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.
Sentence fluency
Relationship between characters does not reflect the overall message of the song.
N/A at this time.Relationship between characters has been somewhat established to reflect the overall message of the song.
N/A at this time.Relationship between characters has been generally established to reflect the overall message of the song.
N/A at this time.Relationship between characters has been established to reflect the overall message of the song in an appropriate and effective manner.
N/A at this time.The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand.
N/A at this time.Some sentences sound natural and flow well when read aloud, but several are stiff and awkward or are difficult to understand.
N/A at this time.Most sentences sound natural and flow well when read aloud, but one or two are stiff and awkward or difficult to understand.
N/A at this time.All sentences sound natural and flow well when read aloud. Each sentence is clear and has an obvious emphasis.
N/A at this time.Revisions do not impact the first draft.
N/A at this time.Revisions somewhat improved the first draft.
N/A at this time.Revisions somewhat improved the first draft.
N/A at this time.Logical and intentional revisions improved the first draft.
N/A at this time.Students struggled with time management and had difficulty working with a partner.
N/A at this time.Students had limited ability to manage time but generally worked cooperatively.
N/A at this time.Students managed time and listened to each other’s ideas well in the creative process.
N/A at this time.Students worked purposefully, managed time effectively, and honored each other’s ideas in the creative process.
N/A at this time.Student did not identify any steps of character analysis.
N/A at this time.Student identified one step of character analysis.
N/A at this time.Student identified two steps of character analysis.
N/A at this time.Student identified three or more steps of character analysis.
N/A at this time.Student did not supply an explanation of how character analysis contributes to character development.
N/A at this time.Student explained how one step of character analysis contributes to character development.
N/A at this time.Student explained how two steps of character analysis contribute to character development.
N/A at this time.Student explained how three or more steps of character analysis contribute to character development.
N/A at this time.What did you like? Did you need to revise anything? How could we make this assessment better?
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