CEdo501 Rubric Blog

CEdO501 Blog Rubric Assessment 1: As a reflection and assessment tool, you will keep an ongoing blog (“weblog”) throughout the program. In this online journal, you will share your thoughts, insights, questions, web links, and ideas about what was learned and is connected to class content. You will also respond to two other classmates’ blogs by posting comments. Below are guidelines for the evaluation of your blog. (adapted from Handhelds in Teaching and Learning -http://learninginhand.com/class/handoutsspring05/blog.pdf) Objective 1 Exemplary Proficient Partially proficient Emerging Missing Assignment Total Posts: thoughts, insights, questions, web links, and ideas about what was learned is connected to class content 4 points 3 points 2 points 1 point 0 points Personal and/or professional examples: A minimum of two examples per post 4 points 3 points 2 points 1 point 0 points Comment in classmates' blogs extend the classmates post and clarify classmates ideas. Required: 1 comment per session. 2 points per comment 1.5 points per posting 1 point per comment 0.5 points per comment 0 points: missing comments Comment in classmates' blogs (two per class session) extend the classmates' post and clarify classmates' ideas. Required: 2nd comment per session. 2 points per comment 1.5 points per posting 1 point per comment 0.5 points per comment 0 points: missing comments Writing Standards 2.0 points 1.5 points 1.0 point 0.5 points 0 points Timeliness 1.0 point 0.75 points 0.5 points 0.25 points 0 points Total possible = 15 15-14 = A 13 = B 12 = C+ 11 = C Below 11 = F General Grading Criteria For Technology Application Assignments Exemplary = The assignment demonstrates a complete and thorough understanding of the material covered. Ideas are fully and coherently developed. There are very few (if any) mechanical problems and only minor ones present in the assignment. The assignment exhibits originality in conception and execution and is not merely the fulfillment of a directed mechanical task. Proficient = The assignment has a clearly recognizable purpose. Ideas are substantially developed. The assignment covers its topic adequately but perhaps not fully. Ideas may 1 of 2not be fully integrated into the overriding purpose of the assignment, or there may be occasional problems with coherence. The assignment may leave out an important aspect or fail to follow through on the implications of its own ideas even though the rest of the effort itself is excellent. The assignment has few mechanical and stylistic problems. The assignment approaches the subject material in an appropriate but perhaps conventional or predictable way. Partially Proficient = The assignment accomplishes the assigned task adequately. It may do so, however, in an awkward, unoriginal, superficial, or simplistic way. The ideas and approach may be conventional, unimaginative, superficial, or perfunctory. The assignment may lack a discernible, controlling purpose or focus, or its focus may change as it goes along. The assignment may be presented without an awareness of the needs of its audience. The assignment’s important ideas may be buried under details or facts of lesser importance or consequence. Important themes or ideas may not be sufficiently announced and differentiated from subordinate material. Connections between ideas may be unclear. The assignment may simply be underdeveloped, leaving the grader with questions and a desire for more explanation or elaboration. The assignment’s style may include awkwardness or inaccurate use of language, and it may contain numerous grammatical and mechanical errors. Emerging = An assignment is poor if it has not fulfilled the minimum of the developing criteria. Missing assignment = 0 points Adapted from College Of Business grading criteria for written assignments. 2 of 2