Page 190 - Foundations of Learning, 4th Edition (Revised)

RUBRIC

Table 7.1 Performance Levels for an Assessment (sample scenario: assessing a presentation)

Level IV—Transfer to a New Context

This feedback illustrates generalized understanding and is instructive in applying this
understanding across a broad range of contexts. The following statements are typical of this
level.

(S) Researching the background of your audience can help you stimulate interest in and attention to your
message.

(I) Section divisions appear to be seamless in a carefully planned and practiced presentation.

(I) By communicating your interpretation of the underlying purpose of an activity, you help everyone
assess whether they could have learned more from the activity.

Level III—Application in a Related Context

This feedback builds on comprehension of key issues and gives specific ideas for improving
performance in a related context. The following statements are typical of this level.

(S) Taking time to practice your presentation can help you deliver your message in a confident and
convincing tone.

(I) The introduction should highlight a single hypothesis and explain why it is justified.

(I) By focusing on the goal of good technical communication, rather than focusing simply on the score,
the team reminded everyone about the educational objective of the project.

Level II—Comprehension of Key Issues

Strengths and improvements are clearly stated, and reasons are given for the strengths
and suggestions for improvement. Insights tend to be related to the specific context of the
assessment. The following statements are typical of this level.

(S) The enthusiasm of the presenter inspired the audience to ask many questions.
(I) Much of the material in the introduction was secondary to the purpose of the talk.
(I) The team kept the problem statement in mind, not just the score.

Level 1—Observation

Strengths and areas for improvement are presented as simple statements. The following
statements are typical of this level.

(S) The presenter was energetic.
(I) The introduction was too long.
(I) The score was not the only goal.

184 Foundations of Learning