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General Rubrics

                                                                                    PRIMARY CURRICULUM: General Performance Standards and Indicators

 

Aspect

Does not yet meet Expectations/

MAKES ATTEMPT

1-29%

Sometimes meets expectations/

EMERGENT

30-59%

 Meets Expectations /

SATISFACTORY

60-74%

Often exceeds expectations/

COMPETENT

75-89%

 

Consistently exceeds expectations/

SUPERIOR

90- 100%

 

 

Student Profile

This student has not yet met expectations, and needs intervention.

 

This student, has shown potential to meet expectations, but  needs explicit support in some areas

This student has shown a general capacity to meet expectations, though some support may still be required.

This student shows evidence of exceeding expectations.

This student significantly exceeds expectations and will benefit from additional challenges.

Snapshots

The student seldom works and plays responsibly and enthusiastically; rarely displays care for self, others and the environment; makes limited use of media to  communicate emotions and ideas, and problem solves with guided support.

 

The student at times works and plays responsibly and enthusiastically; occasionally displays care for self, others and the environment; makes some use of media to communicate emotions and ideas, and problem solves with guided support.

 

The student often works and plays responsibly and enthusiastically; displays care for self, others and the environment in most situations; makes adequate use of media to communicate emotions and ideas, and problem solves with competence and some degree of creativity.

 

The student works and plays responsibly and enthusiastically; displays care for self, others and the environment; confidently communicates emotions and ideas through a variety of media, and creatively and competently problem solves.

 

The student readily assumes responsibility while at work or play; uses initiative in caring for self, others and the environment; makes innovative use of a variety of media to communicate emotions and ideas, solves problems with a high degree of creativity and competence.

Knowledge

Makes connections between ideas and their personal experiences.

 

 

 

 

 

Almost never identifies similarities and differences between bodies of knowledge; relates new ideas and concepts to personal experience; has great difficulty applying previously acquired knowledge to new situations; is unable to navigate learning situations independently.

Cannot easily identify similarities and differences between bodies of knowledge; infrequently relates new ideas and concepts to personal experience; has difficulty applying previously acquired knowledge to new situations; is frequently unable to navigate learning situations independently.

Often sees similarities and differences between bodies of knowledge; relates new ideas and concepts to personal experience in most situations; often applies previous knowledge to new information and situations; frequently responds appropriately in new situations that are similar to ones experienced in the past.

 

 

Generally makes associations between bodies of knowledge; relates new ideas and concepts to personal experience with relative ease; consistently applies previous knowledge to new information and situations; responds appropriately in new situations that are similar to ones experienced in the past.

 

Independently sees the interrelatedness among bodies of knowledge; adeptly relates new ideas and concepts to personal experience; effectively applies previous knowledge to new information and situations; readily responds appropriately in new situations that are similar to/different from ones experienced in the past.

 

 

 

Understand the concept of past, present and future.

Vocabulary rarely captures the concept of time in relating personal experiences; rarely uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; seldom uses appropriate verb tense when relating experiences and describing events.

 

Vocabulary may not appropriately capture the concept of time in relating personal experiences; occasionally uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; sometimes uses appropriate verb tense when relating experiences and describing events.

 

Often uses vocabulary that appropriately captures the concept of time in relating personal experiences; frequently uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events;  often uses appropriate verb tense when relating experiences and describing events in most instances.

Uses vocabulary that appropriately captures the concept of time in relating personal experiences; uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events; uses appropriate verb tense when relating experiences and describing events.

 

Vocabulary accurately capture the concept of time in relating personal experiences;; creatively and competently uses time-appropriate adverbs/adverbial phrases (transitions) to sequence and describe personal experiences and events;  uses complex verb constructs when relating experiences and describing events.

 

Understand and appreciate the importance of personal wellness, including the importance of a healthy diet, exercise and hygiene.

Seldom is tidy and neat; pays inadequate attention to personal hygiene; is unable or unwilling to make healthy food choices; has very limited knowledge of the benefits of healthy physical activity; rarely gives appropriately tempered emotional responses to situations; infrequently navigates social situations with competence and confidence; is daunted when faced with challenges and failures; occasionally seeks necessary/needed help and advice.

 

Sometimes is tidy neat; pays inadequate attention to personal hygiene; is generally unable or unwilling to make healthy food choices; has limited knowledge of the benefits of healthy physical activity; inconsistently gives appropriately tempered emotional responses to situations; sometimes navigates social situations with competence and confidence; is sometimes daunted when faced with challenges and failures; occasionally seeks necessary/needed help and advice.

 

Often practises good personal hygiene; generally pays adequate attention to personal appearance; makes healthy food choices with prompting; has some knowledge of the benefits of healthy physical activity; gives appropriately tempered emotional responses to most situations; frequently navigates social situations with competence and confidence; recovers quickly from most challenges and failures; in most situations seeks help and advice when necessary.

Practises good personal hygiene; pays adequate attention to personal appearance; makes healthy food choices with occasional prompting; engages in activity that facilitates healthy physical development; gives appropriately tempered emotional responses to situations; navigates social situations with competence and confidence; maintains a positive outlook when faced with challenges and failures; seeks help and advice when necessary.

 

Practises, and can cite the benefits of, good personal hygiene and making healthy food choices; is outstanding in attention paid to personal appearance; purposefully engages in activity that facilitates healthy physical development; displays a measure of emotional intelligence; navigates social situations with a high degree of competence and confidence; deals with challenges and failures positively; offers help and sound advice.

Skills

Recognise that working and playing safely protects everyone.

