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iRubric: Creative Process and Products (expanded version)- Sullivan rubric
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Creative Process and Products (expanded version)- Sullivan
Creative Process and Products (expanded version)- Sullivan
Possible use in evaluating creative problem solving processes and solutions, or creative products as in art, music, drama, role play, student presentations, etc.
Rubric Code:
N22A35
By
bvpmamane
Draft
Public Rubric
Subject:
Vocational
Type:
Assignment
Grade Levels:
(none)
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Creative Products (expan - Sullivan
Poor/Unacceptable
0 pts
Minimal
1 pts
Acceptable
2 pts
Good/Well Above Average
3 pts
Exemplary
4 pts
Purpose
Poor/Unacceptable
Shows no evidence of understanding, or the ability to restate, the aim of this creative process
Minimal
Evidence of some understanding of the aim of this creative process, but apparently not sufficient to generate an appropriate product
Acceptable
Evidence of a basic understanding of the aim of this creative process, which is sufficient to generate an acceptable product
Good/Well Above Average
Student process and final product reflect a solid level of understanding of the aim of this creative process
Exemplary
Student process and final product reflect a thorough and insightful understanding of the aim of this creative process
Curiosity and Questioning
Poor/Unacceptable
Asks no questions of clarification; Student manifests no curiosity about the task or possible paths in addressing it
Minimal
Student engages in the process but demonstrates a minimum of curiosity or interest, and asks questions only if prompted to do so
Acceptable
Student process suggests a functional level of curiosity about the creative task; student may ask an unsolicited question of clarification, though not more than that
Good/Well Above Average
Student displays interest in the creative process, asks questions seeking clarification which also reflect curiosity in the process
Exemplary
Questions asked are exceptionally perceptive and significantly aid the creative process; Students demonstrates genuine curiosity and enthusiasm for the creative process
Absorption in Creative Process
Poor/Unacceptable
No apparent emotional or intellectual engagement in the creative process
Minimal
Some engagement in the creative process but not sufficient to generate an appropriate product
Acceptable
Sufficient engagement in the creative process to allow for generation of an acceptable product; may require teacher prompting and guidance
Good/Well Above Average
Student is steadily involved in the creative process, with no teacher intervention or prompting
Exemplary
Conscientious, enthusiastic and productive engagement in the creative process, independent of teacher intervention
Perseverance in Creative Process
Poor/Unacceptable
Spends a bare minimum of time, or no time at all, engaged in the creative process
Minimal
Works intermittently, during the time allotted for the creative process; requires some teacher prompting to do so
Acceptable
Works steadily during the time allotted for the creative process; limited evidence of desire to persevere when obstacles are encountered
Good/Well Above Average
Works steadily and without prompting; Is willing to continue to give effort when obstacles are encountered
Exemplary
Appears to accept obstacles as challenges and demonstrates an enthusiastic desire to work persistently until such obstacles are overcome
Playfulness/Experimentation
Poor/Unacceptable
Shows no disposition toward experimental manipulation of materials and options
Minimal
Student attempts experimental manipulations but only when prompted to do so
Acceptable
Student appears willing to experiment within limited parameters, and demonstrates some independent initiative in doing so
Good/Well Above Average
Student attempts some experimental manipulations, and does so with little or no teacher intervention
Exemplary
Consistently demonstrates playfulness in experimenting with options; attempts multiple manipulations where needed and appropriate
Originality
Poor/Unacceptable
Student product has no novel or unusual elements and is not reflective of the aim of the task
Minimal
Product lacks novelty or unusual elements but is reflective of the aim of the task
Acceptable
Product is appropriate within the goals of the task and has at least one novel or unusual element
Good/Well Above Average
Product has more than one novel, rare or unusual element
Exemplary
Process and product are rich in uniqueness/novelty; striking originality in process and/or product
Metacognition
Poor/Unacceptable
Cannot or will not engage in reflection on the creative process
Minimal
Offers few thoughts on own creative process, and those thoughts lack depth and insight; requires direct teacher prompting to engage in the metacognitive process
Acceptable
Is reasonably reflective and independent about the creative process, offering at least one thought that has a moderate level of insight
Good/Well Above Average
Offers more than one insightful and productive insight when reflecting upon the creative process, and does so without teacher prompting
Exemplary
Self-initiated, enthusiastic and insightful engagement in reflection upon the creative process and product
Subjects:
Social Sciences
Vocational
Types:
Assignment
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