Film Analysis Assignment

Outcome

Very Strong

Substantially Developed

Partially Developed

Very Weak

1. Can apply a major gerontological perspective to a specific context (9 points):

a) identifies an appropriate perspective/lens (1)

b) explains the perspective/lens (4)

c) describes why/how the perspective/lens helps “make sense” of the film (4)

( integrates gerontological vocabulary/concepts into a coherent, comprehensive response

( response is well supported with relevant material from the text/Canvas course site/class

1 4 4

( uses gerontological vocabulary/concepts appropriately

( references some relevant material from the text/Canvas course site/class

1 3 3

( uses some gerontological vocabulary/concepts, but the response does not reflect understanding of the underlying concepts

( does not reference relevant material from the text/Canvas course site/class

1 2 2

( does not address each component of the prompt AND/OR

( does not use gerontological vocabulary/concepts or uses them inappropriately AND/OR

( does not support claims with relevant material from the text/Canvas course site/class

1 1 1

2. Can identify (16):

a) ageism/stereotyping (4)

b) variability in dimensions of aging within a character (4)

c) variability in aging across characters (4)

d) accuracy of portrayals of older adults in film (4)

( sophisticated discussion of each element using gerontological facts, concepts and vocabulary, supported with evidence from the text/Canvas course site/class

4 4 4 4

( appropriate discussion of each element using gerontological facts, concepts and vocabulary, supported with evidence from the text/Canvas course site/class

3 3 3 3

( superficial discussion of each element using gerontological facts, concepts and vocabulary that is not supported with evidence from the text/Canvas course site/class

2 2 2 2

( absence of reference to facts, concepts and vocabulary OR

( erroneous use of facts, concepts and vocabulary

1 1 1 1

3. Can explain the key components of a life trajectory (20):

a) key events (4)

b) how timing of key events matter (4)

c) impact of social role expectations and changes (4)

d) influence of historical period and/or culture (4)

e) influence of trajectory on other characters (4)

( sophisticated discussion of each element using gerontological facts, concepts and vocabulary, supported with evidence from the text/Canvas course site/class

4 4 4 4 4

( appropriate discussion of each element using gerontological facts, concepts and vocabulary, supported with evidence from the text/Canvas course site/class

3 3 3 3 3

( superficial discussion of each element using gerontological facts, concepts and vocabulary that is not supported with evidence from the text/Canvas course site/class

2 2 2 2 2

( absence of reference to facts, concepts and vocabulary OR

( erroneous use of facts, concepts and vocabulary

1 1 1 1 1

4. Assessment of the quality of the film from the perspective of someone who is informed about aging (16)

a) what the film “got right” gerontologically (4)

b) where the film could have done a better job gerontologically (4)

c) would you recommend the film to a general audience? (4)

d) would you recommend the film to older adults? (4)

( sophisticated assessment that that expresses the writer’s opinion and is supported with evidence from the text/Canvas course site/class

4 4 4 4

( appropriate assessment that that expresses the writer’s opinion and is supported with evidence from the text/Canvas course site/class

3 3 3 3

( appropriate assessment that expresses the writer’s opinion and is supported with general gerontological knowledge

2 2 2 2

( superficial assessment that expresses the writer’s opinion but lacks gerontological content OR

( assessment that includes erroneous gerontological statements OR

( absence of assessment

1 1 1 1

5. Mechanics (12)

a) following the assignment guidelines (4)

b) quality of writing (8)

( addressed all assignment components (4)

( document is well organized; writing is clear and concise; no major structural problems; no or only several minor grammatical, spelling, and/or punctuation errors (8)

( omitted 1-2 minor components (3)

( document is appropriately organized; writing is relatively clear; no major structural problems; multiple grammatical, spelling, and/or punctuation errors (6)

( omitted multiple minor or at one major component (2)

( document is poorly organized; writing is confusing; contains structural problems; contains multiple grammatical, spelling, and/or punctuation errors (4)

( did not complete two or more components (1)

( document is poorly organized; major structural problems; many confusing/incomplete sentences; multiple grammatical, spelling, and/or punctuation errors (2)