Ancillary: Rubrics
Media Manual Statement
| 10 | 8 | 6 | 4 | 2 | |
| Knowledge of Morse | Media statement demonstrates deep knowledge of Morse and its implications for student journalism | Media statement demonstrates knowledge of Morse and its implications for student journalism | Media statement demonstrates some knowledge of Morse and its implications for student journalism | Media statement demonstrates little knowledge of Morse and its implications for student journalism | Media statement does not demonstrate knowledge of Morse and its implications for student journalism |
| Addresses potential limitations | Media statement superbly anticipates and addresses limitations Morse could have on the program | Media statement adequately anticipates and addresses limitations Morse could have on the program | Media statement attempts to anticipate and address limitations Morse could have on the program | Media statement does not adequately anticipate or address limitations Morse could have on the program | Media statement does not anticipate or address limitations Morse could have on the program |
| Addresses circuit decisions | Media statement addresses the implications of decisions from our circuit (if applicable) | Media statement mentions decisions from our circuit but does not address their implications (if applicable) | Media statement does not mention decisions from our circuit (if applicable) | ||
| Administrator Concerns | Media statement fully anticipates and addresses potential issues with school administration and/or school board | Media statement anticipates and addresses potential issues with school administration and/or school board | Media statement somewhat anticipates and addresses potential issues with school administration and/or school board | Media statement anticipates potential issues with school administration and/or school board but does not address them | Media statement does not anticipate or address potential issues with school administration |
| Writing | Media statement demonstrates excellent grammar and mechanics | Media statement demonstrates adequate grammar and mechanics (1-2 mistakes) | Media statement’s grammar and mechanics need work (3-4 mistakes) | Media statement’s grammar and mechanics are poor (5-6 mistakes) | Media statement’s grammar and mechanics are unacceptable (7+ mistakes) |
Group Project (Broadly Interpreted Cases)
| 10 | 8 | 6 | 4 | 2 | |
| Knowledge of case | Project demonstrates deep knowledge of the selected case and its implications for student journalism | Project demonstrates knowledge of the selected case and its implications for student journalism | Project demonstrates some knowledge of the selected case and its implications for student journalism | Project demonstrates little knowledge of the selected case and its implications for student journalism | Project does not demonstrate knowledge of the selected case and its implications for student journalism |
| Factors leading to a broad interpretation | Project utilizes multiple sources to list all factors that led to a broad interpretation of Morse | Project utilizes multiple sources to list multiple factors that led to a broad interpretation of Morse | Project utilizes one source to list some factors that led to a broad interpretation of Morse | Project utilizes one source to a few factors that led to a broad interpretation of Morse | Project does not address factors leading to a broad interpretation of Morse |
| Addresses potential issues | Project superbly anticipates and addresses how to avoid a similar situation | Project adequately anticipates and addresses how to avoid a similar situation | Project anticipates but does not address how to avoid a similar situation | Project does not adequately anticipate or address how to avoid a similar situation | Project does not anticipate or address how to avoid a similar situation |
| Presentation | Presentation dynamically teaches the staff about this topic in full detail | Presentation teaches the staff about this topic in full detail | Presentation teaches the staff about this topic in some detail | Presentation lacks detail | Presentation does not provide relevant details related to the case |
| Writing | Project demonstrates excellent grammar and mechanics | Project demonstrates adequate grammar and mechanics (1-2 mistakes) | Project’s grammar and mechanics need work (3-4 mistakes) | Project’s grammar and mechanics are poor (5-6 mistakes) | Project’s grammar and mechanics are unacceptable (7+ mistakes) |
Roleplaying Scenario
| 20 | 16 | 12 | 8 | 4 | |
| Portrayal of Role | Student demonstrates excellent understanding and portrays his/her role superbly | Student demonstrates solid understanding and portrays his/her role well | Student demonstrates adequate understanding and portrays his/her role adequately | Student demonstrates little understanding and portrays his/her role unconvincingly or inaccurately | Student inaccurately depicts his/her role |
| Quality | Student’s portrayal of role is backed up by quality research and sources | Student’s portrayal of role is backed up by research and sources | Student’s portrayal of role is backed up by some research and sources | Student’s portrayal of role is backed up by little research and sources | Student’s portrayal of role is not backed up by research or sources |
| 10 | 8 | 6 | 4 | 2 | |
| Presentation | Presentation dynamically teaches the staff about this topic in full detail | Presentation teaches the staff about this topic in full detail | Presentation teaches the staff about this topic in some detail | Presentation lacks detail | Presentation does not provide relevant details related to the case |
Teaching Model
| 10 | 8 | 6 | 4 | 2 | |
| Knowledge of subject matter | Project demonstrates deep knowledge of the selected cases and their implications for student journalism | Project demonstrates knowledge of the selected cases and their implications for student journalism | Project demonstrates some knowledge of the selected cases and their implications for student journalism | Project demonstrates little knowledge of the selected cases and their implications for student journalism | Project does not demonstrate knowledge of the selected cases and their implications for student journalism |
| Medium | Students carefully selected the best medium for accomplishing their task | Students selected an appropriate medium for accomplishing their task | Students selected a somewhat appropriate medium for accomplishing their task | Students selected a somewhat inappropriate medium for accomplishing their task | Students selected an inappropriate medium for accomplishing their task |
| Purpose | The teaching model fulfills its intended purpose superbly | The teaching model fulfills its intended purpose adequately | The teaching model somewhat fulfills its intended purpose | The teaching model does not accomplish one of its intended tasks | The teaching model does not accomplish its intended tasks |
| Audience | The teaching model has a clearly defined audience | The teaching model has an adequately defined audience | The audience is not clearly defined | The teaching model has no clear audience | The teaching model lacks an audience |
| Writing | Teaching model demonstrates excellent grammar and mechanics | Teaching model demonstrates adequate grammar and mechanics (1-2 mistakes) | Teaching model’s grammar and mechanics need work (3-4 mistakes) | Teaching model’s grammar and mechanics are poor (5-6 mistakes) | Teaching model’s grammar and mechanics are unacceptable (7+ mistakes) |
Letter
| 10 | 8 | 6 | 4 | 2 | |
| Knowledge of subject matter | Letter demonstrates deep knowledge of the selected cases and their implications for student journalism | Letter demonstrates knowledge of the selected cases and their implications for student journalism | Letter demonstrates some knowledge of the selected cases and their implications for student journalism | Letter demonstrates little knowledge of the selected cases and their implications for student journalism | Letter does not demonstrate knowledge of the selected cases and their implications for student journalism |
| Purpose | The letter fulfills its intended purpose superbly | The letter fulfills its intended purpose adequately | The letter somewhat fulfills its intended purpose | The letter does not accomplish one of its intended tasks | The letter does not accomplish its intended tasks |
| Audience | The letter has a clearly defined audience | The letter has an adequately defined audience | The letter is not clearly defined | The letter has no clear audience | The letter lacks an audience |
| 20 | 16 | 12 | 8 | 4 | |
| Writing | Teaching model demonstrates excellent grammar and mechanics | Teaching model demonstrates adequate grammar and mechanics (1-2 mistakes) | Teaching model’s grammar and mechanics need work (3-4 mistakes) | Teaching model’s grammar and mechanics are poor (5-6 mistakes) | Teaching model’s grammar and mechanics are unacceptable (7+ mistakes) |