iRubric: "The Way We See It" rubric

Presentation is organized around a clearly recognizable central point or series of 1-3 points about the assigned episodes. It demonstrates group's advanced understanding of cinematic, dramatic, and/or literary concepts related to the episodes. Collaborators actively use purposeful handouts, board work, filmed examples, and/or specific scenes to make their points evident and relatable.

Presentation is organized around a mostly recognizable central point or series of 1-3 points about the assigned episodes. It demonstrates group's understanding of cinematic, dramatic, and/or literary concepts related to the episodes. Collaborators use mostly purposeful handouts, board work, filmed examples, and/or specific scenes to make their points evident and relatable.

Presentation is organized around a some recognizable points about the assigned episode, though it may go off on one or more unconnected tangents. It sometimes demonstrates group's understanding of cinematic, dramatic, and/or literary concepts related to the episodes. Collaborators use some purposeful handouts, board work, filmed examples, and/or specific scenes to make their points evident and relatable.

Presentation is rarely organized around recognizable central points about the assigned episodes. Likewise, presentation struggles to demonstrate group's understanding of cinematic, dramatic, and/or literary concepts related to the episodes. Collaborators use few, if any, purposeful handouts, board work, filmed examples, and/or specific scenes to make their points evident and relatable.

Presentation is not organized around a recognizable central point or series of points about episodes. It does not demonstrate the group's general understanding of cinematic, dramatic, and/or literary concepts related to the episodes. Collaborators make use of no purposeful handouts, board work, filmed examples, and/or the scene to make their points evident and relatable.

Collaborators consistently engage their peers and professor during the presentation. They do so via short collaborative activities they have planned, discussion-generating questions, polls, quizzes, visual analyses exercises, and the like.

Collaborators often engage their peers and professor during the presentation. They do so via short collaborative activities they have planned, discussion-generating questions, polls, quizzes, visual analyses exercises, and the like.

Collaborators sometimes engage their peers and professor during the presentation. They do so via short collaborative activities they have planned, discussion-generating questions, polls, quizzes, visual analyses exercises, and the like.

Collaborators rarely work to engage their peers and professor during the presentation using the aforesaid tactics. They struggle to deliver a discussion and/or activity-based presentation. The group's work is therefore mostly a "talk" conducted by the group, not a discussion and/or activity-based presentation.

Collaborators are unable to engage their peers and professor in during the presentation using the aforesaid tactics. The presentation is therefore solely a "talk" conducted by the group, not a discussion and/or activity-based presentation.