Week 2 ls205
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Literate environment analysis_presentation_outline1
This is my presentation on my study on The Beginning Reader at the Walden University. They are a summary of what I learnt to create a Literate environment.
Adding the ESP to Multidisciplinary EAP Courses Slides
Powerpoint slides for TESOL 2010 presentation: "Adding the ESP to Multidisciplinary EAP Courses", presented by Ethel C. Swartley, University of Denver (USA)
ETUG Spring 2014 - Improving Peer Review of Writing with Calibrated Peer Review
Are you looking for ways to incorporate writing in a large enrolment course? Would you like to help students think more critically about their own writing? Do you already incorporate writing assignments in your course, but would like to reduce the amount of time you spend reading and assessing student writing? If so, Calibrated Peer Review (CPR) may be the tool for you. In this session, we’ll highlight the functionality of Calibrated Peer Review using SCIE113 as a case study. As a writing intensive course in a discipline not traditionally associated with writing, SCIE113 initially faced challenges with helping students understand the significant of peer review, how to constructively review a peer’s paper and how to think critically about their own work. We’ll discuss the development, evaluation, and evolution of Calibrated Peer Review assignments in SCIE113 and share both faculty and student feedback about the tool. We’ll also share guidelines for implementation and explore how CPR is used in other disciplines and contexts.
Utilizing Rubrics in Your Blackboard Course
This presentation shares background on rubrics, why they may be advantageous to an instructor, and the various ways you could use rubrics in your Blackboard course.
Gs Os El Os For Ilp 10 30 09
Workshop on Goals, Objectives and Expected Learning Outcomes for information literacy instruction
How to develop and create a Domain Model1. Primary list of obj.docx
How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
individual
Comments
2. Eliminates duplicated and unnecessary items
a. Classes vs courses
b. Feedback vs comments
c. Team vs Students
3. Create a domain model and only group classes having aggregation relationship.
4. Identify further domain objects that weren’t in the requirements
5. Building generalization relationships in the domain model.
PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
Assessment criteria The assessment for this module comprises 100.docx
Assessment criteria
The assessment for this module comprises 100% individual coursework and assignment.
Overview
The Assignment requires you to submit an individual 2,000-word essay plus Appendices of 5-12 pages. Failure to use Appendices to provide relevant background and other information, workings and analysis will result in a reduced mark and may result in a fail grade.
The Assignment should contain a reference list, however there should not be a bibliography, meaning that there should not be any references in the reference list not used in the Assignment.
Diagrams, footnotes, tables and references will not be included in the word count. Diagrams, footnotes and tables will only be given reward (in the marking process) if the text of the Assignment refers to them.
Technical requirements
The Assignment must be written in essay format and be word-processed and saved in MS Word or as a pdf.
The Assignment must follow Bradford academic writing conventions for referencing. It must be substantially in the format as provided (including all headings provided, although additional sub-headings may be added).
Assignment aim
The purpose of this assignment is for you to demonstrate your understanding of business ethics and/or sustainability. Each of the assignment has a slightly different focus, however there are opportunities in each assignment to show skills in the application of ethical theories, management of ethical and sustainability issues and stakeholder engagement.
Each of the Assignment options will rely variously on material covered up to Unit 8. All passing papers will need to demonstrate skillful use of materials from Units more relevant to your chosen Assignment, along with relevant articles and research from outside the course materials. Assignments that receive better marks will demonstrate knowledge of materials from all Units and greater depth from outside course materials. .
Background research
Library and Internet sources, as well as internal organisational data should provide the foundation for material for this essay. Engaging in the weekly discussion forums will also help you to write your assignment.
Remember this is not a reflective analysis of the selected organisational issue. Relevant sources of information and literature have to be used effectively to sufficiently justify your analysis and subsequent recommendations. It is important that you read business ethics and sustainability literature including the recommended additional reading materials.
Referencing and appendices
You are asked to prepare a list of references for this assignment. There is often confusion between references and bibliographies and uncertainty over what should and what should not appear in an appendix. Note: there should be no bibliography in the Assignment, only a Reference list.
The appendices should be used to provide research and preparation to provide a basis for the marker to understand the context of your situation and your an.
