Assessment Rubric for Excuses, Excuses Assignment
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge and Understanding |
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Knowlege of content
Knowledge of definition of consent and moral disengagement techniques (“sneaky excuses’)
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limited knowledge of sneaky excuses, moral disengagement, and consent in online contexts.
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some knowledge of sneaky excuses, moral disengagement, and consent in online contexts.
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considerable knowledge of sneaky excuses, moral disengagement, and consent in online context
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thorough knowledge of sneaky excuses, moral disengagement, and consent in online contexts
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Understanding of content
Understanding of how consent and moral disengagement occur in the online context
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limited understanding of the relationship between sneaky excuses and consent
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someunderstanding of the relationship between sneaky excuses and consent
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considerable understanding of the relationship between sneaky excuses, sexting, and consent; can explain how sneaky excuses are used to justify ignoring or violating consent
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thorough understanding of the relationship between sneaky excuses and, and consent; can analyze how sneaky excuses are used to justify ignoring or violating consent and the impact this can have on individuals and relationships
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Thinking |
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Planning and organizing the digital story (e.g., developing a storyline, selecting images and music, structuring the narrative |
uses planning skills with limited effectiveness when designing and creating the digital story |
uses planning skills with some effectiveness when designing and creating the digital story.
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uses planning skills with considerable effectiveness when designing and creating the digital story, demonstrating consideration of the purpose, target audience, and the message they want to conve |
uses planning skills with a high degree of effectiveness when designing and creating the digital story, demonstrating a clear understanding of how their choices effectively contribute to the overall impact and message |
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Use of creative thinking processes in developing the story (e.g., generating ideas, experimenting with different digital tools and techniques, exploring different perspectives)
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uses critical/creative thinking processes with limited effectiveness to create the digital story
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uses critical/creative thinking processes with some effectiveness to create the digital story.
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uses critical/creative thinking processes with considerable effectiveness to create the digital story; develops original and engaging scenarios and counterarguments that demonstrate thoughtful consideration of sneaky excuses and consent online
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uses critical/creative thinking processes with a high degree of effectiveness to create the digital story; demonstrates sophisticated and nuanced understanding of sneaky excuses and consent online, crafting a powerful and thought-provoking message
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Communication |
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Communication for different audiences and purposes in oral, visu