Are you struggling with your college and school assignments ??
These are Ten tips to Write an Assignment! follow these guidelines to score well in your college.
Are you struggling with your college and school assignments ??
These are Ten tips to Write an Assignment! follow these guidelines to score well in your college.
Utilizing Multiple Grader Rubrics for Practical Assessment of Student Perform...ExamSoft
Presented by Sherry Jimenez and Sarah Zahl
Vertical- Medical
This interactive session will discuss methods for utilizing ExamSoft multiple grader rubrics for practical assessment activities. Building a multiple grader rubric and assigning graders to student groups will be demonstrated. Procedures to track and categorize student performance data will be discussed and strategies for faculty collaboration will be shared. Physical and technological logistics associated with utilizing multiple grader rubrics for practical assessments will be outlined for replication. Utilizing audience response technology and small group discussion, participants will be actively engaged in an exchange surrounding the topics presented and how they can be applied in their academic setting. A discussion surrounding ways multiple grader rubrics can be incorporated at attendees’ institutions to support practical aspects of student assessment will ensue.
At the end of the session, participants will be able to:
1) Describe methods for utilizing ExamSoft multiple grader rubrics for practical assessment activities
2) Identify logistical considerations associated with administering practical assessments
3) Develop a process for replicating the use of multiple grader rubrics
Utilizing Multiple Grader Rubrics for Practical Assessment of Student Perform...ExamSoft
Presented by Sherry Jimenez and Sarah Zahl
Vertical- Medical
This interactive session will discuss methods for utilizing ExamSoft multiple grader rubrics for practical assessment activities. Building a multiple grader rubric and assigning graders to student groups will be demonstrated. Procedures to track and categorize student performance data will be discussed and strategies for faculty collaboration will be shared. Physical and technological logistics associated with utilizing multiple grader rubrics for practical assessments will be outlined for replication. Utilizing audience response technology and small group discussion, participants will be actively engaged in an exchange surrounding the topics presented and how they can be applied in their academic setting. A discussion surrounding ways multiple grader rubrics can be incorporated at attendees’ institutions to support practical aspects of student assessment will ensue.
At the end of the session, participants will be able to:
1) Describe methods for utilizing ExamSoft multiple grader rubrics for practical assessment activities
2) Identify logistical considerations associated with administering practical assessments
3) Develop a process for replicating the use of multiple grader rubrics
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
InstructionsRead the Black Death documents in Lualdi, Chapte.docxtienmixon
Instructions
Read the Black Death documents in Lualdi, Chapter 13 (pp. 254-259) and answer the following in
300-400 words
:
Questions
:
What explanations do these documents offer for the onset of the plague? What do they suggest about the extent of Europeans' understanding of disease and how it spreads?
Rubric Name: Summer Primary Source Response Rubric for Focus Questions - Fixed 2
CriteriaDistinguished
4 pointsProficient
3 pointsBasic
2 pointsMinimal
1 point
Source Identification
The focus question answer demonstrates an understanding of the historical context of the assigned primary sources, and properly discusses the perspective of the authors and the authors’ motives for writing.
The focus question answer is slightly unclear about the historical context of the assigned sources. The answer briefly discusses the identity of the sources’ authors and their motive for writing.
The focus question answer either does not properly discuss the historical context of the assigned sources or does not properly identify the authors.
The focus question response neither discusses the historical context or the sources nor properly identifies the authors.
Answer Content
This response thinks critically about the focus question assignment and presents a detailed answer to all of the questions asked.
The response thinks critically about the focus question and answers all the questions asked, but the answers occasionally lack detail or neglect to fully develop an argument.
The focus question answer is not detailed enough or does not properly include a well-reasoned argument. It does not fully answer the questions asked.
This response completely lacks detail, does not answer the questions asked, or does not make any argument regarding the sources assigned.
Utilization of the Sources
The answer makes excellent use of the sources assigned by presenting ideas from the source in support the argument made. The answer makes proper use of references to or quotations of the source material. Answer makes interesting comparison between sources.
