iRubric: Authors: Effect of Technology on Mental Health PSA rubric

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Authors: Effect of Technology on Mental Health PSA

This Rubric will guide you through our project that focuses on technology's affect on mental health through a collaborative PSA. Credit goes to New Tech for descriptors and Learning Outcomes.

Rubric Code: U2X9C6X

By jepynes

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

PSA Make a PSA that focuses on answering the following convincingly: How has the change in the way we make authentic connections affected your mental health as well as that of friends and family? How can we take care of our mental health as it relates to using technology?
	Emerging Well below grade level in performance and understanding 1 pts	Developing Below grade level in performance and understanding 2 pts	Proficient At grade level in performance and understanding 3 pts	Advanced Above grade level in performance and understanding 4 pts
Collaboration Work Ethic Source: New Tech Rubrics	Emerging Completes only some assigned tasks Comes to meetings without evidence of preparation	Developing Completes all assigned tasks by deadline Comes to meetings partially prepared.	Proficient Opening paragraph attempts to be engaging, but it may also contain language that tells rather than shows.	Advanced Opening paragraph uses vivid detail and may include concise dialogue to engagingly introduce the topic.
Oral Communication The ability to communicate knowledge and thinking orally: focus is language use. Source: New Tech Rubrics	Emerging Uses language and style that is unsuited to the purpose, audience, and task Stumbles over words, interfering with audience understanding	Developing Uses language and style that is at times unsuited to the purpose, audience, and task Speaking is fluid with minor lapses of awkward or incorrect language use that detracts from audience understanding	Proficient Uses appropriate language and style that is suited to the purpose, audience, and task Speaking is fluid and easy to follow	Advanced Uses sophisticated and varied language that is suited to the purpose, audience, and task Speaking is consistently fluid and easy to follow
Passionate Ownership Team Collaboration Source: New Tech Rubrics	Emerging The team does not exhibit passionate ownership. Nor do members feel valued or celebrated.	Developing The team exhibits some passionate ownership, but it is inconsistent. Not everyone feels valued and/or celebrated all of the time.	Proficient The team exhibits passionate ownership most of the time. Members feel valuable and celebrated most of the time.	Advanced The team exhibits shared and passionate ownership over the successful completion of the task. All group members are made to feel valuable, that their contributions are meaningful, and their accomplishments are celebrated.
Agency Take Ownership Over One’s Learning: I can learn how to learn and monitor progress to be successful on tasks, school, and life by MEETING BENCHMARKS. Source: New Tech Rubrics	Emerging Completes few benchmarks and class assignments and may resist or struggle to use resources and supports (e.g. study groups, teacher support, workshops, tutorials)	Developing Completes some benchmarks and class assignments; and, only when forced to, or at the last minute, uses resources and supports (e.g. study groups, teacher support, workshops, tutorials)	Proficient Usually completes polished benchmarks and class assignments by using resources and supports when necessary (e.g. study groups, teacher support, workshops, tutorials)	Advanced Achieves personal best work on almost all benchmarks and class assignments by setting goals, monitoring progress, and using resources and supports (e.g. study groups, teacher support, workshops, tutorials)
Written Communication DEVELOPMENT What is the evidence that the student can develop ideas? Source: New Tech Rubrics	Emerging • Does not explain background or context of topic/issue • Controlling idea* is unclear or not evident throughout the writing • Ideas and evidence are underdeveloped	Developing • Provides a cursory or partial explanation of background and context of topic/issue • Controlling idea* is present but unevenly addressed throughout the writing • Ideas and evidence are somewhat developed	Proficient Addresses appropriate background and context of topic/issue • Controlling idea* is presented clearly throughout the writing • Ideas and evidence are developed	Advanced • Explains appropriate background and context of topic/issue • Controlling idea* is consistently maintained throughout the writing • Ideas and evidence are developed
Knowledge and Thinking CLAIMS/SUPPORTING IDEAS What is the evidence that the student can develop claims that support the PSA's argument/thesis? The strength of the claim and evidence determine how convincing the PSA is. Source: New Tech Rubrics	Emerging Includes unclear or irrelevant claims/supporting ideas The PSA is not convincing.	Developing Includes claims/supporting ideas that are relevant to the PSA's argument/thesis The PSA is somewhat convincing.	Proficient Includes specific claims/ideas that support the PSA's argument/thesis The PSA is mostly convincing.	Advanced Includes specific and significant claims/ideas that support the PSA's argument/thesis The PSA is strongly convincing.

Keywords:

PSA Project

Subjects:

Types:

Writing

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