\/span><\/td>\n\n
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<\/span><\/div>\n<\/td>\n
\n
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
\n<\/span><\/div>\n<\/td>\n
\n
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
\n<\/span><\/div>\n<\/td>\n
\n
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
\n<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
Use of conventions (e.g., terminology, grammar, visual design)<\/span><\/div>\n<\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with limited effectiveness<\/span><\/div>\n<\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with some effectiveness<\/span><\/div>\n<\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with considerable effectiveness<\/span><\/div>\n<\/td>\n
\n
uses conventions, vocabulary, and terminology related to blackface and whitewashing with a high degree of effectiveness<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n

Application <\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
\n
\n

Application of knowledge and skills in familiar contexts<\/em> (e.g., analysis of specific examples)<\/p>\n<\/div>\n

\n

 <\/p>\n<\/div>\n

\n

 <\/p>\n<\/div>\n<\/div>\n<\/td>\n

\n
applies knowledge and skills to analyze specific examples of blackface and whitewashing with limited effectiveness; examples may be poorly chosen or irrelevant<\/span><\/div>\n<\/td>\n
\n
applies knowledge and skills to analyze specific examples of blackface and whitewashing with some effectiveness; examples may not fully support the claims being made<\/span><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n<\/tr>\n
Transfer of knowledge and skills <\/em>(e.g., connecting to broader issues)<\/p>\n

 <\/p>\n

 <\/em><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n
\n
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
\n<\/span><\/div>\n<\/td>\n
\n
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<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
Making<\/em> connections within and between various contexts(e.g., personal experiences, current events, perspectives of marginalized groups)<\/div>\n<\/td>\n
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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<\/div>\n<\/td>\n
\n
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<\/div>\n<\/td>\n
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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<\/div>\n<\/td>\n
\n
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<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":2,"menu_order":7,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-159","chapter","type-chapter","status-publish","hentry"],"part":152,"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/chapters\/159","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":1,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/chapters\/159\/revisions"}],"predecessor-version":[{"id":632,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/chapters\/159\/revisions\/632"}],"part":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/parts\/152"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/chapters\/159\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/media?parent=159"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/chapter-type?post=159"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/contributor?post=159"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/license?post=159"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}