MoHS Japanese 2 Resources
Ebisuya-sensei, Fukada-sensei, Wong-sensei 2014-2015
Rubrics
In order to measure achievement, rubrics, also know as rating scales, will be used. Each 4-point scale will outline requirements of how well a set of criterion must be met in order to get the specific rating.
It is our belief that all students should be able to MEET the critera set for each skill set. The descriptors, lists, in each area are designed to help the students focus on what level of compentency is needed to achieve the required skills. We will be using X-M-E-N as an acronym for the scale.
Here is an example of how rubrics work.
Example: If someone is hungry and goes to a Japanese take out restaurant they might order a regular bento. The expected contents, style, quantity, quality, etc. are the target for the "Meets" the criteria.
eXceeds
Meets
Not met
Emerging
This rubric is a basic scale for a generic rubric. The expectation is that everyone is going to "Meet" the expected critera and parameters. There is a range of acceptable achievement for each measure, but generally the descriptors set the minimum requirement for each rating level.
eXceeds
Meets
Emerging
Not met
Expectations are exceeded. All directions, parameters and components are met with extra effort or a higher level of competence displayed in the final product or presentation.
All the directions, parameters and components are followed.
The expected outcomes, as described in the task, have been met with little to no distracting errors, especially in newly learned and target material.
-Directions, parameters and components are attempted to be followed. However, the expected outcomes described in the task may be incomplete, contain distracting errors, be off target, or not at the expected level of competency, expecially in using the newly learned and target material.
Directions, parameters and components are not followed. Task, product, performance, etc. are off target and contain distracting errors in newly learned, target and previously learned materials that prevent understanding or comprehension of the task and content. Probably incomplete or so poorly done that it is not recognized as a finished piece.
Boxed lunch with starch, main dish and other edible garnishes. Packaged in a take out container. What the typical image of a regular bento would be.
Boxed lunch with starch, main dish and other edible garnishes. Packaged in a fancier take out container. Includes fancy shapes, aesthetically pleasing. Ingredients are of higher quality for the same price as a regular bento.
Boxed lunch with starch, main dish and other edible garnishes. Not packaged in a take out container even if it includes more items. Not what was ordered.
Boxed lunch, but not what the typical image of a regular bento would be. Although aesthetically pleasing and packaged in a take out container, it contains sandwiches instead of starch, main dish and other edible garnishes.
Ingredients, utensils, individual components do not meet the criteria of a complete bento.