The answer referred to the assigned sources and used them to support the argument being made. Some references, however, may have lacked detail or did not adequately match the argument. A few interesting comparisons between the sources are made.
The response makes few references to the assigned sources. Instead of adequately supporting the argument with the sources, personal opinion is given and the argument is vague. Few specific comparisons are made between the sources.
The response does not reference the assigned sources and is overly vague. The answer shows no indication that the source was read and thought about in detail. No comparisons were made between the sources.
Effort and Punctuality
The answer demonstrates that an excellent effort was made to complete the assignment. The answer was also submitted on or before the official deadline.
The answer shows that an average amount of work was put ...
Short Paper Rubric Unacceptable Beginning Developi.docxtarifarmarie
Short Paper Rubric
Unacceptable Beginning Developing Accomplished Exemplary Weight
Topic &
Introduction
The topic is
irrelevant to the
specified area and
no introduction is
given
The topic has little
relevancy in the
specified area and the
introduction does not
give any information
about what to expect in
the essay.
The topic has
somewhat
relevancy in the
specified area but
the introduction
provides little
information on
the topic
Relevant topic is
selected but the
introduction provides
too much information
about the topic;
simply like a summary.
The selected topic
is relevant and the
introduction
presents a concise
lead-in to the
paper.
2/20% of
grade
Score 0 5 7 8/9 10
Content
Central purpose or
argument is not
clearly identified.
No analysis is
provided.
Information supports a
central purpose or
argument at times.
Analysis is vague or too
general.
Information
provides
reasonable
support for a
central purpose
or argument most
of the time but is
not able to
display evidence
of a basic analysis
of the
significance of the
topic.
Information provides
reasonable support for
a central purpose all
the time or argument
and displays evidence
of a basic analysis of a
significant topic
Balanced
presentation of
relevant and
legitimate
information that
clearly supports a
central purpose or
argument and
displays evidence
of a thoughtful,
in-depth analysis
of a significant
topic.
3/30% of
grade
Score 0 5 7 8/9 10
Score 0 5 9 12 15
Organization
The writing is not
logically organized.
Most of the time,
ideas fail to make
sense together.
The writing is presented
in a somewhat logical
order. Need a little bit
more efforts in putting
the ideas to make sense
together.
In general, the
writing is
arranged
logically, although
occasionally ideas
fail to make sense
together.
The ideas are arranged
logically to support the
central purpose or
argument. They are
usually clearly linked
to each other.
The ideas are
arranged logically
to support the
purpose or
argument. They
flow smoothly
from one to
another and are
clearly linked to
each other.
2/20% of
grade
Score 0 5 7 8/9 10
Documentation
& Grammar
No references are
documented and
very frequent
grammar and/or
spelling errors.
Minimal references are
documented and a few
grammar and/or
spelling errors.
Most of the
references are
cited but was
poorly
constructed and
more than two
errors in grammar
and/or spelling.
Document most of the
sources with some
care and most of the
sources are properly
cited and only one or
two errors in grammar
and spelling.
Documented all
sources and the
sources are
properly cited and
all grammar and
spelling are
correct.
1/10% of
grade
Score 0 3 5 8 10
Synthesis &
Conclusion
No synthesis and no
findings were
fou.
Exceeds Expectations
Meets Expectations
Slightly Below Expectations
Below Expectations
Quality of Writing (10 points)
Sentence Structure
All sentences are well-constructed with varied structure.
3 points
Most sentences are well-constructed with varied structure.
2 points
Some sentences are well-constructed but some lack structure and appear incomplete or rambling.
1 points
Sentences lack structure and appear incomplete or rambling.
0 points
Grammar, Spelling, Punctuation & Capitalization
Writer makes no errors in grammar, spelling, punctuation or capitalization so the paper is exceptionally easy to read.
4 points
Writer makes 1-2 errors in grammar, spelling, punctuation or capitalization but the paper is still easy to read.
3 points
Writer makes a few errors in grammar, spelling, punctuation or capitalization that catch the reader's attention and distract the reader from the content.
