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    Tpe 5 Artifact

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    api-410887864
    The document describes criteria for evaluating student work across seven types of intelligence: visual, aural, verbal, physical, logical, social, and solitary. For each type, it provides descriptors for work that demonstrates full knowledge of content ("Good"), partial knowledge ("Fair"), and lack of understanding ("Poor"). Work is assessed on accuracy of information, inclusion of all components, and elaboration of content. The document provides a rubric to assess student work based on level of understanding across multiple forms of intelligence.

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    Tpe 5 Artifact

    Uploaded by

    api-410887864
    21 views2 pages
    The document describes criteria for evaluating student work across seven types of intelligence: visual, aural, verbal, physical, logical, social, and solitary. For each type, it provides descriptors for work that demonstrates full knowledge of content ("Good"), partial knowledge ("Fair"), and lack of understanding ("Poor"). Work is assessed on accuracy of information, inclusion of all components, and elaboration of content. The document provides a rubric to assess student work based on level of understanding across multiple forms of intelligence.

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    tpe 5 artifact

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    The document describes criteria for evaluating student work across seven types of intelligence: visual, aural, verbal, physical, logical, social, and solitary. For each type, it provides descriptors for work that demonstrates full knowledge of content ("Good"), partial knowledge ("Fair"), and lack of understanding ("Poor"). Work is assessed on accuracy of information, inclusion of all components, and elaboration of content. The document provides a rubric to assess student work based on level of understanding across multiple forms of intelligence.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    21 views2 pages

    Tpe 5 Artifact

    Uploaded by

    api-410887864
    The document describes criteria for evaluating student work across seven types of intelligence: visual, aural, verbal, physical, logical, social, and solitary. For each type, it provides descriptors for work that demonstrates full knowledge of content ("Good"), partial knowledge ("Fair"), and lack of understanding ("Poor"). Work is assessed on accuracy of information, inclusion of all components, and elaboration of content. The document provides a rubric to assess student work based on level of understanding across multiple forms of intelligence.

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    of 2

    3 2 1

    Good Fair Poor


    Visual (spatial) Student has created a Student has created a Student has created a newsletter,
    newsletter, chart, pictorial newsletter, chart, pictorial chart, pictorial model, diagram,
    model, diagram, or other visual model, diagram, or other or other visual product but does
    product that demonstrates full visual product that not have a grasp on the
    knowledge of the content with demonstrates knowledge of knowledge. Information is
    explanations and elaboration. All the content but fails to inaccurate and more than 1
    information is accurate and all elaborate. Most information component is missing.
    components are included. is accurate and no more
    than 1 component is
    missing.

    Aural Student has created a song, Student has created a song, Student has created a song,
    poem, chant, or other auditory poem, chant, or other poem, chant, or other auditory
    (auditory-musical) product that demonstrates full auditory product that product but does not have a
    knowledge of the content with demonstrates knowledge of grasp on the knowledge.
    explanations and elaboration. All the content but fails to Information is inaccurate and
    information is accurate and all elaborate. Most information more than 1 component is
    components are included. is accurate and no more missing.
    than 1 component is
    missing.

    Verbal Student has created a speech, Student has created a Student has created a speech,
    presentation, debate, or other speech, presentation, presentation, debate, or other
    (linguistic) verbal product that debate, or other verbal verbal product but does not have
    demonstrates full knowledge of product that demonstrates a grasp on the knowledge.
    the content with explanations knowledge of the content Information is inaccurate and
    and elaboration. All information but fails to elaborate. Most more than 1 component is
    is accurate and all components information is accurate and missing.
    are included. no more than 1 component
    is missing.

    Physical Student has created a skit, role- Student has created a skit, Student has created a skit, role-
    play, demonstration, or other role-play, demonstration, or play, demonstration, or other
    (kinesthetic) physical product that other physical product that physical product but does not
    demonstrates full knowledge of demonstrates knowledge of have a grasp on the knowledge.
    the content with explanations the content but fails to Information is inaccurate and
    and elaboration. All information elaborate. Most information more than 1 component is
    is accurate and all components is accurate and no more missing.
    are included. than 1 component is
    missing.

    Logical Student has created a pattern Student has created a Student has created a pattern
    study, game, graphic organizer, pattern study, game, study, game, graphic organizer,
    (mathematical) graph, or other logical product graphic organizer, graph, or graph, or other logical product
    that demonstrates full other logical product that but does not have a grasp on the
    knowledge of the content with demonstrates knowledge of knowledge. Information is
    explanations and elaboration. All the content but fails to inaccurate and more than 1
    information is accurate and all elaborate. Most information component is missing.
    components are included. is accurate and no more
    than 1 component is
    missing.

    Social Student has created a group Student has created a group Student has created a group
    presentation, interactive game, presentation, interactive presentation, interactive game,
    (interpersonal) interview, simulation, role-play, game, interview, simulation, interview, simulation, role-play,
    or other social product that role-play, or other social or other social product but does
    demonstrates full knowledge of product that demonstrates not have a grasp on the
    the content with explanations knowledge of the content knowledge. Information is
    and elaboration. All information but fails to elaborate. Most inaccurate and more than 1
    is accurate and all components information is accurate and component is missing.
    are included. no more than 1 component
    is missing.

    Solitary Student has created a reflective Student has created a Student has created a reflective
    paper, journal entry, scrapbook, reflective paper, journal paper, journal entry, scrapbook,
    (intrapersonal) or other solitary product that entry, scrapbook, or other or other solitary product but
    demonstrates full knowledge of solitary social product that does not have a grasp on the
    the content with explanations demonstrates knowledge of knowledge. Information is
    and elaboration. All information the content but fails to inaccurate and more than 1
    is accurate and all components elaborate. Most information component is missing.
    are included. is accurate and no more
    than 1 component is
    missing.

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