Assessment Rubric for Developing Dilemmas
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
|
Knowledge and Understanding |
||||
|
Knowlege of content
Concepts of moral principles, moral dilemmas, cyberbullying, and strategies for intervening when witnessing cyberbullying
|
Demonstrates limited knowledge of content.
|
Demonstrates some knowledge of content.
|
Demonstrates considerable knowledge of content.
|
Demonstrates thorough knowledge of content.
|
|
Understanding of content
Comprehension of the meaning and significance of moral principles, moral dilemmas, cyberbullying, and strategies for intervening when witnessing cyberbullying
|
Demonstrates limited understanding of content.
|
Demonstrates some understanding of content.
|
Demonstrates considerable understanding of content.
|
Demonstrates thorough understanding of content.
|
|
Thinking |
||||
|
Use of Processing Skills
Identifying harmful stereotypes, considering the impact of portrayals on audiences, assessing the effectiveness of industry codes
|
Demonstrates limited understanding of content.
|
Demonstrates some understanding of content.
|
Demonstrates considerable understanding of content.
|
Demonstrates thorough understanding of content.
|
| Use of Critical/Creative Thinking Processes
Making inferences, interpreting, analyzing, identifying moral principles, synthesizing, evaluating, forming conclusions |
Uses critical/creative thinking processes with limited effectiveness.
|
Uses critical/creative thinking processes with some effectiveness.
|
Uses critical/creative thinking processes with considerable effectiveness.
|
Uses critical/creative thinking processes with a high degree of effectiveness.
|
|
Communication |
||||
|
Expression and Organization of Ideas (e.g., clarity, logic, coherence)
|
Expresses and organizes ideas and information with limited effectiveness.
|
Expresses and organizes ideas and information with some effectiveness.
|
Expresses and organizes ideas and information with considerable effectiveness.
|
Expresses and organizes ideas and information with a high degree of effectiveness
|
| Communication for different audiences and purposes
Communicating moral dilemma and its analysis clearly |
Communicates for different audiences and purposes with limited effectiveness.
|
Communicates for different audiences and purposes with some effectiveness.
|
Communicates for different audiences and purposes with considerable effectiveness.
|
Communicates for different audiences and purposes with a high degree of effectiveness
|
|
Use of conventions
(e.g., grammar, spelling, punctuation), |
Uses conventions, vocabulary, and terminology with limited effectiveness.
|
Uses conventions, vocabulary, and terminology with some effectiveness.
|
Uses conventions, vocabulary, and terminology with considerable effectiveness.
|
Uses conventions, vocabulary, and terminology with a high degree of effectiveness
|
|
Application |
||||
|
Application of knowledge and skills in familiar contexts
Applies con