 

 

Seldom follows rules and established procedures without prompting; is careless in his use of equipment; gives little consideration to personal safety and the safety of others while engaged in activity; seldom encourages peers to work and play safely.

Sometimes follows rules and established procedures without prompting; is often careless in his use of equipment; inconsistently gives consideration to personal safety and the safety of others while engaged in activity; occasionally encourages peers to work and play safely.

Follows rules and established procedures with very little prompting; generally uses equipment with due care; most times considers personal safety and the safety of others while engaged in activity; frequently encourages peers to work and play safely.

Follows rules and established procedures; uses equipment with due care; considers personal safety and the safety of others while engaged in activity; encourages peers to work and play safely.

 

Routinely follows rules and established procedures; makes innovative use of equipment yet exercises due care/caution (is conscious of safety issues); is reputed for acting to ensure his personal safety and that of others while engaged in activity; advocates for safety during work and play.

Communicate needs, emotions and ideas in a variety of appropriate ways.

Generally uses inappropriate tone of voice when communicating; generally uses of inappropriate vocabulary, facial expressions and gestures when communicating; generally responds inappropriately to comments and criticisms (challenges and /situations); rarely uses technology and other media responsibly to communicate opinions (thoughts and feelings).

Is prone to use inappropriate tone of voice when communicating; infrequently uses appropriate vocabulary, facial expressions and gestures when communicating; sometimes responds inappropriately to comments and criticisms (challenges and /situations); sometimes uses technology and other media responsibly to communicate opinions (thoughts and feelings).

When communicating, makes frequent use of appropriate:

1)      tone of voice,

2)      vocabulary,

3)      facial expressions and

4)      gestures;

Often responds appropriately to comments and criticisms (challenges and situations) in most situations; often uses technology and other media responsibly to communicate opinions (thoughts and feelings).

 

When communicating, uses appropriate:

1)      1) tone of voice,

2)      2) vocabulary,

3)      3) facial expressions and,

4)      4) gestures;

Generally responds appropriately to comments and criticisms (challenges and situations); generally uses technology and other media responsibly to communicate opinions (thoughts and feelings).

When communicating, customarily makes effective use of:

1)      1) tone of voice,

2)      2) vocabulary,

3)      3) facial expressions and,

4)      4) gestures;

Routinely gives well-crafted and carefully thought out responses to comments and criticisms from others; makes strategic and responsible use of technology and other media to communicate opinions (thoughts and feelings).

 

Gather and use information (to answer questions, make choices and complete tasks)

 

Rarely selects appropriate information sources based on purpose; is often inappropriate in his choice of techniques for gathering and analysing information; rarely makes suitable use of information for answering questions, making choices and completing tasks.

 

Sometimes selects appropriate information sources based on purpose with assistance; is whimsical in his choice of techniques for gathering and analysing information; sometimes makes suitable use of information for answering questions, making choices and completing tasks.

 

Often selects appropriate information sources based on purpose; in most cases selects appropriate techniques for gathering and analysing information; often makes suitable use of information for answering questions, making choices and completing tasks.

 

Generally selects appropriate information sources based on purpose; uses appropriate techniques for gathering and analysing information; makes suitable use of information for answering questions, making choices and completing tasks.

 

Regularly shows evidence of engaging in critical thought when selecting information sources for various purposes; with acuity, uses appropriate techniques for gathering and analysing information; makes judicious use of information to answer questions, make choices and complete tasks.

 

Make simple decisions and choices to solve both personal problems and learning challenges.

Is unable to isolate and describe the problem to be solved; rarely itemises possible solutions; rarely considers possible consequences before taking a decision; needs  much guidance to identify the best course(s) of action to be undertaken.

Has difficulty in isolating and describing the problem to be solved; occasionally, itemises possible solutions; sometimes considers possible consequences before taking a decision; some guidance to identify the best course(s) of action to be undertaken.

Isolates and gives general descriptions of the problem to be solved in most situations; is generally able to itemise possible solutions; often considers possible consequences before taking a decision; often chooses the best course(s) of action to be undertaken.

Isolates and describes in broad terms the problem to be solved; itemises possible solutions; generally considers possible consequences before taking a decision; generally chooses best course(s) of action to be undertaken.

Isolates the problem to be solved and describes it in specific terms; itemises very plausible solutions; gives thorough/detailed consideration of possible consequences before taking a decision; routinely chooses best course(s) of action to be undertaken.

Use a variety of technologies under supervision.

 

Seldom follows guidelines given for use of technology; makes limited use of technology.

Sometimes follows guidelines given for use of technology; makes some use of technology.

Often follows guidelines given for use of technology in; generally makes appropriate use of technology.

Generally follows guidelines given for use of technology; generally uses technology strategically for a variety of purposes.

 

Appreciates the importance of following guidelines given for use of technology; uses technology innovatively for a variety of purposes.

Play imaginatively and constructively.

 

Makes rare use of everyday items; rarely creates games; has difficulty getting into character as they portray roles;  does not create simple virtual scripts for scenarios; rarely expresses thoughts and feelings using verbal and non-verbal forms.

 

Makes limited use of everyday items; creates games with some  encouragement; may get into character as they portray roles; sometimes creates simple virtual scripts for scenarios; occasionally expresses thoughts and feelings using verbal and non-verbal forms.

 

Makes creative use of everyday items; frequently creates games spontaneously; gets into character as they portray familiar roles; often creates virtual scripts for scenarios in most instances; often expresses thoughts and feelings using creative verbal and non-verbal forms.

