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ArabSpringAssessment

Page history last edited by David Shutkin 8 years, 2 months ago

Comparative Revolutions and Social Media Assesment Rubric


In our current unit on Comparative Revolutions our learning community is studying the role of social media in the popular uprisings referred to as the Arab Spring. There are pundits and politicians referring to these events as a Twitter Revolution and arguing that social media are making these uprisings possible.  Indeed, across the Middle East, from Tunisia to Iran, dictators and despots have ruled autocratically for decades.  The democratic yearnings that historically have brought the people of these countries into the streets to protest against their governments and to demand freedom, justice and the rule of law have often been put down, sometimes through the use of lethal military force. At this historical moment, however, there have been some great successes!  Consider Tunisia, Libya and Egypt.  These are very different countries, however each is experiencing revolutionary change.  Yet, the plight of the people in Syria and Iran seems desperate, even tragic.


Queries
1. Why suddenly are we witnessing real social and political change in some Middle Eastern Countries and not in others?  
2. In this context, has the role of social media and/or the Internet been fairly represented by traditional news sources and/or politicians?  Why?  Why not?

3. Is the social and political change in some Middle Eastern Countries due to social media such as Twitter and Facebook?
4. Based on your research, what has been the role of social media in the popular uprisings described as the Arab Spring?


 

 

 

 

Presence: This central domain relates to a sense of wholeness and completeness based on the responsibility of the author/producer to the assigned task and an accommodation of the qualities of the four peripheral domains previously described.
1. Budding skills in this domain are evidenced by works that are undeveloped and/or points of view that are not informed by and fail to engage with other views. The author fails to engage fully with and/or complete the assigned task.   
2. Emerging skills in this domain are evidenced by ideas and perspectives that are unoriginal or points of view that are insensitive of other views. The author is selectively engaged with the assigned task and fails to complete the assigned task.
3. Maturing skill in this domain is demonstrated by an accommodation of other views and a direct, simple approach. The author is engaged with the assigned task.   
4. Readiness in this domain is work that demonstrates a high degree of receptivity and a relaxed approach. The author is fully engaged with the assigned task.

 

 


View: The domain of view relates to the ability to see (perceive) clearly, or clarity of expression.         
1. Student work that is budding for this domain can leave the reader or audience confused about the purpose of the work or the logical arguments the author is trying to make.         
2. Student work that is emerging for this domain can leave the reader or audience uncertain about the purpose of the work or the argument(s) the author is trying to make. The author makes unsubstantiated assertions.
3. Maturing evidence for this domain includes, for example, a well structured and organized piece of work where the reader can readily ascertain the author’s perspective and can follow the development of the author’s ideas, argument(s), etc.          
4. Evidence for readiness in this domain is principled work that may also include moments of insight (understanding and illumination)

 

Appreciation: The domain of appreciation relates to a sense of openness to and appreciation for the richness of diversity: diverse evidence, conclusions, points of view, attitudes, motivations, experiences, values, and cultures.  The domain of appreciation is about thinking about and with the ideas of colleagues and peers. It is about giving recognition to and honoring the scholarship of other people.       
1. Budding evidence for this domain may, for example, be a superficial presentation of source materials that seems poorly integrated with your own views.  No references are given.        
2. Emerging skills in this domain may include a resourceful inclusion of source materials.  However, references are partial and/ or in accurate.  
3. Maturing skills in this domain may include a resourceful inclusion of source materials and the drawing of some interesting connections between these sources and the your views.  References are complete and accurate.  
4. Readiness in this domain produces in the reader a feeling that difference and other views from source materials are valued and appreciated beyond being merely included: that these source materials have enriched the your own views. The work evokes a sense of satisfaction and expansiveness. References are complete and accurate.

 
Method: The domain of method relates to action and accomplishment: the ‘nuts and bolts’ of how a piece of work is carried forward and completed, as well as the skillful application of various modes of expression. The material elements (such as visual, textual, audio, videographic, animation, hypertextual information) of the work are effectively chosen, created, applied, and integrated.    
1. Budding evidence for this domain includes a sense of incoherence as well as works that seem an incomplete jumble. While some of the components of the work may be interesting and engaging, the reader or audience is left feeling imposed upon. Work contains an excessive number of distracting spelling, grammatical, mechanical and/or technical errors.       
2. Emerging evidence for this domain includes a sense of coherence throughout the work. It is selectively interesting and engaging, yet the reader/audience is left feeling unsatisfied. Work contains distracting spelling, grammatical, mechanical and/or technical errors. 
3. Evidence for maturing skill in this domain includes an appropriate and efficient use of method. Overall, the work seems accomplished yet conventional. Work contains few, if any, spelling, grammatical, mechanical and/or technical errors.       
4. In uses of effective method demonstrating readiness in this domain, the author uses a style that is rich, idiosyncratic and moving. Work contains few, if any, spelling, grammatical, mechanical and/or technical errors.  The author’s purpose has been convincingly accomplished through the author’s practical and effective writing style and his/her use of multimedia.

 

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