L1 and L2 Rubric

Lindsay Clark (Banned)
By Lindsay Clark 1641 days ago
Revision History

Standard 

A - Excellent 

B - Good 

C - Needs improvement 

D - Poor 

Effective Written Communication 

The student articulates thoughts and ideas effectively using written communication skills in a variety of forms, genres, and contexts. They are effective in using words to inform, motivate, and persuade. They are able to utilize multiple media and technologies in order to strengthen their message for an online audience and produce professional-looking work. They are conscious of the perspectives of the readers and carefully explain their message to improve interpretation. 

The student articulates thoughts and ideas adequately using written communication skills. They are sometimes effective in using words to inform, motivate, and persuade. They are learning to utilize multiple media and technologies in order to strengthen their message and produce professional-looking work. They are developing their skills in being clear and concise with their central message for an online, multicultural audience. 

The student explains thoughts and ideas with some difficulty through writing. They are occasionally effective in using words to inform, motivate, and persuade. They need to utilize multiple media and technologies in order to strengthen their message and produce professional-looking work. Their writing is unclear and easily misinterpreted by an online, multicultural audience and needs to be more concise and focused. 

The student struggles to explain thoughts and ideas through writing. They are rarely effective in using words to inform, motivate, and persuade. They do not effectively use multiple media and technologies to produce professional-looking work. Their writing is unclear and easily misinterpreted by an online, multicultural audience and needs to be more concise and focused. 

Interest (from standard of Self-Direction) 

The student clearly exhibits a deep interest in the content of their work. 

The student shows evidence of interest in the content of their work. 

The student expresses a general disinterest in the content of their work unless specifically guided by others and/or struggles to retain this interest level. 

The student is disinterested. 

Create Media Products 

The student is able to communicate effectively through created media products that demonstrate a high level of understanding of media technologies and conventions. They have an appreciation for the impact of design elements and techniques on online audiences and strive to use them effectively. They strategically use their created media to produce specific effects and in such a way that every aspect appears well thought out, purposeful, and necessary. 

The student is able to communicate through created media products that demonstrate a general understanding of media technologies and conventions. They are working to deliver more impact through the use of design elements and techniques. They use their created media to produce specific effects and demonstrate purposeful thinking in their development. 

The student creates media products that demonstrate a vague understanding of media technologies and conventions. They are learning the different design elements and techniques that can cause an impact through this media form. Their media products deliver an unclear message and demonstrate the need for more purposeful thinking in their development. 

The student struggles to create media products using the appropriate technologies and conventions. They rarely employ design elements and techniques, resulting in products that lack impact. Their media products deliver an unclear message and demonstrate little thinking in their development. 

Manage Goals and Time 

The student is able to balance short-term and long-term goals and approach them tactically in order to be achievable in the allotted time. Student is independently able to allocate time in a way that allows him/her to achieve excellent results toward the goal, with as little waste (of manpower, resources, time, etc.) as possible. 

The student is working to balance short-term and long-term goals and approach them tactically in order to be achievable in the allotted time. Student is independently able to allocate time and resources in a way that enables him/her to meet goals adequately; when he/she has some assistance, student is able to allocate time and resources very effectively. 

With substantial assistance, student is able to allocate time and resources in a way that enables him/her to meet goals adequately. 

Student does not allocate time and resources effectively, and is frequently unable to meet goals as a result. 

Goal orientation (upskilling) 

Student independently maintains a strong focus on the larger goal of “upskilling” and frames appropriate questions and planning processes related to it. He/she is willing to go above and beyond task requirements in service of this goal. 

Student, with minimal support, can usually remain focused on the larger goal of "upskilling" and can frame appropriate questions and planning processes related to it. He/she generally directs effort at meeting goals meaningfully instead of simply completing task. 

With periodic reminders, student can maintain some focus on the larger goal of "upskilling" and can frame appropriate questions and planning processes related to it. However, effort is often directed toward simply completing task. 

Student is unaware or unmindful of the ultimate goal of "upskilling," and as such is not able to frame appropriate questions or planning processes related to it. Goals are more often about merely completing a task than about more meaningful, content/context-specific improvements to craft.