Makes creative and innovative use of everyday items; creates games spontaneously; gets into character as they portray roles; generally creates virtual scripts for scenarios; generally expresses thoughts and feelings using creative and unique verbal and non-verbal forms.

 

Makes creative and innovative use of everyday and virtual items; skilfully creates games; gets into character as they portray real and imagined roles; creates complex virtual scripts for scenarios; adeptly expresses thoughts and feelings using creative and unique verbal and non-verbal forms.

Work collaboratively and co-operatively with others.

 

Is generally impatient and distracted as others share their views and ideas; rarely gives others opportunity to assume roles in activities; is not generally respectful of others as (s)he shares views and ideas or is hesitant to voice his opinion; participation in group activities is minimal; is generally impulsive/ imprudent in his use of resources; pays scant attention to conversation etiquette during collaboration; does not attempt to settle disputes in acceptable ways; regularly uses the property of others without first seeking permission.

 

 

Is sometimes impatient and distracted as others share their views and ideas; infrequently gives others opportunity to assume roles in activities; is not often respectful of others as when views and ideas are shared or is hesitant to voice his opinion; participation in group activities is infrequent; is often impulsive/imprudent in his use of resources; pays some attention to conversation etiquette during collaboration; may attempt to settle disputes in acceptable ways; sometimes uses the property of others without first seeking permission.

 

 

Often listens patiently and attentively to the views and ideas of others; often gives others opportunity to share their views and ideas and  assume roles in activities; often shares views and ideas respectfully and confidently; participates responsibly in most group activities; often shares resources with fairly; usually pays attention to conversation etiquette during collaboration; settles most disputes amicably; often seeks permission before using the property of others.

 

Listens actively to the views and ideas of others; generally gives others opportunity to share their views and ideas and to assume roles in activities; generally shares views and ideas respectfully and confidently; participates responsibly in group activities; generally shares resources fairly; generally pays attention to conversation etiquette during collaboration; generally settles disputes amicably; generally seeks permission before using the property of others.

 

Listens actively and appreciatively to the views and ideas of others; habitually gives others ample opportunity to share their views and ideas and to assume roles in activities; crafts and convincingly and respectfully presents his views and ideas; is very responsible when participating in group activities; shares resources fairly; displays competence in conversation during collaboration; settles disputes skilfully and amicably; has distinguished himself as one who seeks permission before using the property of others.

 

Engage in learning with creativity and imagination.

 

Is unable to visualize new methods for solving problems and dealing with challenges and using everyday materials in a creative manner to represent ideas; seldom uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; needs much  guidance to develop routines for aiding long term retention.

 

Has some difficulty : visualizing new methods for solving problems; dealing with challenges; using everyday materials in a creative manner to represent ideas. Sometimes uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; needs some guidance to develop routines for aiding long term retention.

 

Often visualizes new methods for solving problems; dealing with challenges; uses everyday materials in a creative manner to represent ideas; often uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; is often able to develop personal routines for aiding long term retention after shared experiences.

 

Generally visualizes new and unique methods for solving problems and dealing with challenges; uses everyday materials in a unique and creative manner to represent ideas; uses dance, music, role play and visual arts to clarify and present thoughts, emotions and ideas; develops personal routines for aiding long term retention after individual reflection.

 

Visualizes new, unique and complex methods for solving problems and dealing with challenges; represents thoughts, emotions and ideas in a variety of innovative modes; effortlessly develops personal routines for aiding long term retention.

Is capable of developing  routines for aiding long term retention for self and others.

 

 

Disposition

Demonstrate basic courtesy in relationships while working and playing with others.

 

Has difficulty in establishing and maintaining personal boundaries; rarely considers the personal space of others; rarely exchanges greetings and pleasantries. e.g. Good morning; randomly employs appropriate tone of voice and terminology when addressing others; rarely addresses others using their ascribed titles; rarely speaks respectfully of and to others.

 

 

 

 

Sometimes establishes and maintains personal boundaries; sometimes considers the personal space of others; sporadically exchanges greetings and pleasantries. e.g. Good morning; sometimes employs appropriate tone of voice and terminology when addressing others; sometimes addresses others using their ascribed titles; occasionally speaks respectfully of and to others.

 

 

Often establishes and maintains personal boundaries; often respects the personal space of others; often exchanges greetings and pleasantries. e.g. Good morning; generally employs appropriate tone of voice and terminology when addressing others; usually addresses others using their ascribed titles; often instances speaks respectfully of and to others.

 

 

 

Generally establishes and maintains personal boundaries; generally respects the personal space of others; often exchanges greetings and pleasantries. e.g. Good morning. Generally uses appropriate tone of voice and language terminology when addressing others; addresses others using their ascribed titles; generally speaks respectfully of and to others.

 

 

 

Clearly establishes and maintains personal boundaries; defends others’ right to personal space; instinctively uses exchanges greetings and pleasantries. e.g. Good morning. Uses appropriate tone of voice and terminology when addressing others; addresses others using their ascribed titles and appropriate measures of deference; spontaneously willingly speaks respectfully of and to others.

Joy in and enthusiasm for learning.

 

Is generally hesitant to engage in learning activities; lacks interest in and an appreciation for learning; generally participates half-heartedly in classroom tasks; sometimes enjoys learning activities; seldom seeks opportunity to learn.

Is sometimes hesitant to engage in learning activities; sometimes lacks interest in and an appreciation for learning; often is disinterested in classroom tasks; sometimes enjoys learning activities; sometimes seeks opportunity to learn.

