|
|
1
|
2
|
3
|
4
|
|
|
COMMUNICATION: Using
21st Century Communication Tools
|
Shows an understanding
of digital media and environments and how they can be
used for communication, but rarely uses the tools for
communication.
|
Develops messages to
communicate using digital media and environments, but
the messages lack clarity, focus, and specificity. Uses
a format, level of formality, and style that is inappropriate
based on the communication purpose and channel messages
when communicating using 21st century tools.
|
Usually develops clear,
focused, concise, and specific messages when communicating
using digital media and environments (i.e., telecommunications
and online resources for asynchronous and synchronous
communication). Messages are usually crafted so that
both the sender and the receiver understand the same
information as a result of the communication. Usually
uses a format, level of formality, and style that is
appropriate based on the communication purpose and channel
when communicating using 21st century tools.
|
Consistently develops
a clear, focused, and specific message when communicating
using 21st century tools; both the sender and the receiver
understand the same information as a result of the communication.
Consistently uses a format, level of formality, and
style that is appropriate based on the communication
purpose and channel when communicating using digital
media and environments.
|
____
|
|
CREATIVITY:Idea
Design and Refinement
|
Reviews ideas without
evidence of categorization or prioritization; selects
an idea, but is unable to provide a rationale for the
decision.
|
Is beginning to demonstrate
the ability to use organizational techniques such as
categorization, prioritization, and classification to
evaluate ideas; selects the best idea, but rationale
for decision lacks clarity. Reviews feedback and translates
feedback into �next steps,” but unusable use feedback
to improve the quality of the idea.
|
Effectively uses organizational
techniques such as categorization, prioritization, and
classification to evaluate ideas; uses results to select
the best idea and provides a clear rationale for decision.
Reviews feedback, translates feedback into logical �next
steps,” and makes revisions that improve the quality
of the idea.
|
Sorts, arranges, categorizes,
and prioritizes ideas in ways that turn options into
creatively productive outcomes. Makes revisions that
significantly improve the quality of ideas.
|
____
|
|
CRITICAL THINKING:
Interpretation and Analysis
|
Explains point of view;
is building a foundation to explain the difference between
their point of view and that of sources. Shows understanding
of the components of an argument; is building a foundation
to provide a basic assessment of the argument and claims
presented by sources.
|
Explains the difference
between their point of view and that of sources, but
explanation is somewhat unclear. Provides a basic assessment
of the argument and claims presented by sources, but
is unable to assess whether the reasoning is sound,
if the evidence is helpful to the argument, or if a
sufficient amount of evidence is provided.
|
Clearly explains the
difference between his/her point of view and that of
sources. Is laying the foundation to thoroughly and
accurately assess and describe arguments and claims
provided by sources. Assesses whether the reasoning
is sound, if the evidence is helpful to the argument,
and if a sufficient amount of evidence is provided.
|
Shows openness or ability
to look at information from different viewpoints, even
viewpoints that challenge his/her point of view. Thoroughly
and accurately assesses and describes arguments and
claims provided by sources. Assesses whether the reasoning
is sound, if the evidence is helpful to the argument,
and if a sufficient amount of evidence is provided;
identifies false statements.
|
____
|
|
USE OF LANGUAGE
|
No"errors"in"spelling,"
punctuation"or"grammar." Student"uses"precise" language"to"convey"
message"in"a"concise" manner
|
Very"few"errors"in"spelling,"
punctuation"or"grammar." Student"uses"appropriate" vocabulary"to"convey"
message"in"a"concise" manner.
|
More"than"a"few"errors"in"
spelling,"punctuation"or" grammar."Language"lacks" clarity"at"times.
|
Several"errors"in"spelling,"
punctuation"or"grammar." Meaning"is"unclear"due"to"
word"choice.
|
____
|
|
GLOBAL AWARENESS
7th/8th
|
Views the experience
of others but does so through one��s own cultural worldview
and/or cannot justify proposed actions. Demonstrates
surface understanding of the complexity of concepts
important to members of another culture (e.g. environmental,
social, cultural, political, and economic relations)
and/or is unable to evaluate, create, or hypothesize.
|
Identifies components
of other cultural perspectives but sometimes responds
with only one worldview to justify proposed actions.
Demonstrates partial understanding of the complexity
of concepts important to members of another culture
(e.g. environmental, social, cultural, political, and
economic relations) and/or struggles to evaluate, create,
or hypothesize.
|
Adopts intellectual
and emotional dimensions of more than one worldview
and consistently uses more than one worldview to justify
proposed actions. Demonstrates adequate understanding
of the complexity of concepts important to members of
another culture (e.g. environmental, social, cultural,
political, and economic relations) in order to evaluate,
create, or hypothesize.
|
Interprets intercultural
experience from the perspectives of multiple worldviews
and demonstrates ability to justify and defend proposed
actions. Demonstrates sophisticated understanding of
the complexity of concepts important to members of another
culture (e.g. environmental, social, cultural, political,
and economic relations) in order to evaluate, create,
or hypothesize.
|
____
|
| |
|
|
|
Total---->
|
____
|