2 points
Writer makes several errors in grammar, spelling, punctuation or capitalization that catch the reader's attention and greatly distract the reader from the content.
0-1 points
Organization
Information is very organized with well-constructed paragraphs and subheadings.
3 points
Information is organized with well-constructed paragraphs.
2 points
Information may be disorganized, paragraphs are not well-constructed therefore distracting the reader.
1 points
The information is disorganized and difficult for the reader to understand.
0 points
Quality of Sources in Background Analysis (10 points)
Number of Sources
Two to Three unique sources are integrated into the paper.
4 points
One unique source is integrated into the paper.
2 points
No unique sources are integrated into the paper.
0-1 points
Bibliography Attached
Yes
3 points
No
0 points
Citation
All sources are accurately documented in MLA or APA.
3 points
All sources are documented, but a few are not in the desired format.
2 points
All sources are accurately documented, but many are not in the desired format.
1 points
Some sources are not accurately documented or cited within the text.
0 points
Quality of Information in Background Analysis (12 points)
Accuracy
All facts are reported accurately.
4 points
Almost all facts are reported accurately.
3 points
Many facts are not reported or reported inaccurately.
2 points
Most facts are not reported OR are inaccurately reported.
0-1 points
Amount of Information
All topics are addressed and all questions are answered completely.
4 points
All topics are addressed and most questions are answered.
3 points
All topics are addressed but many of the specific questions are not answered.
2 points
One or more topics were not addressed or most of the questions are not answered.
0-1 points
Quality
Information clearly relates to the topic. It includes several supporting details and/or examples.
4 points
Information clearly relates to the topic. It provides 2-3 supporting details and/or examples.
3 points
Information relates to the main topic. No details and/or e ...
WILMINGTON UNIVERSITY
Course: IST7100 Case Study Analysis
Student:___________________ Weighted Content:______ CT:______ Comm:______ Weighted Rubric Score:__________
Actual Score ______ ______ ______
_
Performance
Unsatisfactory
1
Developing
2
Competent
3
Accomplished
4
Exemplary
5
Knowledge of Content
50% of rubric score
Critical Thinking
30% of rubric score
Communications
Written20% of rubric score
Work does not reflect the assignment purpose
Work marginally reflects the assignment purpose
Work reflects the assignment purpose
Work is accurately detailed, and in line with course content
Work stands-out as exemplary, is accurately detailed, and in line with course content
Skill in gathering, storing, & retrieving, data is inferior
Skill in gathering, storing, & retrieving, data is elementary, requires significant assistance
Skill in gathering, storing, & retrieving, data is acceptable, requires average assistance
Skill in gathering, storing, & retrieving, data is accomplished, requires little to no assistance
Skill in gathering, storing, & retrieving, data is highly evolved
Research sources do not relate to the case study
Research sources are generalized, with minimal relationship to the case study
Research sources are generalized but most are related to the case study
The majority of the resources are related to the case study
Research sources were well selected and relate directly to the case study
Depth of research is below minimal expectations
Professional references (Books and peer review sources) are minimal other reference sources are dominant
Shared use of professional references and other sources…
Shared use of professional references and other quality sources… Acceptably integrated into the document
Shared use of professional references and other quality sources…Integrates them clearly and concisely into the document (Statements w/multiple support)
Ineffective documentation of research/support …less than minimum required professional references used
Uses at least minimum required professional ref to support research with poor integration
Uses at least minimum required prof ref to support research with adequate integration
Uses ample references and integrates them acceptably into the document
Uses ample references and integrates them clearly and concisely into the document
Unsatisfactory
Developing
Competent
Accomplished
Exemplary
Ability to incorporate graphical data/info is lacking
Ability to incorporate graphical data/info is emerging
Ability to incorporate graphical data/info is basic
Ability to incorporate graphical data/info & link key relationships is proficient
Ability to incorporate graphical data/info & link key relationships is superior
Does not demonstrates an understanding of the research to the case study
.