Is engaged in learning activities; often expresses interest in and an appreciation for learning; often participates wholeheartedly in classroom tasks; often enjoys learning activities; often seeks opportunity to learn.

Is eager to engage in learning activities; expresses interest in and an appreciation for learning; participates wholeheartedly in classroom tasks; enjoys learning activities; seeks opportunity to learn.

 

Volunteers to engage in learning activities; is enthusiastic about and has a deep appreciation for learning; zealously creates conditions for learning.

 

 

Show increasing self-confidence in a variety of learning and social situations.

 

Is confused about feelings, thoughts and ideas; doubts his ability to respond in social and learning scenarios; is reluctant to voice opinions; is not comfortable working as part of a group.

Is sometimes aware of feelings, thoughts and ideas; inconsistent ability to respond in social and learning scenarios; sometimes voices opinions; is sometimes comfortable working as part of a group.

Has a general understanding of his feelings, thoughts and ideas; responds confidently in most social and learning scenarios; voices opinions confidently most times; is usually comfortable working as part of a group.

Identifies feelings and organises thoughts and ideas with minimal support; responds with confidence in social and learning scenarios; voices opinions confidently; is comfortable working as part of a group.

 

Articulates feelings, thoughts and ideas; is reasonably assertive in his responses to social and learning scenarios; comfortably assumes leadership roles while working as part of a group.

Act responsibly under supervision as a caring steward of the environment.

 

Makes indiscriminate use of materials and resources; disposes of waste material haphazardly; personal space is sometimes untidy; is sometimes reluctant to participate in environmental projects; sometimes suggests solutions to environmental issues within the school community.

Sometimes uses materials and resources with some level of discretion; sometimes disposes of waste material in appropriate ways; sometimes keeps personal space tidy; sometimes participates willingly in environmental projects; sometimes suggests solutions to environmental issues within the school community.

Often uses materials and resources with discretion; usually disposes of waste material in appropriate ways; generally keeps personal space tidy; often participates willingly in environmental projects; often suggests solutions to environmental issues within the school community.

Generally uses materials and resources conservatively; disposes of waste material in appropriate ways; keeps personal space tidy; participates willingly in environmental projects; suggests solutions to environmental issues within the school community.

Is responsible in his choice and use of materials and resources; researches and chooses most appropriate ways for disposing of waste material; uses his initiative to keep his personal space tidy; eagerly participates in environmental projects; suggests solutions to environmental issues within the school and wider community.

Demonstrate a willingness to join groups.

 

Is unsure of himself and his ability to work with others; sometimes doubts that he can add value to the group or activity; hesitates to participate in group activities.

Sometimes exhibits positive self-concept; sometimes demonstrates self- esteem; is sometimes confident in his ability to work with others; sometimes believes that he can add value to the group or activity; may volunteer to participate in group activities if encouraged.

 

Demonstrates a generally positive self-concept; at times holds himself in high esteem; is ordinarily confident in his ability to work with others; most times believes that he can add value to the group or activity; volunteers to participate in group activities.

 

Demonstrates a clearly positive self-concept; holds himself in high esteem; is confident in his/her ability to work with others; believes that he/she can add value to the group or activity; volunteers to participate in group activities.

Has a sound sense of self- is keenly aware of his abilities and is reasonable in his expectations of himself; adds significant value to groups of which he is a member.

Consistently demonstrate fair and equitable habits at work and play.

 

Seldom demonstrates acts of fair play during games and play; unwilling to  allow others to take turns; seldom listens to the views of others with respect; seldom includes others in activity; rarely considers the needs of others; rarely speaks in defence of others when the benefits of doing so are obvious.

Occasionally demonstrates acts of fair play during games and play; sometimes allows others to take turns; in some instances listens to the views of others with respect; sometimes includes others in activity; at times considers the needs of others; speaks in defence of others when the benefits of doing so are obvious.

Often demonstrates acts of fair play during games and play; often allows others to take turns; often listens to the views of others with respect in most instances; often invites others to participate in activity most times; ordinarily considers the needs of others; often speaks in defence of others.

Demonstrates acts of fair play during games and play; allows others to take turns; listens to the views of others with respect; invites others to participate in activity; considers the needs of others; speaks in defence of others when necessary.

Insists on fair play during games and play; advocates for the rights of others’ to be included in activities and to have a voice; shows deep consideration for the needs of others; initiates activities which facilitate inclusiveness.

 

 

                                                                                                         PRIMARY CURRICULUM

                                                                               Assessment Rubrics for Media and Information Literacy

 

 

Criteria

Superior

100-90

Competent

89-75

Satisfactory

74-60

Emergent

59-30

Makes attempt

1-29

Respond critically to audio-visual media texts (esp. animated works).

Is always able to respond critically to audio-visual media texts (esp. animated works).

*can always identify animated works as media texts.

*can always identify overt and implied messages, in simple audio-visual media texts.

*can clearly express personal thoughts and feelings about some simple animated media works.

*is always able to recognize media texts that are fictional versus those that are non-fictional.

*can name kinds of media texts that contain both:

a.  imaginary materials (e.g. fairy tales)

b.  real materials (e.g. sports coverage)

*is always able to recognize and describe characteristics that distinguish real and imaginary material e.g. use of actors, live action.

 

 

 

Is good at responding critically to audio-visual media texts (esp. animated works).

*can mostly identify animated works as media texts.

*can identify overt and implied messages with very little support and direction, in simple audio-visual media texts.

*is good at expressing personal thoughts and feelings about some simple animated media works.

*is good at recognizing media texts that are fictional versus those that are non-fictional.