GOVT 200Worldview Analysis Essay Grading RubricCriteriaPoi.docx
GOVT 200
Worldview Analysis Essay Grading Rubric
Criteria
Points Possible
Points Earned
Criteria #1
0 to 35 points
Content: An appropriate topic is chosen per the instructions, and specifics are provided on the topic to allow for meaningful analysis.
Criteria #2
0 to 45 points
Content: Key components of “process philosophy” are applied to the chosen topic, and in turn the topic itself is analyzed in light of how government and society have applied process philosophy principles and assumptions in approaching the topic in question.
Criteria #3
0 to 25 points
Reading/Study: At least 2 references are used.
Criteria #4
0 to 25 points
Reading/Study: Concepts are applied in an intelligent and systematic way.
Criteria #5
0 to 20 points
Reading/Study: References are cited following the Course Style Guidelines document for format.
Criteria #6
0 to 10 points
Length: Contains 2–3 full pages, is double-spaced, and has 1-inch margins.
Criteria #7
0 to 15 points
Style: The paper follows the Course Style Guidelines document for formatting. The paper is without spelling and grammar errors. The writing is cogent. The language is concise and precise.
Total
/175
Instructor’s Comments:
...
Discussion Self Grading in Brightspace Integrated Learning Platform
Fro the Brightspace Teaching and Learning Community, by presenters Laura Schwarz and Nancyruth Leibold, both of Minnesota State University Mankato
3102020 Discussion Question Rubrichttpslmscontent.emb.docx
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number ...
3102020 Discussion Question Rubrichttpslmscontent.emb.docx
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number.
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number ...
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number.
More Related Content
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Literate environment analysis_presentation_outline1
This is my presentation on my study on The Beginning Reader at the Walden University. They are a summary of what I learnt to create a Literate environment.
Adding the ESP to Multidisciplinary EAP Courses Slides
Powerpoint slides for TESOL 2010 presentation: "Adding the ESP to Multidisciplinary EAP Courses", presented by Ethel C. Swartley, University of Denver (USA)
ETUG Spring 2014 - Improving Peer Review of Writing with Calibrated Peer Review
Are you looking for ways to incorporate writing in a large enrolment course? Would you like to help students think more critically about their own writing? Do you already incorporate writing assignments in your course, but would like to reduce the amount of time you spend reading and assessing student writing? If so, Calibrated Peer Review (CPR) may be the tool for you. In this session, we’ll highlight the functionality of Calibrated Peer Review using SCIE113 as a case study. As a writing intensive course in a discipline not traditionally associated with writing, SCIE113 initially faced challenges with helping students understand the significant of peer review, how to constructively review a peer’s paper and how to think critically about their own work. We’ll discuss the development, evaluation, and evolution of Calibrated Peer Review assignments in SCIE113 and share both faculty and student feedback about the tool. We’ll also share guidelines for implementation and explore how CPR is used in other disciplines and contexts.
Utilizing Rubrics in Your Blackboard Course
This presentation shares background on rubrics, why they may be advantageous to an instructor, and the various ways you could use rubrics in your Blackboard course.
Gs Os El Os For Ilp 10 30 09
Workshop on Goals, Objectives and Expected Learning Outcomes for information literacy instruction
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Literate environment analysis_presentation_outline1
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Similar to Week 2 ls205
How to develop and create a Domain Model1. Primary list of obj.docx
How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
individual
Comments
2. Eliminates duplicated and unnecessary items
a. Classes vs courses
b. Feedback vs comments
c. Team vs Students
3. Create a domain model and only group classes having aggregation relationship.
4. Identify further domain objects that weren’t in the requirements
5. Building generalization relationships in the domain model.
PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
Assessment criteria The assessment for this module comprises 100.docx
Assessment criteria
The assessment for this module comprises 100% individual coursework and assignment.
Overview
The Assignment requires you to submit an individual 2,000-word essay plus Appendices of 5-12 pages. Failure to use Appendices to provide relevant background and other information, workings and analysis will result in a reduced mark and may result in a fail grade.
The Assignment should contain a reference list, however there should not be a bibliography, meaning that there should not be any references in the reference list not used in the Assignment.
