V.T203

Creating Digitally Altered Background Images

Creating Digitally Altered Background Images

Students will use a computer to edit their selected subject into multiple backgrounds.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


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.

TEACHER SCORING RUBRIC-DIGITAL PHOTOGRAPH

  • Dimension
  • Image Selection

  • Final Compositions

  • Saving Image Files

  • Using Non-copyrighted Images

  • 1
  • 2
  • 3
  • 4
  • 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 Exemplar
  • The 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 Exemplar
  • The 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.

TEACHER SCORING RUBRIC—REFLECTION

  • Dimension
  • Altering Picture Context

  • Accuracy of Images Used in Media

  • 1
  • 2
  • 3
  • 4
  • 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 Exemplar
  • The 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 Exemplar
  • The 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 Exemplar
  • The 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 Exemplar

TEACHER SCORING RUBRIC–ASSESSMENT QUESTION

  • Dimension
  • Providing Examples

  • 1
  • 2
  • 3
  • Student provides one example.

    View Exemplar
  • Student 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 Exemplar
Having trouble viewing videos?

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better?
Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted in the blogs to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

Sign up for our newsletter to stay up to date with all of our assessments.

Sign Up Now!