*can usually name kinds of media texts that contain both:

a.  imaginary materials (e.g. fairy tales)

b.  real materials (e.g. sports coverage)

 

*is mostly able to recognize and describe characteristics that distinguish real and imaginary material e.g. use of actors, live action.

Is able to respond critically to audio-visual media texts (esp. animated works) fairly well.

*can sometimes identify animated works as media texts.

*can identify overt and implied messages but needs some support and direction, in simple audio-visual media texts.

*can sufficiently express personal thoughts and feelings about some simple animated media works.

*is fairly good at recognizing media texts that are fictional versus those that are non-fictional.

*can sometimes name kinds of media texts that contain both:

a.  imaginary materials (e.g. fairy tales)

b.  real materials (e.g. sports coverage)

*is sometimes able to recognize and describe characteristics that distinguish real and imaginary material e.g. use of actors, live action.

Is weak at responding critically to audio-visual media texts (esp. animated works.

*can rarely identify animated works as media texts.

*can identify overt and implied messages but support and direction, in simple audio-visual media texts.

*is limited in the ability to express personal thoughts and feelings about some simple animated media works.

*is limited in the ability to recognize media texts that are fictional versus those that are non-fictional.

*can name kinds of media texts that contain either:

a.  imaginary materials (e.g. fairy tales)

or

b.  real materials (e.g. sports coverage)

*is weak at recognizing and describing characteristics that distinguish real vs. imaginary material e.g. use of actors, live action.

Is hardly ever able to respond critically to audio-visual media texts (esp. animated works) most of the time.

 

 

 

 

PRIMARY CURRICULUM

Assessment Rubrics for Media and Information Literacy

 

Criteria

Superior

100-90

Competent

89-75

Satisfactory

74-60

Emergent

59-30

Makes attempt

1-29

Recognize that media contain and convey different beliefs and value messages.

 

 

Identify selected media forms and explain how techniques are used to create/enhance meaning. (e.g. size, colour and emoticons)

Demonstrates an excellent understanding that media contain and convey different beliefs and value messages.

 

*is adept at identifying both overt and implied messages portrayed by animated characters.

 

*very good at acting out parts from his/her favourite animated shows.

 

Demonstrates a good understanding that media contain and convey different beliefs and value messages.

 

 

*is good at identifying both overt and implied messages portrayed by animated characters.

 

*good at acting out parts from his/her favourite animated shows.

Demonstrates a fair understanding that media contain and convey different beliefs and value messages.

 

 

 

*is fair at identifying both overt and implied messages portrayed by animated characters.

 

*is average at acting out parts from his/her favourite animated shows.

Demonstrates a limited understanding that media contain and convey different beliefs and value messages.

 

 

 

*has limited ability at identifying both overt and implied messages portrayed by animated characters.

 

*can act out very limited parts from their favourite animated shows.

Does not clearly demonstrate an understanding that media contain and convey different beliefs and value messages.

 

 

PRIMARY CURRICULUM

Assessment Rubrics for Media and Information Literacy

 

 

Criteria

Superior

100-90

Competent

89-75

Satisfactory

74-60

Emergent

59-30

Makes attmept

1-29

Display an understanding of the purpose of a variety of media texts.
(e.g. audio, visual, audio-visual, print, and electronic/digital text, emoticons)

 

 

 

 

 

Displays an excellent understanding of the purpose of a variety of media texts.

*can analyze different media packaging (modes of ‘presentation’, e.g. CD, DVD, radio broadcast, television broadcast, comic book, comic strip) to determine their content (audio, visual, audio-visual, print).

*can effectively compare and contrast the characteristics of selected media which tell about their purpose (e.g. use of pictures in visual media to target/influence children or adults, girls or boys etc.).

*can correctly interpret content in print, visual, audio and electronic media.

*can clearly explain why they like or dislike selected media texts. (e.g. a character in a cartoon, song, or movie; draw a picture of the character in a song.

 

 

 

 

 

 

Displays a good understanding of the purpose of a variety of media texts.

*can analyze four different media packaging (modes of ‘presentation’, e.g. CD, DVD, radio broadcast, television broadcast, comic book, comic strip) to determine their content (audio, visual, audio-visual, print).

*is good at comparing and contrasting the characteristics of selected media which tell about their purpose (e.g. use of pictures in visual media to target/influence children or adults, girls or boys etc.).

*is usually correct in interpreting content in print, visual, audio and electronic media.

*can sufficiently explain why they like or dislike selected media texts. (e.g. a character in a cartoon, song, or movie; draw a picture of the character in a song.

 

Displays a fair understanding of the purpose of a variety of media texts.

*can analyze three different media packaging (modes of ‘presentation’, e.g. CD, DVD, radio broadcast, television broadcast, comic book, comic strip) to determine their content (audio, visual, audio-visual, print).

*is fair at comparing and contrasting the characteristics of selected media which tell about their purpose (e.g. use of pictures in visual media to target/influence children or adults, girls or boys etc.).

*is sometimes correct in interpreting content in print, visual, audio and electronic media.

*can give a fair explanation why they like or dislike selected media texts. (e.g. a character in a cartoon, song, or movie; draw a picture of the character in a song.

 

Displays a limited understanding of the purpose of a variety of media texts.

*can analyze two different media packaging (modes of ‘presentation’, e.g. CD, DVD, radio broadcast, television broadcast, comic book, comic strip) to determine their content (audio, visual, audio-visual, print).

*has limited skills in comparing and contrasting the characteristics of selected media which tell about their purpose (e.g. use of pictures in visual media to target/influence children or adults, girls or boys etc.).

