This assessment rubric is designed to promote a definition of thinking inclusive of cognition, perception, feeling and the creation of thoughts through action. Thinking is distributed throughout the four rubric domains:
View, Appreciation, Method, and Presence.
These domains are meant to indicate general qualities of a wide variety of student works, such as nonfiction and fiction, written text and works of digital media and multimodal communications.
The labels for the points on the scale (1 = Budding; 2 = Emerging; 3 = Maturing; 4 = Ready) refer to the JCU 4 point grading scale as they reflect a view that manifestations of student performance typically characterized as ‘weak,’ ‘unsatisfactory,’ etc. contain the seeds of more desirable qualities and should be seen as places to work from, energetic styles that contain possibilities of transformation, not qualities to be rejected or suppressed:
View: The domain of view relates to clarity of expression, insight and the development of ideas.
- Student work that is budding for this domain can leave the reader or audience confused about the purpose of the work or the logical arguments the author is trying to make. An authoritative stance is taken without convincing support for the author’s views.
- Student work that is emerging for this domain can leave the reader or audience uncertain about the purpose of the work or the logical arguments the author is trying to make. The author makes unsubstantiated assertions.
- Maturing evidence for this domain includes, for example, a well-structured and organized piece of work where the reader can readily ascertain the author’s perspective and can follow the development of the author’s ideas.
- Evidence for readiness in this domain is principled works that may also include moments of insight (understanding and illumination).
Appreciation: The domain of appreciation relates to a sense of openness to and appreciation for the richness of diversity: diverse evidence, conclusions, points of view, attitudes, motivations, experiences, values, and cultures.
- Budding evidence for this domain may, for example, be a superficial presentation of other views that seems poorly integrated with the author’s views. No references are given.
- Emerging skills in this domain may include a resourceful inclusion of other views as the author relates issues raised to general knowledge, lived experiences and texts. References may be partial and/or inaccurate.
- Maturing skills in this domain may include a resourceful and thoughtful inclusion of other views and the drawing of interesting connections between these views and the author’s views as the author relates texts to issues raised. References are complete and accurate.
- Readiness in this domain includes evidence that difference and other views are valued and appreciated beyond being merely included: that these other views have enriched the author’s own views. The author relates texts and issues raised to other texts as the work evokes a sense of satisfaction and expansiveness. References are complete and accurate.
Method: The domain of method relates to action and accomplishment: the ‘nuts and bolts’ of how a piece of work is carried forward and completed, as well as the skillful application of various modes of expression. The material elements (such as visual, textual or audio information) of the work are skillfully chosen and applied.
- Budding evidence for this domain includes a sense of incoherence as well as works that seem an incomplete jumble. While some of the components of the work may be interesting and engaging, the reader or audience is left feeling imposed upon. Work contains an excessive number of distracting spelling, grammatical, mechanical and/or technical errors. It is evident to the reader that the author is making little effort to explore multimodal communications.
- Emerging evidence for this domain includes a sense of coherence throughout the work. It is selectively interesting and engaging, yet the reader/audience is left feeling unsatisfied. Work contains distracting spelling, grammatical, mechanical and/or technical errors. It is evident to the reader that the author is making an effort to explore multimodal communications.
- Evidence for maturing skill in this domain includes an appropriate and efficient use of method. Overall, the work seems accomplished and conventional in form. Work contains few, if any, spelling, grammatical, mechanical and/or technical errors. It is evident to the reader that the author is willing to take risks and is making a strong effort to explore multimodal communications.
- In uses of method demonstrating readiness in this domain, it is evident to the reader that the author is daring to take risks to advance his or her multimodal communications and is realizing success in the media chosen for production. Overall, the work is stylistically interesting and inspiring in form.
Presence: This central domain relates to a sense of wholeness and completeness based on the responsibility of the author/producer to the assigned task.
- Budding skills in this domain are evidenced by works that are undeveloped. The author fails to engage fully with and complete the assigned task.
- Emerging skills in this domain are evidenced by works that are less than fully developed. The author is selectively engaged with the assigned task and may fail to complete the task.
- Maturing skill in this domain is evidenced by works that are well developed. The author is engaged with and has completed the assigned task.
- Readiness in this domain is evidenced by works whose development exceeds expectations. The author is fully engaged with the assigned task.