I found this rubric as I was looking through some work. It is a good example of expectations for writing, might be especially useful for those writing their reflection of learning in Module One although I think it is interesting reading for writing in the context of BAPP in general. What do you think?
Example for BAPP blog: Assessment Rubric (from 3/12/2008)
fail (below level)
External sources of Knowledge: Aware academic / professional ideas of other and seeing how they fit into your work.
Cite one or no external ideas.
Cite others work two- three
Cite others work appropriately (examples) four or five
Aware of others doing similar work as you
Cite others work effectively – (developed ideas on) more than five
Internal conception of knowledge: Recognising own practise as a source of knowledge.
Telling the story of something that happened that helped you
Realisation: Articulating an event or incident when self practise developed, (without the aid a teacher).
Trust: Articulate a time when you acted on your practice (self knowledge / things you have learnt) without confirmation or direction of someone else.
Giving / Risk: being able to articulate a through-line (show us how it manifests) of your practice in life outside of the arts or work.
Selection and Justification of approaches to tasks
Wrote the work
Work has a number of drafts, final draft could track the development of the drafts (work went through development stages)
Work reflects other forms of thinking used in the process of composing the essay.
Work is a vehicle that summarises a whole process of learning. Almost like a report on the learning that has been done (persons went through development stages)
Know external frameworks.
Work articulates how student can see the impact of themselves and their practice on others. Aware of external frameworks (rules) and apply them.
Articulate how practice is informed by awareness of particular views and experiences, aware of the effect they have on others. Know external ethical frameworks and incorporate them into this knowledge of their actions.
Articulate a clear understanding of responsibilities:
Practice is informed by student’s perceived place in society – student shows a range of ways to engage with others because of the impact research / study might have. Analyse external frameworks and develop them for themselves.
Analysis and synthesis
Ideas are evident.
Can track where ideas have developed and how they have been influenced by experiences.
Show how ideas have linked in the past and the range of ways ideas emerge. Show the different ways in which ideas can be used. (concepts, principles, systems, models)
Articulate the personal process for developing and applying ideas, shows awareness of other peoples’ processes as well.
Self appraisal / reflection on practise
Explain how a teacher has helped their develop
Explain how a past experience has informed the way the student does things now. The Student explains how their impression of their work has differed from a teacher’s.
Explain how past experience has been used to inform a wide range of elements of practice.
Shows how the student has developed their practice through intentional use of self reflection (not instigated by someone or something else). Instances of this.
Action Planning leading to effective and appropriate action (B3)
Table or schedule of events
Evidence of how they plan, including prioritising and setting of aims and objectives.
Showing evidence of having planned for themselves and others. Plan would accommodate a number of people and schedules &/or use existing action planning tool/s.
Shows understanding of ethical implications and the impact of their work has on others. Their work theorises or cites other planning methods.
Evaluation of information (B4)
Student describes information that they think is relevant.
Presents ways that have been used to access information and identify what is important to their personal practice.
Present a range of existing evaluation tools/ formulas that they have found valuable.
Show personally devised ways and systems that are used to evaluate information.
Application of learning in number of contexts
Shows that student learnt stuff.
Learnt something and show how student used it in a different circumstance.
Learnt something and used it in two other contexts (home-life, teaching, technique class, relationships).
Learnt something and used it in more than two contexts, or at a very deep level.
Use of resources will be effective and wide ranging
Has put aside some time each week to study.
Shows understanding of relevant resources and how they would be useful.
Gathered a number of resources (such as people, things, ideas, funding) in support of their work.
Sees impact of their work on others. Can describe the strategic implications of their work as a resource for others.
Good at story telling.
Uses the standard methods of written and oral presentation for academia. (sentence construction, argumentation and citation)
Articulation of the use of a range of approaches to communication / presentation and some are used.
Successful and clearly decided approaches to support impact of ideas and concepts in their work. Articulation of why this approach was used.
Working and learning autonomously and with others
Evidence of being organised and punctual.
Organised work, with a method of working developed from past experience. Can identify the people they work with ‘best’
Shows strategies for working autonomously and with others. Is willing to take a number of roles within a group (challenge, reflect, support).
Shows knowledge of when to engage with others, is aware of their responses to different group settings. Shows awareness of when and how to challenge and support others. Can articulate personal perspectives in relation to working autonomously and with others.