Trends & Issues Presentation Rubric
Mastery
(4 pts)
Proficient
(3 pts)
Developing (2 pts)
Beginning
(1 pt)
Content
Topic is tightly focused and relevant; presentation contains accurate information with no fact errors.
Topic is adequately focused and relevant; major facts are accurate and generally complete.
Topic would benefit from more focus; presentation contains some fact errors or omissions.
Topic lacks relevance or focus; presentation contains multiple fact errors.
Documentation
Effective message support provided in the form of facts and visual aids; references are current and supports major ideas; includes at least 4 references beyond the textbook.
Adequate message support provided for key concepts by facts and visual aids; references are generally accurate and current; includes at least 3 references beyond the textbook.
Some message support provided by facts and visual aids; references may be outdated or thin; includes at least 2 references beyond the textbook.
Little or no message support provided for major ideas; little or no references provided.
Completeness
Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is 10-15 minutes in length or 10-15 slides.
Presentation provides adequate depth; few details are omitted; major ideas are adequately developed; presentation is 10-15 minutes in length or 10-15 slides.
Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long.
Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long.
Organization/
Clarity
Ideas are presented in logical order with effective transitions; presentation is clear and concise.
Most ideas are in logical order with adequate transitions; presentation is generally clear and understandable.
Some ideas not presented in proper order; transitions are needed; some parts of the presentation may be wordy or unclear.
Ideas are not presented in proper order; transitions are lacking; several parts of the presentation may be wordy or unclear.
Grammar/Mechanics
Presentation contains no grammar errors; sentences are free of jargon, complete, and easy to read; no APA errors in citations.
Presentation has no serious grammar errors; sentences are mostly jargon-free, complete, and understandable; few APA errors in citations.
Presentation may contain some grammar or sentence errors; sentences may contain jargon or are too long or hard to follow; few APA errors in citations.
Presentation contains several major grammar/usage errors; sentences are long, incomplete, or contain excessive jargon; many APA errors in citations.
Peer Feedback
Student provided thorough and clear feedback to two classmates’ presentations.
Student provided adequate feedback to two classmates’ presentations.
Student provided feedback to one classmate’s presentation.
Student did not provide feedback to classmates’ present ...
Number of pages 12 Deadline 42 HoursInstructions This ass.docxhopeaustin33688
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
PSYC 221
Book Report Grading Rubric
Student: _______________________________
20
17.8
15.8
13.8
11.8
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.
Generally clear
introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction .
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.
No assignment was turned in.
Content
Assignment parameters (length 6–7 pages, subject, objectives) are observed;
focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated
Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate
Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...
Writing Assignment 1 The Ford PintoDirections Read the follo.docxambersalomon88660
Writing Assignment 1: The Ford Pinto
Directions: Read the following case study: “The Ford Pinto" (Case 2.2, pp. 74-77 in your textbook). Once you have finished reading the article, write a 2-3 page paper in which you discuss the following: Utilitarians would say that jeopardizing motorists does not by itself make Ford's actions morally objectionable. The only morally relevant matter is whether Ford gave equal consideration to the interests of each affected party. Do you think Ford did this? Why or why not? What do you think would be Kant's response to the idea of placing monetary value on a human life? From the point of view of a Kantian, is doing so ever morally legitimate? Why?
Do not waste space retyping the question or summarizing the article. Use the space allotted to answer the question.
This paper should be written entirely in your own words. If you must quote from the article, quotations should be kept short (no more than 10 words in length). There should not be more than two quotations in this paper. Quoted language must be placed in quotation marks. Failure to do so is plagiarism. Plagiarized assignments will receive a 0, and you will be dropped from the course.
No outside sources of any kind may be used when writing this paper. People using outside sources will not receive credit for this assignment. All the information that you need to answer the question is contained in your textbook and in the class notes.
Papers should be typed, double-spaced with standard margins. Use 12-point Times New Roman type (the same size and font used in these directions). Pages should be numbered and stapled together. No cover page is required.
See the Writing Assignments Grading Rubric (in the Grading Rubrics folder) before beginning to write this paper.
