Assessment Rubric
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
|
Knowledge and Understanding |
||||
|
Knowledge of content (e.g., definitions, historical context, examples of blackface and whitewashing)
|
limited knowledge of blackface and whitewashing, may exhibit factual inaccuracies or misunderstand key concepts
|
some knowledge of blackface and whitewashing of blackface and whitewashing, but understanding may be superficial or incomplete
|
considerable knowledge of blackface and whitewashing, providing accurate definitions, relevant historical context, and appropriate examples
|
thorough knowledge of blackface and whitewashing, displaying a nuanced understanding of the history, variations, and contemporary manifestations of these practices
|
|
Understanding of content (e.g., significance, impact, underlying issues of race, representation, and power)
|
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
|
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
|
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
|
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
|
|
Thinking |
||||
|
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
|
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)
|
uses processing skills with limited effectiveness when evaluating similarities, differences, and impacts of blackface and whitewashing; interpretations may be simplistic or lack supporting evidence
|
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.
|
uses processing skills with considerable effecti