New Measure Example
Any class |
Effective Communication Standard/Benchmark: Effective Communicator: Student effectively communicates for a wide variety of purposes and audiences and evaluates own performance. Performance Task: Present a summary of your field trip. (Use this initial idea as a starting point for the prompt/task design process. Please click on the word, "Prompt" for more information and help.) |
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| Performance Element | Master | Advanced | Developing | Beginner |
| Clarity | Consistently provides a clear main idea supported by rich, vivid, and powerful details. | Consistently provides a clear main idea supported by sufficient details. | Occasionally provides a clear main idea supported by sufficient details. | Rarely provides a clear main idea supported by sufficient details. |
| Audience Adjustments | Adjusts tone and style to appeal to a wide range of audiences. | Adjusts tone and style to appeal to different audiences. | Adjusts tone and style to appeal to specific and familar audiences. | Uses the same tone and style regardless of audience. |
| Purposes | Can consistently identify and adjust to specific purposes of communication (i.e. entertain, inspire, motivate, understanding, accurate recall, persuasion, decision making). | Can occasionally identify and adjust to specific purposes of communication (i.e. entertain, inspire, motivate, understanding, accurate recall, persuasion, decision making). | Can rarely identify and adjust to specific purposes of communication (i.e. entertain, inspire, motivate, understanding, accurate recall, persuasion, decision making). | Does not exhibit the ability to identify different purposes and types of communication. |
| Variety | Uses a variety of approaches to achieve desired purpose or audience impact. | Relies upon 2-3 approaches to achieve desired purpose or audience impact. | Relies upon two major approaches to achieve desired purpose or audience impact. | Uses one approach in most or all situations. |
| Self-Evaluation | Students evaluates own effectiveness using predetermined audience response criteria. | Student evaluates own effectiveness using own performance criteria. | Student evaluates own effectiveness without specific performance criteria. | Student does evaluates own effectiveness. |
| Title Page | Includes title, name, many colors, and attention grabbing ideas. | Includes title, name, and many colors | Includes title, name, and 2 or 3 colors. | Includes title and name. |
| Drawings | Drawings contain all information and are easily understood. | Drawings contain all information and are easily understood. | Drawings contain most of the basic information and are easily understood. | Drawings is missing basic information ; is difficult to understand. |