1 Cross – Disciplinary Rubrics for Assessing Critical Thinking, Oral and Written Communication,...

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Cross–Disciplinary Rubrics for Assessing Critical Thinking,

Oral and Written Communication, and Visual Literacy  

 Diana Fortier, Assistant Professor of Economics/Business

and Outcomes AmbassadorDr. Stacey Randall, Outcomes Manager

History Question

What does the image below tell you about U.S. propaganda efforts at the beginning of World War II? How does it connect to President Roosevelt’s speech?

“The third is freedom from want, which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants -- everywhere in the world.”

Beginning: Identifies visual and context cues

• Image of a family at a

Thanksgiving or Sunday Dinner

• Comfort • American values

Developing: Describes and interprets the use of the visual and context cues

• WWII propaganda

• Protection

• Personal responsibility

Proficient : Utilizes and applies visual and context cues

• President Roosevelt’s Four Freedoms speech to Congress in January 1941

• Image represents FDR language

Exemplary: Analyze strengths and weaknesses of visual and context cues

• Freedom from want, Freedom from Fear, Freedom of Religion and Freedom of Speech

• Fails to reflect social and economic issues

Leadership

Video of the Martin Luther King

“I have a dream” speech

http://www.youtube.com/watch?v=PbUtL_0vAJk

Question: How does the visual medium aid in illustrating King’s leadership skills?

Support with examples and evidence.

LeadershipBeginning: Identifies visual and context cues

Visual• Watching the video allows one to see

• Leader’s emotion • Reaction of followers to words and actions

Context • Stands behind the podium facing a large crowd • On a stage outdoors of the Washington Mall

Developing: Describes and interprets the use of the visual and context cues

Visual • Delivery: Changes pace, volume; adds gestures; shifts weight; adds eye contact

• Shows passion • Emphasizes significance, and importance of his vision

Context • King standing on stage, behind a podium

• Portrays authority • Camera scans the audience at key phrases

• “the time is now”: Large crowd • “emancipation proclamation”: Lincoln Memorial

Proficient : Utilizes and applies visual and context cues

Visual• Audio/visual magnifies the impact of Kings’ words • Repetition of his words:

• “I have a dream,” “Let the freedom ring’.

Context • The Washington Mall

• Connects to and units followers with common beliefs, American ideals and values • King communicates an inspirational vision of principles

• Lincoln Memorial • Equality for all/emancipation proclamation

• Analogies, biblical and historical references • Gettysburg address/Hymns and Spirituals

Exemplary: Analyze strengths and weaknesses of visual and context cues

Visual and Context Strengths

• Black and whites slow calm march on Washington • March of ‘dignity and discipline: King’s philosophy

• nonviolence, ‘soul force’ not physical force• Freedom/rights for all of God’s children.

• Scans of crowd and Washington Mall• unites and empowers with his words: American ideals and values • biblical and constitutional references: inspirational vision of principle

Exemplary Continued

Visual and Context Weaknesses

• Standing behind the podium minimizes speaker’s presence• Scans of the crowd • detract from King’s words • allow for viewer/photography/videographer bias • do not connect to his words

• Faces behind the speaker detract from speaker

Group Activity

Math Sample Assignment Question

Graph the equation.

y=x+2

Beginning: Identifies print media incorrectly

Student is able to identify what a graph is; but either leaves it blank or draws a point.

Developing: Partially performs task

Student understands to draw a line which represents the equation but incorrectly plots points and/or the slope. Student draws a random line or an incorrect shape to represent the equation.

Proficient: Performs task reflecting understanding, but not with mastery

Student’s work reflects understanding of task to represent equation and draws appropriate line and/or the slope, but makes minor error (i.e. shifting the line over), showing understanding but not mastery.

Exemplary: Expertly performs task

Student correctly graphs the line by employing one of the graphing techniques (i.e. graphing using a table, using the x and y-intercepts, or slope intercept form.) Student successfully interprets meaning of task and its implications.

Economics Sample Question

Graphical analysis: How will a student

understand and interpret demand and

supply curves on a graph?

Beginning: Identifies print media incorrectly

Students think it is an image of a runway, and that it has nothing to do with economic graphs.

Developing: Partially performs task

Student is able to recognize a market and interpret demand curves as down sloping, expressing an inverse relationship between two variables price and demand and that supply curves are up sloping expressing a positive relationship between two variables price and supply.

Proficient: Performs task reflecting understanding, but not with mastery

Student is able to graph and label many variables such as pairs of demand and supply, curves shift, different equilibriums, different quantities and different prices.

Exemplary: Expertly performs task and learns to apply concept

Student is able to understand the shifts of the curves, the reason for the shifts and is able to analyze and explain individual shift factors of demand and supply that contribute to the shifts.

Questions/Comments?

Contact: The Outcomes Program (TOP)

e-mail: TOP@waubonsee.edu

630-466-7900 ext. 2867