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    Ib Theatre Journal Rubric1

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    api-291947860
    This rubric evaluates IB Theatre Journal entries based on four criteria: level of detail, use of vocabulary, critical response, and method of communication. For each criterion, descriptors define performance levels from excellent (10-8 points) to very poor (2-0 points). An overall IB grade level from 7 to 1 is assigned based on the total points earned. The rubric notes that early grades reflect potential and progression will be expected for students to ultimately achieve the assigned IB grade level.

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    © All Rights Reserved
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    Ib Theatre Journal Rubric1

    Uploaded by

    api-291947860
    605 views1 page
    This rubric evaluates IB Theatre Journal entries based on four criteria: level of detail, use of vocabulary, critical response, and method of communication. For each criterion, descriptors define performance levels from excellent (10-8 points) to very poor (2-0 points). An overall IB grade level from 7 to 1 is assigned based on the total points earned. The rubric notes that early grades reflect potential and progression will be expected for students to ultimately achieve the assigned IB grade level.

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    This rubric evaluates IB Theatre Journal entries based on four criteria: level of detail, use of vocabulary, critical response, and method of communication. For each criterion, descriptors define performance levels from excellent (10-8 points) to very poor (2-0 points). An overall IB grade level from 7 to 1 is assigned based on the total points earned. The rubric notes that early grades reflect potential and progression will be expected for students to ultimately achieve the assigned IB grade level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    605 views1 page

    Ib Theatre Journal Rubric1

    Uploaded by

    api-291947860
    This rubric evaluates IB Theatre Journal entries based on four criteria: level of detail, use of vocabulary, critical response, and method of communication. For each criterion, descriptors define performance levels from excellent (10-8 points) to very poor (2-0 points). An overall IB grade level from 7 to 1 is assigned based on the total points earned. The rubric notes that early grades reflect potential and progression will be expected for students to ultimately achieve the assigned IB grade level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    IB Theatre Journal Rubric

    Criteria

    10

    Level of Detail
    and Specific
    Audience
    Level of detail is
    highly appropriate
    for intended
    audience.
    Contextual details
    are thorough
    enough to
    eliminate the need
    for clarifying
    questions.
    Level of detail is
    appropriate for
    intended
    audience.
    Contextual details
    leave very little
    need for clarifying
    questions.

    Use of specific
    Vocabulary and
    Terminology
    Highly effective,
    appropriate and
    accurate use of
    topic specific
    terminologies
    that clearly
    expresses
    thought,
    knowledge and
    understanding
    Appropriate use
    of topic specific
    terminologies
    that expresses
    thought,
    knowledge and
    understanding,

    Level of detail is
    usually
    appropriate for
    intended
    audience.
    Contextual details
    provide answers
    for most potential
    clarifying
    questions.
    Level of detail is
    somewhat
    appropriate for
    intended
    audience.
    Contextual details
    are somewhat
    effective, but
    leave several
    clarifying
    questions.
    Level of detail is
    rarely appropriate
    for intended
    audience.
    Contextual details
    are vague enough
    to result in several
    clarifying
    questions.

    Usual or
    occasional use
    of topic specific
    terminologies
    that reveals
    thought,
    knowledge and
    understanding.

    Work has been


    submitted, but the
    level of detail is
    greatly lacking.
    Many clarifying
    questions result
    from the lack of
    contextual details.

    Absence in the
    use of topic
    specific that
    reveals thought,
    knowledge and
    understanding.

    SL TOTAL
    SL ISM Grade
    IB LEVEL

    15-14
    100
    7

    Seldom use of
    topic specific
    terminologies
    that shows
    thought,
    knowledge and
    understanding.

    Rare use of topic


    specific
    terminologies
    that reveals
    thought,
    knowledge and
    understanding.