All papers must be submitted via the drop box. If you have trouble submitting your paper the first time, try again. No emailed papers will be accepted. Late papers will not be accepted.
Please save this assignment in Microsoft Word and name it in the following manner: FirstinitialLastname_writingassignment1.doc. For example, JThibault_writingassignment1.doc. If you save your paper in another format, and my computer cannot open it, you will receive a grade of 0. I will not allow you to email me the paper or resubmit it in a different format.
Click on the link (the name of the assignment) to locate the drop box. If you need help, click on the Help link on the left side of the screen or at the top of the screen on the right.
PHIL 3040: Business Ethics
Grading Criteria – Writing Assignments
A
Student clearly understands the nature of the assignment and has completed all parts of it. All directions are followed.
Student demonstrates exceptional understanding of the assigned instructional materials (e.g., assigned readings).
An appropriate and interesting introduction and conclusion are present.
Student's paper is well organized and flows logically. Paragraphs are linked by well-c.
Total Possible Score 8.00Summarizes the Student Profile for the.docxturveycharlyn
Total Possible Score: 8.00
Summarizes the Student Profile for the Literacy Lesson
Total: 1.00
Distinguished - Completely summarizes the student profile for the literacy lesson plan.
Proficient - Summarizes the student profile for the literacy lesson plan. Minor details are missing.
Basic - Partially summarizes the student profile for the literacy lesson plan. Relevant details are missing.
Below Expectations - Attempts to summarize the student profile for the literacy lesson plan; however, significant details are missing.
Non-Performance - The summary of the student profile for the literacy lesson is either nonexistent or lacks the components described in the assignment instructions.
Describes the Literacy Lesson, Including Objectives, an Authentic Trade Book, at Least One Activity Related to the Text, and an Assessment
Total: 2.00
Distinguished - Comprehensively describes the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment.
Proficient - Describes the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment. One of these elements is slightly underdeveloped.
Basic - Briefly describes the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment. At least one of these elements is underdeveloped.
Below Expectations - Minimally describes the literacy lesson, but may not include objectives, an authentic trade book, at least one activity related to the text, and/or an assessment. Some of these elements are significantly underdeveloped.
Non-Performance - The description of the literacy lesson, including objectives, an authentic trade book, at least one activity related to the text, and an assessment, is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Literacy Lesson Supports the Learning of Reading for the Specific Student
Total: 3.00
Distinguished - Thoroughly explains how the literacy lesson supports the learning of reading for the specific student.
Proficient - Explains how the literacy lesson supports the learning of reading for the specific student. Minor details are missing.
Basic - Briefly explains how the literacy lesson supports the learning of reading for the specific student. Relevant details are missing.
Below Expectations - Attempts to explain how the literacy lesson supports the learning of reading for the specific student; however, significant details are missing.
Non-Performance - The explanation of how the literacy lesson supports the learning of reading for the specific student is either nonexistent or lacks the components described in the assignment instructions.
Critical Thinking: Evidence
Total: 0.60
Distinguished - Employs persuasive information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thor ...
CIS 331 – Syllabus (Fall 2013)
Modeling Theory– CIS 331
(Prerequisite: MAT104 and CIS105)CIS 331 Section #004VA016 (v1138)
CIS/331: “Modeling Case” – RESEARCH PAPER
Requirements:
Select a Case Study from “Modeling Cases” on page #479. Complete the following:
· Submit 3-5 page paper (at least 500 words) in Microsoft Word explaining the following:
· Formulated Problem Statement(s);
· Decisions, outcomes, and relationships to the problem;
· How you can simplify the problem;
· What modules you will build to help solve the problem;
· Key relationships in the problem;
· Graphs you will draw;
· Formulas you will use;
· Influence Chart relationships;
· Submit Spreadsheet Model in Microsoft Excel:
· Spreadsheet Design (Sketch + Final Model)
· At least one (1) graph
· One (1) Influence Chart
· Additional Requirements:
· References & Citations: Minimum of two (2) required
· Cover Sheet & Table of Contents: Required
· Length: 3-5 pages with at least 500 words (including illustrations, cover page and works cited page)
· Margins & Spacing: 1" inch ---left, right, top, and bottom; double-spaced for normal text, single-spaced for long quotes
· Font Style: 12 point (Times New Roman or Courier)
Points: 120
RUBRIC for WRITTEN RESEARCH PAPER
Criteria
4- Exceptional
3 - Satisfactory
2 - Marginal
1-Unsatisfactory
Intro & Title Page Included (Organization)
Title page included; The introduction is inviting, states the main topic and previews the structure of the paper.
