Interest Me "TASK"

An Interesting Topic with a Helpful Task . . .

Good Day Bloggers!

This week we are given the task to discuss the "Alternative Assessment", and to make our own rubrics in "Rubistar" . Actually, the Alternative Assessment topic really interest me cause I can really relate with it specially on the part of having your own rubrics which is agreed by the Students and Teachers.

Assessing our Students learning should be on fifty-fifty method. Fifty for the Written activity and Fifty for Performance based activity. So that, there will be a fair grading for the students, and through this we can evaluate our students if what are their strengths to be develop more and weaknesses to be catered. 

Another Task given to us is to make our own rubrics in "Rubistar". here are my works.

Analysis of A Work of Art : Rubric

CATEGORY	4	3	2	1
Description	Makes a complete and detailed description of the subject matter and/or elements seen in a work.	Makes a detailed description of most of the subject matter and/or elements seen in a work.	Makes a detailed description of some of the subject matter and/or elements seen in a work.	Descriptions are not detailed or complete.
Analysis	Accurately describes several dominant elements or principles used by the artist and accurately relates how they are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork.	Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork.	Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork.	Has trouble picking out the dominant elements.
Interpretation	Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work.	Student identifies the literal meaning of the work.	Student can relate how the work makes him/her feel personally.	Student finds it difficult to interpret the meaning of the work.
Evaluation	Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas.	Uses 1-2 criteria to judge the artwork.	Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately.	Evaluates work as good or bad based on personal taste.

Date Created: July 20, 2013

 

 

 

Class Debate : Rubric for Class Debate

CATEGORY	4	3	2	1
Use of Facts/Statistics	Every major point was well supported with several relevant facts, statistics and/or examples.	Every major point was adequately supported with relevant facts, statistics and/or examples.	Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.	Every point was not supported.
Understanding of Topic	The team clearly understood the topic in-depth and presented their information forcefully and convincingly.	The team clearly undestood the topic in-depth and presented their information with ease.	The team seemed to understand the main points of the topic and presented those with ease.	The team did not show an adequate understanding of the topic.
Presentation Style	Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	One or more members of the team had a presentation style that did not keep the attention of the audience.
Respect for Other Team	All statements, body language, and responses were respectful and were in appropriate language.	Statements and responses were respectful and used appropriate language, but once or twice body language was not.	Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.	Statements, responses and/or body language were consistently not respectful.

Date Created: July 20, 2013

 

 

Vocal Music Performance - Individual : Rubrics for Vocal Music

CATEGORY	4	3	2	1
Posture and Relaxation	Student stands correctly and sings using a proper singing stance with no visible tension in the throat, jaw, or body.	Student stands somewhat correctly and most of the time demonstrates a proper singing stance with limited tension visible in the throat, jaw, or body.	Student is sometimes standing correctly but often shows tension or improper body position during singing.	Student rarely demonstrates proper posture and singing stance and tension is highly visible in the throat, jaw, and/or body.
Tone Quality	Tone is consistently focused, clear, and centered throughout the range of the voice.	Tone is focused, clear and centered through the normal singing range. Extremes in range sometimes cause tone to be less controlled. Tone quality typically does not detract from the performance.	Tone is often focused, clear and centered, but sometimes the tone is uncontrolled in the normal singing range. Extremes in range are usually uncontrolled. Occasionally the tone quality detracts from overall performance.	The tone is often not focused, clear or centered regardless of the range, significanltly detracting from the overall performance.
Diction	Student articulates clearly and the text of the music is understandable.	Student articulates the words somewhat clearly and the text can be understood most of the time.	Student is sometimes articulating the words but the text is often not decernable.	Student rarely articulates the words and the text is not decernable.
Dynamics	Dynamic levels are obvious, consistent, and an accurate intrepretation of the style of music being sung.	Dynamic levels are typically accurate and consistent.	Dynamic levels fluctuate but can be discerned.	Attention to dynamic levels is not obvious.
Entrances and articulation markings	Secure Entrances. Markings (staccato, legato, slur, accents, etc.) are executed accurately.	Entrances are usually secure, though there might be an isolated error. Markings are usually executed accurately.	Entrances are rarely secure, but markings are sometimes executed accurately.	Few secure Entrances. Markings are typically not executed accurately.

Date Created: July 18, 2013

 

 

 I am so glad that our instructor really shared this link the "Rubistar" thanks to her we can now easily make our rubrics.

Have a Great Day Bloggers!

^___^

*maf'R*