*has limited skill in interpreting content in print, visual, audio and electronic media.

*can give limited explanation why they like or dislike selected media texts. (e.g. a character in a cartoon, song, or movie; draw a picture of the character in a song.

 

Displays a weak understanding of the purpose of a variety of media texts.

*can analyze one media packaging (modes of ‘presentation’, e.g. CD, DVD, radio broadcast, television broadcast, comic book, comic strip) to determine their content (audio, visual, audio-visual, print).

*is weak at comparing and contrasting the characteristics of selected media which tell about their purpose (e.g. use of pictures in visual media to target/influence children or adults, girls or boys etc.).

*is weak at interpreting content in print, visual, audio and electronic media.

*is weak at explaining why they like or dislike selected media texts. (e.g. a character in a cartoon, song, or movie; draw a picture of the character in a song.

 

 

 

 

PRIMARY CURRICULUM

Assessment Rubrics for Media and Information Literacy

 

 

Criteria

Superior

100-90

Competent

89-75

Satisfactory

74-60

Emergent

59-30

Makes attempt

1-29

Create audio-visual media texts for different purposes and audiences.

(e.g. a simple slide show for a multimedia presentation; a sign or poster for their classroom or the school)

 

Can independently create audio-visual media texts for different purposes and audiences.

(e.g. a simple slide show for a multimedia presentation; a sign or poster for their classroom or the school)

 

*can give examples of a variety tools and materials needed to create a new character for an animation or story (e.g. drawing and painting materials, plasticine, fabric pieces for costumes, microphone e.g. use of computer software etc.)

 

*can generate great ideas for creating characters for various purposes and audiences.

 

*is proficient in using different methods to create a character for an animation or book (e.g. printing, drawing).

 

 

*can demonstrate proper handling and care of media and technology.

 

*can demonstrate how to use audio-visual recording hardware.

Can create audio-visual media texts for different purposes and audiences with little help.

(e.g. a simple slide show for a multimedia presentation; a sign or poster for their classroom or the school)

 

*can give four examples of tools and materials needed to create a new character for an animation or story (e.g. drawing and painting materials, plasticine, fabric pieces for costumes, microphone e.g. use of computer software etc.)

 

*can generate good ideas for creating characters for various purposes and audiences.

 

*has good skill in using different methods to create a character for an animation or book (e.g. printing, drawing).

 

*can use media and technology equipment with care (7-8 times out of 10).

 

*can demonstrate how to use audio-visual recording hardware (7-8 times out of 10).

Create audio-visual media texts for different purposes and audiences with some help.

(e.g. a simple slide show for a multimedia presentation; a sign or poster for their classroom or the school)

 

*can give three examples of tools and materials needed to create a new character for an animation or story (e.g. drawing and painting materials, plasticine, fabric pieces for costumes, microphone e.g. use of computer software etc.)

 

*can generate fairly good ideas for creating characters for various purposes and audiences.

 

*has fair skill in using different methods to create a character for an animation or book (e.g. printing, drawing).

 

*sometimes uses media and technology equipment with care (5-6 times out of 10).

 

*can demonstrate how to use audio-visual recording hardware (5-6 times out of 10).

Create audio-visual media texts for different purposes and audiences but needs a lot of guidance.

(e.g. a simple slide show for a multimedia presentation; a sign or poster for their classroom or the school)

*can give two examples of tools and materials needed to create a new character for an animation or story (e.g. drawing and painting materials, plasticine, fabric pieces for costumes, microphone e.g. use of computer software etc.)

 

*has limited ability in generating ideas for creating characters for various purposes and audiences.

 

*has limited skill in using different methods to create a character for an animation or book (e.g. printing, drawing).

 

*uses media and technology equipment with care (3-4 times out of 10).

 

*can demonstrate how to use audio-visual recording hardware (3-4 times out of 10).

Requires full-time guidance to create audio-visual media texts for different purposes and audiences.

(e.g. a simple slide show for a multimedia presentation; a sign or poster for their classroom or the school)

*can give one example of tools and/or materials needed to create a new character for an animation or story (e.g. drawing and painting materials, plasticine, fabric pieces for costumes, microphone e.g. use of computer software etc.)

 

*generates hardly any ideas for creating characters for various purposes and audiences.

 

*is weak at using different methods to create a character for an animation or book (e.g. printing, drawing).

 

 

*uses media and technology equipment with care (1-2 times out of 10).

 

*can demonstrate how to use audio-visual recording hardware (1-2 times out of 10).

 

 

                     

                                                                                                     PARTICIPATION RUBRIC

 

DESCRIPTORS

CRITERIA

Superior

Competent

Satisfactory

Emergent

Makes Attempt

 

90 – 100

75 – 89

60 – 74

30 – 59

           1-29

 

Content Relevance

Contributions and dialogue are always at an advanced level and relevant to topic being discussed.

Contributions and dialogue are generally relevant to the topic being discussed.

Contributions and dialogue are often relevant to the topic being studied.

Contributions and dialogue are sometimes relevant to the topic being studied.

Contributions and dialogue lacks relevance to the topic being studied.

 

Participation

Always participates constructively in class discussions.

Generally participates constructively in class discussions.

Often participates constructively in class discussions.

Sometimes participates constructively in class discussions.

Seldom participates constructively in class discussions.

 

Behaviour/Attitude

Reflects the highest level of respect for himself or herself, others and teacher.  Consistently displays a positive attitude by not criticizing other’s ideas or work.

Generally reflects a high level of respect for himself or herself, others and teacher.  Frequently displays a positive attitude by not criticizing other’s ideas or work.