Title Page included, and the introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.
Title Page included, but the introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.
There is no clear title page and introduction of the main topic or structure of the paper.
Sequencing (Organization)
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
Some details are not in a logical or expected order, and this distracts the reader.
Many details are not in a logical or expected order. There is little sense that the writing is organized.
Transitions (Organization)
A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Transitions clearly show how ideas are connected, but there is little variety.
Some transitions work well; but connections between other ideas are fuzzy.
The transitions between ideas are unclear or nonexistent.
Accuracy of Facts (Content)
All supportive facts are reported accurately.
Almost all supportive facts are reported accurately.
Most supportive facts are reported accurately.
NO facts are reported OR most are inaccurately reported.
S ...
It may help you to create your own rubric in classroom. This is my first time to create this one in my Teaching Language Skills II Course. We have done this sample for the article which is about International Women's Day. Do not forget that there are two types of rubric. All the best!
Excellent
Good
Adequate
Needs Improvement
Unsatisfactory
Coverage of Required Elements
All 10 required elements of the write-up are included. All elements are fully-developed
5 Points
8-9 required elements of the write-up are included or some elements are not fully developed.
4 Points
6-7 required elements of the write-up are included or many elements lack significant content or development.
3 Points
5 required elements of the write-up are included. It is apparent observation was inadequate to address the required elements of the assignment.
2 Points
Fewer than 5 required elements of the write-up are included. Most elements of the paper are not developed and lack content. Observation inadequate to complete assignment.
1 Point
Descriptions
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The descriptions are exceptionally clear and insightful.
15 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear and insightful.
12 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear, but does not demonstrate particular insight.
9 Points
The student fails to meet one or more of the criteria outlined in the assignment handout. Otherwise, the description is generally clear, but not particularly insightful
7 Points
The student fails to meet more than one of the criteria outlined in the assignment handout. The description is generally unclear and not particularly insightful.
5 Points
Links with Course and Academic Material
The student demonstrates remarkable understanding of and insight into course materials. Student flawlessly integrates descriptions with linkages to course concepts and other scholarly material. At least two academic, peer-reviewed sources are used.
15 Points
The student demonstrates very good understanding of and insight into course materials. Student competently integrates description with linkages to course concepts and other scholarly material. One academic, peer-reviewed source was used.
12 Points
The student generally demonstrates good understanding of and insight into course materials. Student draws upon some relevant sources, though not always the most appropriate ones.
9 Points
The student demonstrates shallow understanding of and insight into course materials. Student makes on sporadic reference to relevant concepts and sources and often not the most appropriate ones.
7 Points
The student demonstrates little understanding of and insight into course materials. Student makes only vague and often incorrect reference to course concepts.
5 Points
Writing Mechanics
The paper co ...
1Unsatisfactory0.002Less Than Satisfactory65.003Sa.docxeugeniadean34240
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
75.0 %Content
20.0 %Legal and Ethical Implications: Reflection Regarding Students
Does not reflect on the information from specific articles.
Reflects on the information from specific articles, but reflection lacks depth of insight.
Reflection indicates legal and ethical implications for classroom management as it relates to students.
Implications are adequately described and an opinion is expressed.
Implications are described clearly with anecdotes.
20.0 %Legal and Ethical Implications: Reflection Regarding Parents
Does not reflect on the information from specific articles.
Reflects on the information from specific articles, but reflection lacks depth of insight.
Reflection indicates legal and ethical implications for classroom management as it relates to parents.
Implications are adequately described and an opinion is expressed.
