Reflective essay
| Accomplished (7 to 9 points) | Competent (4 to 6 points) | Developing (1-3 points) |
|---|---|---|
| Search strategies: Search strategies are described, addressing such aspects as:
| Search strategies described somewhat generally; examples follow:
| Search strategies omitted or very general, for example:
|
| Originality: Distinguishes own new interpretation or original contribution from the creative works of others | Identifies own ideas but does not distinguish from or relate to contributions of others | Does not articulate or evaluate own ideas. No analysis of ideas encountered in the discipline |
| Scholarly conversation: Demonstrates an awareness and investigation of different approaches, techniques, or viewpoints, even if it challenges student’s understanding or training | Discusses differing positions on an issue as presented in the discipline, but there is no effort to reconcile these | Utilizes only sources that are consistent with their understanding. No discussion of conflicting information |
| Influence: Clearly explains how the research influenced the creative work | Identifies research that influenced the creative work, but does not demonstrate the relationship of scholarship to the project | Does not address how research was related to the project |
Artist statement
| Accomplished (7 to 9 points) | Competent (4 to 6 points) | Developing (1 to 3 points) |
|---|---|---|
| Overall: Clearly communicates the overall meaning of the work, including the themes present and the context of the piece within the creative framework | Although discusses themes and meanings of work, more detail is needed | Poorly communicates the meaning and theme of creative work |
| Technique & medium: Clearly explains the techniques and materials used and discusses reason for those choices | Explains techniques and materials used, but not why they were chosen | Does not explain techniques and materials used |
| Influence: Articulates how specific influences or inspirations shaped the project | Acknowledges influences or inspirations, but does not explain their effect on the project | Does not acknowledge any influences or inspirations |
Bibliography
| Accomplished (7 to 9 points) | Competent (4 to 6 points) | Developing (1 to 3 points) |
|---|---|---|
| Source selection: Uses wide range of resource types appropriate to the discipline and information need (e.g., primary and secondary sources, scholarly & popular literature, data, books, articles, critical/performance editions, original compositions, arrangements, transcriptions, sound or video recordings, models, plans, computer models) | Cites different types of resources appropriate to the project, but does not show great depth or breadth | Scope of source types is limited to conventional formats. Uses basic general knowledge resources (e.g., websites, newspaper articles), rather than subject specific sources |
| Citations: Consistently provides accurate, complete citations to sources in format/style appropriate to the discipline | Sources cited in standard format but contain errors or some missing elements | Sources not cited in standard and consistent way. Numerous errors and/or omissions of citation elements |
Supporting letter
| Accomplished (3 points) | Competent (2 points) | Developing (1 point) |
|---|---|---|
| Explains how the project addresses significant themes within the discipline and & clearly articulates the significance of the project | Indicates that the student’s work takes familiar path with some originality, or that the work is original, but significance is low | Points to little or no originality in student’s work or indicates that the work is not significant |
| Explains how the project is presented in an appropriate and thought-provoking manner for the intended audience | Indicates the project is presented in a manner appropriate for the intended audience | Indicates project is poorly presented |