| Below Standard | Approaching Standard | At Standard | Above Standard | |
|---|---|---|---|---|
| Research/Pre-Reporting Take note of any initial assumptions. Background data. | Does not take note of initial assumptions. Does limited research to compile background data. Accepts information at face value (does not evaluate its quality). | Attempts to take note of initial assumptions. Seeks out background data but the variety of sources is limited. Understands that the quality of information should be considered, but does not do so thoroughly. | Is able to take note of initial assumptions. Seeks out background data from a variety of trusted sources. Thoroughly assesses the quality of information (considers usefulness, accuracy and credibility; distinguishes fact vs. opinion; recognizes bias.) | |
| Reporting Deep listening, listening with empathy and skepticism. | Does not identify sources. Contacts sources but doesn’t follow up. Gathers too little, too much, or irrelevant information, or from too few sources. Sources don’t represent a diversity of viewpoint and perspective. Documentation is of poor quality (notes, recordings, etc.). Doesn’t listen with empathy or listen for what’s not said. Does not understand the importance of winning sources’ trust. Accepts information at face value and is unable to maintain healthy skepticism. Fails to ask follow up questions or to clarify information if confused. Does not ask for other relevant people to contact or obtain follow up contact information. | Identifies sources but the number of sources may be limited. Contacts sources but may gather too little, too much or irrelevant information. Attempts to use sources that represent a diversity of viewpoint and perspective. Documentation is uneven in quality (notes, recordings, etc.). Attempts to listen with empathy and to listen for what’s not said. Understands the importance of winning sources’ trust and in maintaining healthy skepticism but is not always able to do so. Sometimes asks follow up questions and attempts to clarify any confusion they might have by not leaving or hanging up. Is inconsistent in asking for other relevant people to contact and in obtaining follow up contact information. | Consistently identifies sources. Contacts sources even if it requires extensive follow up. Uses sources that represent a diversity of viewpoint and perspective. Documentation is consistently of high quality (notes, recordings, etc.). Listens with empathy and listens for what’s not said. Is able to win sources’ trust; maintains healthy skepticism. Always asks follow up questions and attempts to clarify any confusion they might have by not leaving or hanging up. Asks for other relevant people to contact and obtains follow up contact information. | |
| Synthesizing Assess reporting. Topic vs. Story: do you have a story? (Who is the audience?) | Is unable to integrate information to either verify or challenge initial assumptions ; gathers too little, too much, or irrelevant information, or from too few sources. Is unable to assess whether they have a story, based on the information gathered. Unable to recognize how their story has changed from its initial conception; unable to identify holes in the story or to identify what they need to do to fill those holes (talk to additional sources, gather additional data, etc.). Unable to identify what information needs to be verified or doesn’t verify information. Fails to ask follow up questions to old or new sources. Doesn’t check for diversity in their story. | Attempts to integrate information to address initial assumptions, but it may be too little, too much, or gathered from too few sources; some of it may not be relevant. Is not always able to recognize when they do or do not have a story, based on the information gathered. Attempts to recognize how their story has changed from its initial conception but doesn’t always understand why or have the facts to support. Understands the importance of identifying holes in the story and the need to fill those holes but doesn’t always do so by talking to additional sources or by gathering additional data. Attempts to identify what information needs to be verified but isn’t always able to do so. Understands the importance of verifying information but doesn’t always do so. Sometimes asks follow up questions to old or new sources. Sometimes checks for diversity in their story. | Integrates relevant and sufficient information to address initial assumptions, gathered from multiple and varied sources. Is able to decide if they have a story and can identify an audience for the story. Can identify how their story has changed from initial conception. Identifies holes: understands whom they still need to talk to and what data they still need to gather. Is able to identify what needs to be verified and verifies. Asks follow up questions, to old and new sources. Checks diversity in their story. | |
| Make Something Draft. Sketch. Write. Make it visible/visual. | Chooses a presentation medium or approach without considering advantages and disadvantages of using another medium or approach to present a particular topic or idea. | Considers the advantages and disadvantages of using different mediums to present a particular topic or idea, but not thoroughly. | Evaluates the advantages and disadvantages of using different mediums to present a particular topic or idea. | |
| Show It and Get Feedback | Does not consider or use feedback and critique to revise product. | Considers and may use some feedback and critique to revise a product, but does not seek it out. | Seeks out and uses feedback and critique from varied sources to revise product to better meet the needs of the intended audience. | |
| Iterate and Refine Assess feedback and go back to Reporting (if necessary), gather data, apply skepticism, add resolution…Synthesize…and continue | Fails to assess feedback and doesn’t seek out additional data. Doesn’t apply skepticism to their reporting. Doesn’t produce multiple iterations of a product in an effort to improve it; doesn’t apply feedback to the refinement of the product. | Assesses feedback and seeks out additional data, but does so in a limited capacity. Applies some skepticism to their reporting. Produces less than two iterations of a product in an effort to improve it; applies limited feedback to the refinement of the product. | Assesses and synthesizes feedback and additional data they have gathered. Applies skepticism to their reporting. Produces multiple iterations of a product in an effort to improve it; applies feedback to the refinement of the product. | |
| Reflection Learning from what worked and what didn’t in the process. | Is not able to explain important new understandings gained in the assignment. Is unable to identify areas that could be improved within their process. Is not able to identify areas of strength and effective implementation within their process. | Can explain some things learned in the assignment, but are not entirely clear about new understandings. Is able to identify some areas that could be improved within their process, but is not always sure how to improve on them. Is able to identify some areas of strength and effective implementation within their process, but is not always sure how to build on these strengths. | Can clearly explain new understandings in the story and how they might translate to future work. Is able to identify multiple areas that could be improved within their process, and understand how to improve on them. Is able to show iterations, writing, and sketches and point to things that worked and didn’t work. Is able to identify multiple areas of strength and effective implementation within their process, and understands how to build on these strengths. |