These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
The student selected one subject image and one different background image.
N/A at this time.The student selected one subject image and two different background images.
N/A at this time.The student selected one subject image and three different background images.
N/A at this time.The student selected one subject image and four different background images.
View ExemplarThe student only made one final image that was believable or unrealistic or did not make an image at all.
N/A at this time.The student made two final images either believable or unrealistic.
N/A at this time.The student made three final images that met the criteria of believable or unrealistic.
N/A at this time.The student created two images that met the criteria of believable and two images that met the criteria of unrealistic.
View ExemplarThe student saved two or fewer images in JPEG format with his or her full name, an underscore, and then the title.
N/A at this time.The student saved three images in JPEG format with his or her full name, an underscore, and then the title.
N/A at this time.The student saved four images in JPEG format with his or her full name, an underscore, and then the title.
N/A at this time.The student saved all five images in JPEG format with his or her full name, an underscore, and then the title.
N/A at this time.Two images were non-copyrighted.
N/A at this time.Three images were non-copyrighted.
N/A at this time.Four images were non-copyrighted.
N/A at this time.All five images were non-copyrighted.
N/A at this time.The student does not address how editing a digital image can alter its context and meaning.
N/A at this time.The student briefly addresses how editing a digital image can alter its context and meaning. No example is provided.
View ExemplarThe student briefly addresses how editing a digital image can alter its context and meaning. The student provides one example.
N/A at this time.The student clearly addresses how editing a digital image can alter its context and meaning. The student provides one example.
View ExemplarThe student does not address how the media may use altered images to support an idea.
N/A at this time.The student briefly addresses how the media may use altered images to support an idea. No example is provided.
View ExemplarThe student briefly addresses how the media may use altered images to support an idea. The student provides one example.
N/A at this time.The student clearly addresses how the media may edit the content of images to support an idea. The student provides one example.
View ExemplarStudent provides one example.
View ExemplarStudent provides two examples.
N/A at this time.The student provides three or more examples of how this technology changed the ways in which photographers can alter photographs.
View ExemplarWhat did you like? Did you need to revise anything? How could we make this assessment better?
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