Diagrams, footnotes, tables and references will not be included in the word count. Diagrams, footnotes and tables will only be given reward (in the marking process) if the text of the Assignment refers to them.
Technical requirements
The Assignment must be written in essay format and be word-processed and saved in MS Word or as a pdf.
The Assignment must follow Bradford academic writing conventions for referencing. It must be substantially in the format as provided (including all headings provided, although additional sub-headings may be added).
Assignment aim
The purpose of this assignment is for you to demonstrate your understanding of business ethics and/or sustainability. Each of the assignment has a slightly different focus, however there are opportunities in each assignment to show skills in the application of ethical theories, management of ethical and sustainability issues and stakeholder engagement.
Each of the Assignment options will rely variously on material covered up to Unit 8. All passing papers will need to demonstrate skillful use of materials from Units more relevant to your chosen Assignment, along with relevant articles and research from outside the course materials. Assignments that receive better marks will demonstrate knowledge of materials from all Units and greater depth from outside course materials. .
Background research
Library and Internet sources, as well as internal organisational data should provide the foundation for material for this essay. Engaging in the weekly discussion forums will also help you to write your assignment.
Remember this is not a reflective analysis of the selected organisational issue. Relevant sources of information and literature have to be used effectively to sufficiently justify your analysis and subsequent recommendations. It is important that you read business ethics and sustainability literature including the recommended additional reading materials.
Referencing and appendices
You are asked to prepare a list of references for this assignment. There is often confusion between references and bibliographies and uncertainty over what should and what should not appear in an appendix. Note: there should be no bibliography in the Assignment, only a Reference list.
The appendices should be used to provide research and preparation to provide a basis for the marker to understand the context of your situation and your an.
GOVT 200Worldview Analysis Essay Grading RubricCriteriaPoi.docx
GOVT 200
Worldview Analysis Essay Grading Rubric
Criteria
Points Possible
Points Earned
Criteria #1
0 to 35 points
Content: An appropriate topic is chosen per the instructions, and specifics are provided on the topic to allow for meaningful analysis.
Criteria #2
0 to 45 points
Content: Key components of “process philosophy” are applied to the chosen topic, and in turn the topic itself is analyzed in light of how government and society have applied process philosophy principles and assumptions in approaching the topic in question.
Criteria #3
0 to 25 points
Reading/Study: At least 2 references are used.
Criteria #4
0 to 25 points
Reading/Study: Concepts are applied in an intelligent and systematic way.
Criteria #5
0 to 20 points
Reading/Study: References are cited following the Course Style Guidelines document for format.
Criteria #6
0 to 10 points
Length: Contains 2–3 full pages, is double-spaced, and has 1-inch margins.
Criteria #7
0 to 15 points
Style: The paper follows the Course Style Guidelines document for formatting. The paper is without spelling and grammar errors. The writing is cogent. The language is concise and precise.
Total
/175
Instructor’s Comments:
...
Discussion Self Grading in Brightspace Integrated Learning Platform
Fro the Brightspace Teaching and Learning Community, by presenters Laura Schwarz and Nancyruth Leibold, both of Minnesota State University Mankato
3102020 Discussion Question Rubrichttpslmscontent.emb.docx
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number ...
3102020 Discussion Question Rubrichttpslmscontent.emb.docx
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/10/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number.
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number ...
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number.
Tata kelola jurnal menuju akreditasi sinta 2 copy
REGISTER JOURNAL was published by IAIN Salatiga, Central Java, Indonesia and had been accredited PERINGKAT 2 or SINTA 2 at 24th October 2018 by Indonesia Ministry of Research, Technology and Higher Education (RistekDikti) of The Republic of Indonesia as an achievement for the peer reviewed journal which has excellent quality in management and publication. The recognition published in Director Decree (SK No. 30/E/KPT/2018) and effective until 2021.
This journal had also been successfully indexed at CLARIVATE ANALYTICS , Emerging Sources Citation Index (ESCI) of Web of Science Master Journal List at June 2019 and ACI (ASEAN CITATION INDEX) at April 2019 .
