Grading Rubric for Urban Education in the News
EDUC 202
Name:
UEIN:
1.
Provides clear understanding of the main idea of the article
3- Main idea is clear, complete, and demonstrates a depth of understanding
2 - Main idea is adequate and clear
1 - Main idea is incomplete and lacks essential detail
0 - Provides no main idea
2.
Provides thoughtful critical analysis of article
8 – Goes beyond stating facts and synthesizes information to present thoughtful critical analysis
4 – States facts, vaguely developed analysis with limited synthesis of information
2 – Simply states facts with minimal analysis
0 – Provides no analysis
3. Provides multiple challenges to your own assumption about the issue
5- Challenges and assumptions are clearly and completely presented and well supported
4- Challenges and assumptions are clear with adequate supports
3- Challenges and assumptions lack clarity and evidence
2- Challenges and assumptions are incomplete and vague
0 - No challenges to assumptions provided
4.
Provides varied questions/new ideas that article raised for you
5– Provides varied questions that clearly suggest new ways of thinking about issue
4– Provides varied questions that suggest limited thinking about the issues
3– Provides limited evidence of questions that address the issue
0– No questions are provided
5. Provides clear and multiple types of action that you could take to address the issue
5– Provides multiple types of action that you could take with clear associated goals
4– Provides some types of action that you could take with limited goals
3– Provides little action that you could take
0– No action provided
6. Presentation is clear, well organized, and thoughtful
4– Presentation is easy to follow, ideas are clear, organized and thoughtful
3– Presentation is easy to follow, ideas are unclear or vague
2 – Presentation is difficult to follow
Total Urban Education in the News Points
/30
EDUC 202: URBAN EDUCATION IN THE NEWS
Your Name:
Title of Article and DATE: (no earlier than June 2015)
Author of Article:
Source of Article:
URL:
1. Main ideas of article:
2. Critical Analysis:
- Who does the issue affect? Look at this from lots of different perspectives – the student,
teacher, parent, school, different groups of people, neighborhoods, society.
- Who benefits? How?
- Who has voice/power? Who doesn’t? Why?
- Is there a hidden agenda behind this issue?
- Are there ethical concerns?
- What social, historical, political, cultural, philosophical forces drive the above?
- How might/does the issue affect urban education?
3. Challenges to your assumptions about the issue:
4. New questions/ideas that the article raises for you:
5. Action you could take to address issue in the article:
EDUC 202: URBAN EDUCATION IN THE NEWS
Your Name:
Title of Article and DATE: (no earlier than June 2015)
Author of Article:
Source of Article:
URL:
1. Main ideas of article:
2. Critical Analysis:
- Who does the issue affect? Look at this from lots of different perspectives – the student,
teacher, parent, school, different groups of people, neighborhoods, society.
- Who benefits? How?
- Who has voice/power? Who doesn’t? Why?
- Is there a hidden agenda behind this issue?
- Are there ethical concerns?
- What social, historical, political, cultural, philosophical forces drive the above?
- How might/does the issue affect urban education?
3. Challenges to your assumptions about the issue:
4. New questions/ideas that the article raises for you:
5. Action you could take to address issue in the article:
Grading Rubric for Urban Education in the News
EDUC 202
Name:
UEIN:
1.
Provides clear understanding of the main idea of the article
3- Main idea is clear, complete, and demonstrates a depth of understanding
2 - Main idea is adequate and clear
1 - Main idea is incomplete and lacks essential detail
0 - Provides no main idea
2.
Provides thoughtful critical analysis of article
8 – Goes beyond stating facts and synthesizes information to present thoughtful critical analysis
4 – States facts, vaguely developed analysis with limited synthesis of information
2 – Simply states facts with minimal analysis
0 – Provides no analysis
3. Provides multiple challenges to your own assumption about the issue
5- Challenges and assumptions are clearly and completely presented and well supported
4- Challenges and assumptions are clear with adequate supports
3- Challenges and assumptions lack clarity and evidence
2- Challenges and assumptions are incomplete and vague
0 - No challenges to assumptions provided
4.
Provides varied questions/new ideas that article raised for you
5– Provides varied questions that clearly suggest new ways of thinking about issue
4– Provides varied questions that suggest limited thinking about the issues
3– Provides limited evidence of questions that address the issue
0– No questions are provided
5. Provides clear and multiple types of action that you could take to address the issue
5– Provides multiple types of action that you could take with clear associated goals
4– Provides some types of action that you could take with limited goals
3– Provides little action that you could take
0– No action provided
6. Presentation is clear, well organized, and thoughtful
4– Presentation is easy to follow, ideas are clear, organized and thoughtful
3– Presentation is easy to follow, ideas are unclear or vague
2 – Presentation is difficult to follow
Total Urban Education in the News Points
/30
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