Implications are described clearly with anecdotes.
15.0 %Legal and Ethical Implications: Reflection Regarding Teachers
Does not reflect on the information from specific articles.
Reflects on the information from specific articles, but reflection lacks depth of insight.
Reflection indicates legal and ethical implications for classroom management as it relates to teachers.
Implications are adequately described and an opinion is expressed.
Implications are described clearly with anecdotes.
20.0 %Informing Personal Classroom Management System
Does not include ways in which this informs a personal classroom management system.
Analysis of the implications of legal and ethical issues regarding the rights of students, teachers and parents for classroom management is sketchy and lacks depth of insight.
Essay contains an analysis of how legal and ethical issues regarding the rights of students, teachers and parents inform a personal classroom management system.
Analysis is clear and concisely presented.
Analysis draws specific conclusions about how these implications affect the student's personal classroom management system.
15.0 %Organization and Effectiveness
5.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is in part or wholly incoherent.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose.
Argument is strong, showing logical progressions. Firm control of the technique of argumentation is evident. Smooth progression of claims
The argument presents a clear, convincing and persuasive claim in a distinctive and compelling manner.
5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Inappropriate word choice and/or sentence construction,.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
1. Social Studies Rubric
Social Studies 4 3 2 1 Score
Information
gathered
through
research
The required
information about
his/her role is
found in the notes
and additional
information is
supplied.
The required
information about
his/her role is
found in the notes
There is some
information about
his/her role.
There little
information about
his/her role.
Note taking
format
Notes are written
in phrases without
using complete
sentences
All of the notes
are in the student’s
own words
Words are spelled
correctly
Notes are written
in phrases without
using complete
sentences
Notes are mostly in
the student’s own
words
Most words are
spelled correctly
Notes are written
in phrases but
there are some
complete sentences
Notes are
sometimes in the
student’s own
words
Many words are
spelled incorrectly
Notes are written
in phrases but
there are
many complete
sentences
Notes are rarely in
the student’s own
words
Most words are
spelled incorrectly
Use of class
time
The student was on
task at all times.
The student was on
task most of the
time.
Student was on
task some of the
time.
The student was
off task most of
the time.
Works Cited
Page
The works cited
page does not have
formatting errors
The works cited
page has very few
formatting errors
The works cited
page has many
formatting errors
There is no works
cited page
2. Writing Rubric
Writing 4 3 2 1 Score
Focus on Topic
(Content)
There is one clear,
well-focused topic.
Main idea stands out
and is supported by
detailed information
Main idea is clear
but the supporting
information is
general.
Main idea is
somewhat clear but
there is a need for
more supporting
information
.
The main idea is
unclear. There is a
seemingly random
collection of
information.
Support for
Topic
(Content)
Relevant, telling,
quality details give
the reader
important
information that
goes beyond the
obvious or
predictable.
Supporting details
and information are
relevant, but one
key issue or portion
of the storyline is
unsupported.
Supporting details
and information are
relevant, but
several key issues
or portions of the
storyline are
unsupported.
Supporting details
and information are
typically unclear or
not related to the
topic.
Accuracy of
Facts
(Content)
All supportive facts
are reported
accurately.
Almost all
supportive facts are
reported accurately.
Most supportive
facts are reported
accurately.
NO facts are
reported OR most
are inaccurately
reported.
Sequencing
(Organization)
Details are placed in
a logical order and
the way they are
presented
effectively keeps
the reader’s
interest.
Details are placed in
a logical order, but
the way in which
they are presented
/ introduced
sometimes makes
the writing less
exciting.
Some details are
not in a logical or
expected order, and
this distracts the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 3-4
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 4 or
more errors in
grammar or spelling
that distract the
reader from the
content.
3. Reconition of
Reader (Voice)
The reader’s
questions are
anticipated and
answered
thoroughly and
completely.
The reader’s
questions are
anticipated and
answered to some
extent.
The reader is left
with one or two
questions. More
information is
needed to “fill in
the blanks”.
The reader is left
with several
questions