    13-12
    93
    6

    Critical Response

    Criteria

    The student gives perceptive evidence,


    with excellent specifics, in evaluating
    whether objectives were fulfilled in
    his/her work and in the work of others.
    The student analyzes, in thorough
    detail, all of the key actions/elements
    that contributed to, or hindered, the
    success of the project. The student
    plans highly concrete, creative steps for
    improvement.
    The student gives perceptive evidence,
    with highly satisfactory specifics, in
    evaluating whether objectives were
    fulfilled in his/her work and in the work
    of others. The student analyzes, in
    detail, most of the key actions/elements
    that contributed to, or hindered, the
    success of the project. The student
    plans highly concrete steps for
    improvement.
    The student gives appropriate
    evidence, with satisfactory specifics, in
    evaluating whether objectives were
    fulfilled in his/her work and in the work
    of others. The student analyzes, in
    detail, some of key actions/elements
    that contributed to, or hindered, the
    success of the project. The student
    plans satisfactory, concrete steps for
    improvement..
    The student gives appropriate evidence
    in evaluating whether objectives were
    fulfilled in his/her work and in the work
    of others, though specifics are lacking.
    The student identifies some of the key
    actions/elements that contributed to, or
    hindered, the success of the project.
    The student offers steps for
    improvement, though these show lack
    of concrete planning..
    The student gives evidence in
    evaluating whether objectives were
    fulfilled in his/her work and in the work
    of others, though appropriateness and
    specifics are lacking. The student
    minimally identifies actions/elements
    that contributed to, or hindered, the
    success of the project. The student
    identifies the minimum requirements for
    improvement
    The student has submitted work but
    gives scant to no evidence in evaluating
    whether objectives were fulfilled in
    his/her work and in the work of others.
    The student attempts but fails to identify
    key actions/elements that contributed
    to, or hindered, the success of the
    project. The student fails to identify
    even the minimum requirements for
    improvement.

    11-10
    86
    5

    9-8
    86
    5

    7
    79
    4

    6
    79
    4

    5
    72
    3

    Method of Communication
    Method of chosen communication is highly
    appropriate to the task and serves to enhance
    demonstrated understanding and knowledge.
    Visual/textual/audio material as been selected
    and arranged in such a way that it demonstrates
    very strong understanding of audience, purpose
    and scope of task. High degree of pride and
    care taken in presentation of material.

    Method of chosen communication is appropriate


    to the task and serves to clearly demonstrate
    understanding and knowledge.
    Visual/textual/audio material has been selected
    and arranged in such a way that it demonstrates
    understanding of audience, purpose and scope
    of task.
    Effort, time and care are apparent in
    presentation of material.
    Method of chosen communication is appropriate
    to the task, and has a general connection to
    content. Visual/textual/audio is
    attractive/interesting, but may not be connected
    to task in all areas, and may be used more for
    impact rather than with purpose. A generally
    good degree of care is taken in presentation of
    material, but task could be improved by peer/self
    editing to ensure all presentation criteria are fully
    met.
    Method of chosen communication is somewhat
    appropriate to the task, and has some
    connection to content. Visual/textual/audio may
    be attractive/interesting, but not necessarily
    connected to task and is used more for impact
    rather than with purpose. Some degree of care
    is taken in presentation of material, but further
    drafting/editing/refining is recommended.

    Method of chosen communication is not


    appropriate to the task, and has little connection
    to content. Visual/textual/audio components are
    distracting and/or poorly executed. No clear
    connection between presentation and task. Little
    care is taken in organization/presentation of
    material. Further drafting/editing/refining is
    required.

    Submitted work does not meet basic assignment


    criteria. Work is still in a disorganized,
    brainstorming/outline state. Student has not
    considered the intended audience and does not
    demonstrate a clear purpose. Student has not
    clarified content to the extent that appropriate
    method of communication can be considered.

    4
    72
    3

    3
    65
    2

    2
    50
    1

    1-0
    50
    1

    Please note: For the first two semesters you are marked progressively. This means that I determine whether I believe that you have the potential to
    make the required progress to reach a certain IB Grade by the time you reach Grade 12. For example, if you receive a 15 out 15 for your first journal it
    does not necessarily mean you are currently writing at a Level 7 IB standard. Instead, it means that you have exhibited enough potential to make me
    believe you will be able to do this in Grade 12 when it comes time to put your final assessments together. Obviously your grades will drop rapidly if you
    do not show significant signs of progression in your journal writing!

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