IND301 Cornerstone Discussion Rubric Criteria A+ (100) .docx
IND301 Cornerstone Discussion Rubric
Criteria A+ (100) A (95) B (85) C (75) D (65) F (55) F (0)
Possible Points: 20 20 19 17 15 13 11 0
Discussion Expectations:
Initial posts and replies
fulfill the specified
discussion requirements,
advance the discussion,
and utilize effective
discussion techniques.
(Refer to the directions for
this discussion and the
“Discussion Expectations”
in your course)
Insightful and
unique posts fulfill
all required
components,
advance the
discussion by
artfully
incorporating all
the appropriate
discussion
techniques to
exceed all
expectations.
Posts fulfill all
required
components,
substantially
advance the
discussion by
incorporating all the
appropriate
discussion
techniques to meet
or exceed all
expectations.
Posts fulfill all
required
components,
consistently move
the discussion
forward, and use
many of the
techniques
specified in the
discussion.
Posts lack some
required
components
sometimes move
the discussion
forward by using
some of the
techniques
specified in the
discussion
expectations.
Posts lack
many
required
components
and move the
discussion
forward by
struggling to
use one or
two simpler
techniques
specified in
the
discussion
expectations.
Posts are
inappropriate
or unrelated to
the required
expectations,
and do not
move the
discussion
forward by
using any of the
techniques
specified in the
discussion
expectations.
No submission.
Possible Points: 20 20 19 17 15 13 11 0
Knowledge and Use of
Course Materials: Initial
posts and responses
demonstrate
understanding of and/or
application of the assigned
reading or viewing
material.
Initial posts and
responses
demonstrate an
exceptional
understanding
and superior
application of all
the important
assigned
material.
Initial posts and
responses
demonstrate a
thorough
understanding of
and/or superior
application of the
assigned material.
Initial posts and
responses
demonstrate a
solid understanding
of and/or effective
application of the
assigned material.
Initial posts and
responses
demonstrate
some confusion
about the
assigned
material and/or
less effective
application of
the assigned
material.
Initial posts
and
responses
demonstrate
confusion
about the
assigned
material
and/or poor
application of
the assigned
material.
Initial posts and
responses do
not use the
assigned
material and/or
evidence.
No submission.
Possible Points: 10 10 9.5 8.5 7.5 6.5 5.5 0
Use of Sources and
References: Appropriate
The posts use the
most
The posts always
use the most
The posts use
appropriate and
The posts
occasionally but
The posts
rarely
The posts fail to
demonstrate
No submission
and relevant source
material supports the
student's ideas. Citation is
accurate, according to
format specifications.
appropriate,
rele.
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Week 2 ls205
- 1. LS205 LS 205 Enhancing Leadership Through Technology Introduction Week 02
- 2. Week 2 Agenda • Reading: Leading Geeks pages 1-96 • Week 2 Discussion Board • Week 2 Quiz • View List of Acceptable Organizations for Case Study • Review Week 2 PowerPoint Summary
- 3. Discussion Board • Post a response to the discussion board • Respond to at least two other students’ post • Use complete sentences and proper grammar. • Cite sources – example (websites, etc.)
- 4. Test Tips • Tests are true/ false and multiple choice • Approximately 10 questions • Prepare by reviewing your reading assignment
- 5. Case Study • View acceptable List of Organizations for Case Study • View Guide lines/grading rubric
- 6. Case Study Guide Line/Grading Rubrics Criteria Weight Paper is at least 5-6 pages in length and contains four or more properly cited references. 75 Includes detailed use of technology within the organization. 75 Explains in detail what technology is used.. 50 Explains in detail the pros and cons of the ethical considerations identified and referred to in the Module 1 Course Project. 30 Paper has no spelling and grammatical errors and is APA formatted. 20 Total 250
- 7. LS 205 Enhancing Leadership Through Technology Introduction • What are you going to learn? – Students will apply critical thinking to various forms of technologies capable of enhancing their leadership ability.. – Students will be given opportunities to interact with various forms of technologies. – Students will be exposed to academic materials concerning the role of technology in leadership development.
- 8. Let’s watch a video! • 4 Myths About Using Technology in Church
Editor's Notes
- Email me any questions to alicia.Mitchell@Beulah.edu