iRubric: Photo 1 - Culture, Heritage, and Tradition rubric

Student did not turn in this assignment.

The student turned in photographs that are not technically sound and do not highlight the elements of art or rules of composition or the concept of "taking vs. making." The student was not mindful of lighting conditions, distracting background elements and/or the image files are low quality due to poor exposure, cropping or editing.

The student turned in photographs that are technically sound and demonstrate basic understanding of the elements of art, rules of composition and the concept of "taking vs. making." The student considered lighting conditions, distracting background elements and/or the quality of their image files. Their files may be adequate for printing with minor adjustments.

The student turned in photographs that are strong and demonstrate a good understanding of the elements of art, rules of composition and the concept of "taking vs. making." It is evident that the student considered lighting conditions and distracting background elements when making their photos, and/or the quality of their image files are adequate for printing.

The student turned in photographs that demonstrate advanced understanding and mastery of the elements of art, rules of composition and the concept of "taking vs. making." It is clear that the student considered lighting conditions, distracting background elements when planing for and making their photos. Their file quality is excellent and ready for printing.

Student did not turn in this assignment.

The reflection document does not have a clear focus, little to no awareness of the reader, very little detail or structure and numerous grammatical and structural errors.

The reflection document may be significantly shorter than required.

The student did not participate in class discussions or activities related to this project.

The reflection document stayed on topic most of the time, showed some awareness of the reader, included a moderate amount of detail, and followed a basic structure.

The reflection document used simple sentences and included some grammatical and structural errors.

The reflection document met required length and/or word count.

The student showed minimal participation in class discussions or activities related to this project.

The reflection document was focused, organized, and showed awareness of the reader.

The reflection document used expanded sentences that feature sensory words that enhance the readers experience.

There were only a few grammatical and /or structural errors.

The reflection document met or exceeded required length and/or word count.

The student actively participated in class discussions or activities related to this project.

The reflection document was clearly focused, well organized, and showed awareness of the reader.

Expanded vocabulary, sentence variety, and descriptive nouns and verbs were used.

There were little to no grammatical and/or structural errors.

The reflection document exceeded the required length.

The student took on a peer leader role in class discussions or activities related to this project.