Evaluation
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score | |
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Clear Message
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There is no message. There seems to be a lack of conceptual understanding. | The message the student is trying to send is unsuccessful. The student grasps the concepts, but in an insufficinet manner. | The message the student sends is somewhat clear, and the student grasps the overall concepts. |
The students message is clear, concise and hits the target audience and goal. The student can clearly understand the concepts and how they relate to the activity. |
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Supportive Evidence
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The student uses little or no research to back up their message. The RAFT is based completely on opinion, or the student has no opinion at all. |
The student uses some research to back up their message, and the student has a weak opinion. |
The student adequately supports their message. The student has an opinion and it is intertwined with evidence. | The student has strong, clear support for their message. The student uses the research to back up their opinion. |
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Use and development of individual ideas
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The student's perspective is unapparent. |
The student's perspective is unclear. |
The student's perspective is clear. | The student's perspective is clear and strong. |
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Stated Objective or Performance
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The student's goal is unclear and unfocused. The student cannot relate the book to Obama's ideas. |
The student's goal is unfocused. The student can somewhat relate the book to Obama's ideas. |
The student's goal is clear and focused. The student can relate the book to Obama's ideas, but the connection is weak and/or unsupported. | The student's goal is very clear and very focused. The student clearly understands how the book and Obama's ideas are related. |
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Use of proper communication tool
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The student does not use the proper technique with the communication tool. | The student does use the proper technique with the communication tool. | The student does use the proper technique with the communication tool in a clear manner. | The student does use the proper technique with the communication tool in a clear and strong manner. |
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Ability to differentiate between varying perspectives
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The student cannot differentiate between perspectives. The student has a hard time taking on a role. |
The student can differentiate between perspectives. The student's own opinion is too strong in the role they have taken on. | The student can clearly differentiate between perspectives. The student has taken on a new role and tries to bring in their own ideas. | The student can clearly differentiate between perspectives with strong conviction. The student has taken on a new role but still brings in their own ideas. |
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