Rubric For Mastery of Tools That "Tell" The Truth
| Adequate | Above Average | Exemplary | |
| Find examples of Value-Laden Words in text(s) | Identify emotional language which is value-laden and used to sway opinions | Distinguish between Denotative and Connotative
meanings.
Find examples of words with strong connotative meanings |
Rewrite the passage eliminating and changing all value-laden language to state message in objective terms |
| Separate Facts and Opinions in text(s) | Find examples of facts and opinions in the text(s) | Determine if facts are accurate, supported by evidence, if opinions are justified by evidence or logical arguments | Rewrite the text to replace opinions with facts or to better support either facts, opinions, or both with evidence and valid, logical arguments |
| Evaluate Motives, Qualifications, and Authority of Author(s) of text(s) | Identify the author(s) and purpose(s) of the text(s) | Identify text features that support the author's credibility, quality of writing, authority, and evidence for accuracy of content | Compare and contrast text features for two or more texts that are good and poor examples of author's credibility, quality of writing, authority, and evidence for accuracy of content |
| Assess Validity of Claims in text(s) | Find text(s) of two of the three types of claims: empirical, valuative, or metaphysical. Tell what evidence supports the claims identified | Identify the common fallacies used in arguments for two types of claims found in the text(s) ( Bandwagon, Begging the Question, Name Calling, False Cause, and Slippery Slope) | Provide examples of at least two clams and two common fallacies used in faulty arguments and rewrite the text to produce valid, logical arguments with reasons and evidence to support. |
Assessment Tool for
Nothing But the Truth
Problem Report and
Presentation
Name ______________________
| Activity | Points
Possible |
Points
Earned |
Comment |
| NBTT Problem | 16 | ||
| Group Report | 16 | ||
| Group Presentation | 28 | ||
| S-A Process and Product | 20 | ||
| Peer Assessment | 28 |
Total Points Possible 108
Total Points Received ___
Rubrics for the above components:
| Exceptional | Admirable | Acceptable | Amateur | |
| Content | An abundance of material clearly
related to thesis; points are clearly made and all evidence supports thesis;
varied use
of materials |
Sufficient information that relates
to thesis;
many good points made but there is an uneven balance and little variation |
There is a great
deal of information that is not clearly connected to the thesis |
Thesis is not clear;
information included that does not support thesis in any way |
| Coherence and
Organization
|
Thesis is clearly stated and developed
specific examples are appropriate and clearly develop thesis; conclusion is clear; shows control; flows together well; good transitions; succinct but not choppy; well organized |
Most information presented in logical sequence; generally very well organized but better transitions from idea to idea and medium to medium needed | Concepts and ideas are loosely connected; lacks clear transitions; flow and organization are choppy | Presentation is choppy and disjointed; does not flow; development of thesis is vague; no apparent logical order of presentation |
| Creativity | Very original presentation of material; uses the unexpected to full advantage; captures audience's attention | Some originality apparent; good variety of materials/media | Little or no variation; material presented with little originality or interpretation | Repetitive with little or no variety ; insufficient use of multimedia |
| Material
|
Balanced use of multimedia materials; properly used to develop thesis; use of media is varied and appropriate | Use of multimedia not as varied and not as well connected to thesis | Choppy use of multimedia materials; lacks smooth transition from one medium to another; multimedia not clearly connected to thesis | Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials--too much of one, not enough of another |
| Speaking Skills | Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence | Clear articulation but not as polished | Some mumbling; little eye contact; uneven rate; little or no expression | Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone |
| Audience
Response |
Involved the audience in the presentation; points made in create way; held the audience's attention throughout | Presented facts with some interesting "twists"; held the audience's attention most of the time | Some related facts but went off topic and lost the audience; mostly presented facts with little or no imagination | Incoherent; audience lost interest and could determine the point of the presentation |
Kathy Schrock offers some wonderful information on assessment rubrics.