Often reflects an adequate level of respect for himself or herself, others and teacher.  Often displays a positive attitude by not criticizing other’s ideas or work.

Sometimes reflects a fair level of respect for himself or herself, others and teacher.  Sometimes lacks a positive attitude and criticizes other’s ideas and work.

Rarely respectful of himself or herself, others and teacher.  Lacks a positive attitude and frequently criticizes other’s ideas and work.

 

Preparation

Assignments and required materials are always fully prepared with for every class session.

Assignments and required materials are generally prepared for every class session.

Assignments and required materials are often adequately prepared for class.

Assignments and required materials are sometimes prepared for class.

Assignments and required materials are rarely prepared for class.

 

Teamwork

 

Consistently supports, listens to and interacts with peers.

Frequently supports, listens to and interacts with peers.

Often supports, listens to and interacts with peers.

Sometimes supports, listens to and interacts with peers sometimes.

Rarely supports, listens to and interacts with peers.

 

Feedback

Displays mastery in using feedback to improve his or her quality of work.

Displays proficiency in using feedback to improve his or her work.

Adequately utilizes feedback to improve his or her work.

Sometimes uses feedback to improve his or her work.

Seldom uses feedback to improve his or her work.

 

Problem Solving

Consistently seeks and suggests solutions to problems.

Frequently seeks and suggests solution to problems.

Often seeks and suggests solution to problems based on suggestions by others or teacher.

Unable to suggest solution to problems but utilizes solution suggested by others or teacher.

Unable to utilize assistance from others or teacher to solve problems.

 

Responsibility

Seeks and accepts responsibility at all times.

Seeks and accepts responsibility most of the times.

Often seeks and accepts responsibility.

Accepts responsibility when asked.

Seldom accepts responsibility when asked.

 

 

                                                                                                        PRIMARY CURRICULUM

                                                                              Assessment Rubric for assessing a Video Production

 

Criteria

Descriptors

Superior

90-100

 

Competent

76-90

 

Satisfactory

60-75

 

Emergent

30-59

 

Makes Attempt

1-29

 

Preparation

Discussions, sketches and scripts reflect highly effective planning with more than adequate information gathered, and interim feedback is used in a highly progressive manner to improve the product

 

Discussions, sketches and scripts reflect  proficient planning with all relevant information gathered, and interim feedback used effectively to improve the product

 

Discussions, sketches and scripts reflect a  satisfactory level of pre-planning with basic information gathered, and interim feedback is generally used to  improve the product

 

Discussions, sketches and scripts reflect the first stages planning with some relevant information gathered, but  interim feedback is not used in an effective manner

 

Discussions, sketches and scripts reflect some attempt at pre-planning but information is insufficient and sometimes irrelevant. Interim feedback is generally ignored.

 

Content

Content is clear and compelling, and reflects a thorough of knowledge and understanding

 

Content is clear and reflects a considerable level of knowledge and understanding

 

Content is mostly clear and reflects a satisfactory level of knowledge and understanding

 

Content is somewhat clear and reflects a developing level of knowledge and understanding

 

Content is unclear and  reflects little knowledge and understanding

 

Video continuity/Information flow

The flow of information is consistent capturing  viewer’s interest and enhancing understanding

The flow of information is consistent and enhances viewer’s understanding

The flow of information is mostly consistent and promotes an acceptable level understanding

The flow of information is sometimes inconsistent making it difficult to connect information at times

 

The flow of information is highly inconsistent making it difficult to grasp information

Creativity

The product reflects a high level of creativity in the use of setting, props, costumes and transitions

 

The product reflects   creativity in the use of setting, props, costumes and transitions

 

The product reflects some creativity  in the use of setting, props, costumes and transitions

The product reflects little creativity  in the use of setting, props, costumes and transitions

 

The product generally lacks creativity  in the use of setting, props, costumes and transitions

 

 

Teamwork

Team members participate actively and work cooperatively taking full responsibility for completing  assigned duties on time

Team members participate actively and work cooperatively fulfilling assigned duties on time

Team members participate actively and work cooperatively most of the time and fulfil most assigned duties on time

Team members participate actively and work cooperatively at times but have difficulty in fulfilling assigned duties on time

Team members make an attempt to participate actively and work cooperatively  but fail to fulfil assigned duties on time

Communication

Speech and body language is exceptionally effective in communicating information to audience

Speech and body language is effective in communicating information to audience

Speech and body language is  adequately effective in communicating information to audience

Speech and body language is  somewhat effective in communicating information to audience

Speech and body language is   seldom effective in communicating information to audience

 

                                                                                                                PRIMARY CURRICULUM

                                                                                        Assessment Rubric for Project, Portfolio, Scrapbook

Descriptors

Superior

90-100

Competent

75-89

Satisfactory

60- 74

Emergent

30-59

Makes Attempt

 1-29

Cover Page and overall

Design

.

The layout is very appealing and exceptionally organized the use of colour and text definitely adds interest and charm. There is always consistency in alignment and colours.

 

The layout is appealing and well organized, the use of colour and text add interest and charm. There is consistency in alignment and colours.

 

There is some visual appeal and organization, but some elements are lacking.

 Colour, layout, text, alignment, page interest need improvement

 

More thought and planning should be given to visual appeal.

There seems to be little consistency is visual elements.

 

The submission appears to be an assortment of items thrown together with no thought to planning. There is no consistency to layout, colours or other visual

elements

Attractiveness & Overall

Organization

The product has exceptionally attractive formatting and well-organized information.

