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iRubric: Sound Recording Analysis Rubric

iRubric: Sound Recording Analysis Rubric

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Sound Recording Analysis Rubric 
Rubric Code: Z7X966
By Flewelly
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: 9-12

Powered by iRubric Sound Recording Analysis Rubric
  Mastery

1 pts

Near Mastery

2 pts

Remedial

3 pts

Prelistening

Mastery

Student accurately identifies the speaker, of the text, the date the text was delivered, and the location. Student provides additional information as to the significance of these elements to the text.
Near Mastery

Student accurately identifies the speaker of the text, the date the text was delivered, and the location. Student does not comment on the significance of this information to the text.
Remedial

Student does not accurately identify either the speaker of the text, the date the text was delivered, or the location.
Listening

Mastery

Student accurately identifies the type of sound recording, the unique characteristics of that type, and the tone/mood of the recording. Student supports statements with specific evidence from the text.
Near Mastery

Student accurately identifies the type of sound recording, the unique characteristics of that type, and the tone/mood of the recording. Student provides very little evidence to support these statements.
Remedial

Student does not accurately identify either the type of sound recording, the unique characteristics of that type, or the tone/mood of the recording.
Main Points

Mastery

Student identifies three of the most significant points covered in the text and provides evidence from the text to support his/her evaluation.
Near Mastery

Student identifies three of the most significant points covered in the text, but provides limited support for these evaluations in the form of textual evidence.
Remedial

Student does not identify and/or evaluate three of the most significant points covered in the text.
Purpose

Mastery

Student accurately identifies the purpose of the speech and provides evidence which demonstrates a sophisticated understanding of rhetorical strategies employed by speakers.
Near Mastery

Student accurately identifies the purpose of the speech and provides evidence from the text which demonstrates a general understanding of that purpose.
Remedial

Student does not accurately identify the purpose and/or the evidence of support.
Audience

Mastery

Student accurately identifies the audience to whom the speech was intended to be delivered and cites specific details from the text to support this assertion.
Near Mastery

Student identifies the general audience to whom the speech was intended to be delivered and cites general evidence from the text to support this assertion.
Remedial

Student does not accurately identify the audience and/or does not cite specific evidence from the text to support this assertion.
Historical Context

Mastery

Student lists two things that this sound recording reveals about the historical context of the time period in which it was written. Evidence from the text is provided as support.
Near Mastery

Student lists two things this sound recording reveals about the historical context of the time period in which it was written. Evidence of support from the text is weak or non-existent.
Remedial

Student does not list two things this sound recording reveals about the historical context of the time period in which it was written and/or evidence of support from the text is not provided.
Unanswered Question

Mastery

Student asks a thought-provoking question which demonstrates a close-reading of the text and a deep understanding of the intended message.
Near Mastery

Student asks a question of the author which is based on a general understanding of the text and its intended message.
Remedial

Student asks a question of the author which is irrelevant to the message of the text.
Written Versus Spoken

Mastery

Student identifies information from the spoken text which would not be discernible if the text were only written. Student justifies this assertion with logical support.
Near Mastery

Student identifies information from the spoken text which might not be discernible if the text were only written, but does not provide support for this assertion.
Remedial

Student does not accurately identify information which might not be discernible if the text were only written.




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