Cross – Disciplinary Rubrics for Assessing Critical Thinking, Oral and Written Communication, and Visual Literacy

1. Cross–Disciplinary Rubrics for Assessing Critical Thinking, Oral and Written Communication, and Visual Literacy Diana Fortier, Assistant Professor of Economics/Business and Outcomes Ambassador Dr. Stacey Randall, Outcomes Manager

2. History Question “The third is freedom from want, which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants -- everywhere in the world.” What does the image below tell you about U.S. propaganda efforts at the beginning of World War II? How does it connect to President Roosevelt’s speech?

3. Image of a family at a • Thanksgiving or Sunday • Dinner • Comfort • American values Beginning: Identifies visual and context cues

4. WWII propaganda • Protection • Personal responsibility Developing: Describes and interprets the use of the visual and context cues

5. President Roosevelt’s Four • Freedoms speech to • Congress in January 1941 • Image represents FDR • language Proficient : Utilizes and applies visual and context cues

6. Freedom from want, Freedom • from Fear, Freedom of Religion • and Freedom of Speech • Fails to reflect social and • economic issues Exemplary: Analyze strengths and weaknesses of visual and context cues

7. Leadership Video of the Martin Luther King “I have a dream” speech http://www.youtube.com/watch?v=PbUtL_0vAJk Question: How does the visual medium aid in illustrating King’s leadership skills? Support with examples and evidence.

8. LeadershipBeginning: Identifies visual and context cues Visual Watching the video allows one to see Leader’s emotion Reaction of followers to words and actions Context Stands behind the podium facing a large crowd On a stage outdoors of the Washington Mall

9. Developing: Describes and interprets the use of the visual and context cues Visual Delivery: Changes pace, volume; adds gestures; shifts weight; adds eye contact Shows passion Emphasizes significance, and importance of his vision Context King standing on stage, behind a podium Portrays authority Camera scans the audience at key phrases “the time is now”: Large crowd “emancipation proclamation”: Lincoln Memorial

10. Proficient : Utilizes and applies visual and context cues Visual Audio/visual magnifies the impact of Kings’ words Repetition of his words: “I have a dream,” “Let the freedom ring’. Context The Washington Mall Connects to and units followers with common beliefs, American ideals and values King communicates an inspirational vision of principles Lincoln Memorial Equality for all/emancipation proclamation Analogies, biblical and historical references Gettysburg address/Hymns and Spirituals

11. Exemplary: Analyze strengths and weaknesses of visual and context cues Visual and Context Strengths Black and whites slow calm march on Washington March of ‘dignity and discipline: King’s philosophy nonviolence, ‘soul force’ not physical force Freedom/rights for all of God’s children. Scans of crowd and Washington Mall unites and empowers with his words: American ideals and values biblical and constitutional references: inspirational vision of principle

12. Exemplary Continued Visual and Context Weaknesses Standing behind the podium minimizes speaker’s presence Scans of the crowd detract from King’s words allow for viewer/photography/videographer bias do not connect to his words Faces behind the speaker detract from speaker

13. Group Activity

14. Math Sample Assignment Question Graph the equation. y=x+2

15. Student is able to identify what a graph is; but either leaves it blank or draws a point. Beginning: Identifies print media incorrectly

16. Student understands to draw a line which represents the equation but incorrectly plots points and/or the slope. Student draws a random line or an incorrect shape to represent the equation. Developing: Partially performs task

17. Student’s work reflects understanding of task to represent equation and draws appropriate line and/or the slope, but makes minor error (i.e. shifting the line over), showing understanding but not mastery. Proficient: Performs task reflecting understanding, but not with mastery

18. Student correctly graphs the line by employing one of the graphing techniques (i.e. graphing using a table, using the x and y-intercepts, or slope intercept form.) Student successfully interprets meaning of task and its implications. Exemplary: Expertly performs task

19. Economics Sample Question Graphical analysis: How will a student understand and interpret demand and supply curves on a graph?

20. Students think it is an image of a runway, and that it has nothing to do with economic graphs. Beginning: Identifies print media incorrectly

21. Student is able to recognize a market and interpret demand curves as down sloping, expressing an inverse relationship between two variables price and demand and that supply curves are up sloping expressing a positive relationship between two variables price and supply. Developing: Partially performs task

22. Student is able to graph and label many variables such as pairs of demand and supply, curves shift, different equilibriums, different quantities and different prices. Proficient: Performs task reflecting understanding, but not with mastery

23. Student is able to understand the shifts of the curves, the reason for the shifts and is able to analyze and explain individual shift factors of demand and supply that contribute to the shifts. Exemplary: Expertly performs task and learns to apply concept

24. Questions/Comments? Contact: The Outcomes Program (TOP) e-mail: TOP@waubonsee.edu 630-466-7900 ext. 2867