The product has attractive formatting and well-organized information.

The product has well-organized information.

There appears to be some attempt at formatting and organization

The product’s formatting and organization of material is confusing to the reader.

Neatness

The product is consistently neat and presentable.

The product is generally neat and presentable.

The product is generally neat and presentable.

Many areas of the submission lack neatness.

The product as a whole lacks neatness.

Organization – writing

Information is always organized with well-constructed paragraphs and subheadings

Information is organized with well-constructed paragraphs

Information is organized, but paragraphs are not well-constructed.

Information lacks organization and paragraphs are somewhat constructed.

The information appears to be disorganized.

Content Relevance

information is complete and is enhanced by accurate and appropriate details

Information is complete

Main points are covered but lack some detail.

Some main points and details are missing.

Main points are not complete and are greatly lacking in detail.

Use of graphics/illustrations

Pictures, photo- graphs, drawings, diagrams, graphs, or other similar devices always add to the overall effectiveness of the scrapbook.Captions are relevant and explanatory.

Pictures, photo- graphs, drawings, diagrams, graphs, or other similar devices add to the overall effectiveness of the submission

Captions are relevant and explanatory.

Number and types of visuals are adequate as are captions

More and better visuals could be used; captions only identify and label rather than explain.

Very little pictorial representation is present; captions are incomplete

Mechanics (grammar, spelling, punctuation, capitalization)

Conventions of capitalization, spelling, punctuation, and grammar are used with consistent accuracy.

Conventions of capitalization, spelling, punctuation, and grammar are used with a high degree of accuracy.

Most conventions of capitalization, spelling, punctuation, and grammar are used accurately.

Common conventions of language are used with some accuracy but there are some mistakes.

A significant number of errors are made in capitalization, spelling, punctuation, and grammar.

Use of feedback

Displays mastery in using feedback to improve his or her quality of work

Displays proficiency in using feedback to improve his or her work.

Adequately utilizes feedback to improve his or her work.

Beginning to use feedback to improve his or her work.

Seldom uses feedback to improve his or her work.

Overall Effectiveness

The requirements of the assignment have been exceeded. The submission is very creative and interesting.

All the requirements of the assignment have been fulfilled.

Most of the requirements have been fulfilled

Only some of the assignment requirements are fulfilled.

Few of the assignment requirements have been met.

 

 

 

                                                                                      PRIMARY CURRICULUM ASSESSMENT RUBRIC

 

RUBRIC

STUDENT- MADE CHARTS & POSTERS

 

 

 

DESCRIPTORS

CRITERIA

SUPERIOR

COMPETENT

SATISFACTORY

EMERGENT

MAKES ATTEMPT

90- 100

75 – 89

60 – 74

30-59

1-29

 

 

Content

 

Excellent, well-stated and constantly accurate content with theme sustained throughout product. Title is exceptionally appropriate and clearly displayed to add clarity.

 

Good and frequently accurate content with one or two irrelevance to the theme. Title is highly appropriate and clearly displayed to add clarity.

 

Satisfactory content with some level of accuracy. Three aspects of the content are not applicable to the theme. Title is appropriate.

 

Fair and somewhat accurate content with four to five aspects not applicable to the theme. Title somewhat appropriate at times.

 

 

Poor and rarely accurate content with more than five aspects not applicable to the theme. Title is inappropriate.

 

Graphics

 

Exceptional use of graphics. All graphics are of an exceedingly high quality that stimulates, engages and enhances viewers’ interest and understanding.

 

Good use of graphics of a high quality to stimulate, engage and enhance viewers’ interest and understanding.

 

Satisfactory use of graphics of an average quality to stimulate, engage and enhance viewers’ interest and understanding. 

 

Fair use of graphics. Below average quality which can be improved to stimulate, engage and enhance viewers’ interest and understanding.

 

 

Little or no use of graphics.  Lacks clarity and fail to capture viewers’ interest.  

 

Colour and Text

 

 

Excellent use of text with exceedingly stimulating and enriching use of vibrant colours.

 

 

Proficient use of text with stimulating and enriching use of vibrant colours.

 

 

Suitable use of text and  colour

 

Fair use of colour and text. Potential for improvement

 

Poor use of text and colour. Readability is detracted..

Layout

Remarkably highly level of creativity displayed to enhance information dissemination and overall presentation. Well balanced with excellent layout of information.

Very good display of creativity to enhance information dissemination and overall presentation. Information  is balanced and uncluttered to add clarity

Satisfactory level of creativity displayed to enhance information dissemination and overall presentation. Balanced and uncluttered layout of information.

Creative to a fair extent. Somewhat balanced and uncluttered layout of information

Little creativity displayed. Cluttered unbalanced and unclear layout of information.

Writing

Consistently neat and legible writing.

Mostly neat and legible writing

 

Acceptably neat and legible writing

Somewhat neat and legible writing

Lacks neatness and legibility.

 

Mechanics

 

Correct sentence structure coupled with excellent use of capitalization, punctuation and spacing between words. No spelling or grammatical errors.

 

 

 

Mostly correct sentence

structure with good use of capitalization punctuation and spacing between words. One to two spelling and /or grammatical errors.

 

 

Fair sentence

Structure with some capitalization, punctuation and spacing between words. Two to three spelling and/ or grammatical errors.

 

 

Beginning to show signs of correct sentence structure. Inconsistent use of capitalization, punctuation and spacing between words. Four  to  five spelling and /or grammatical errors

 

Little or no capitalization, punctuation and spacing between words. Spelling and grammatical errors are intrusive.