Grading+Rubrics

Instructors can share rubrics with students as they see fit.

NOTE: These rubrics were made previously and have not been modified for fall 2017. Please make adjustments as needed if you are using these rubrics.If you make an adjustment that you think would be helpful to other instructors, please cut and paste it into here for future reference.

With regard to rubrics, MLFTC recommends: If assignment is used to **//introduce or reinforce//** standards, it does not need a grading rubric (but is recommended). Rubrics should be used for all summative assessments such as the final project.


 * Grading Rubric for Weekly Reflections (20 points per reflection): **


 * ~ **Range of points** ||~ **Guidelines for points** ||
 * < 0 points || Student does not submit reflection. ||
 * < 1-15 points || Student demonstrates a poor knowledge of the subject matter associated with the assignment. Student has not appropriately linked their response to the questions being asked. ||
 * < 16-19 points || Student demonstrates an understanding of the subject matter. Student demonstrates basic understanding through an appropriate response. ||
 * < 20 points || Student demonstrates knowledge of the subject matter and/or skills relevant to the assignment. Understanding is conveyed through a developed response that is clear, concise, well written, and reflective. ||


 * Grading Rubric for Weekly Quizzes (10 points – 1 points per question): **

Students can review the quiz questions before viewing the weekly content. The questions are either true or false questions or multiple-choice questions with only one correct answer. The quiz can only be taken one time. Each of the 10 questions is worth 1 point. The quiz is automatically graded. The instructor can reset the quiz on a case-by-case basis.


 * Grading Rubric for Assignment (30 points): **


 * ~ **Assign this number**
 * of points** **based on**
 * the following criteria** ||~ **Criteria** ||
 * 5 points || Response is correctly formatted and submitted in Blackboard. ||
 * 5 points || Student uses correct spelling, punctuation, grammar and his/her response are coherent, cohesive, and clear. ||
 * 5 points || Response is relevant and demonstrates knowledge and awareness of the weekly topic. ||
 * 15 points || Response is well crafted, detailed, and articulates an understanding of the content described in the assignment. ||


 * Final Project Topic Selection and Rationale (40 points): ** Correlates with the "Final project topic selection and rationale paragraphs"


 * ~ **Assign this number****of** **points** **based on** **the following criteria** ||~ **Criteria** ||
 * 10 points || Student’s submission is clearly articulated and proofread for flow and spelling. ||
 * 15 points || Student addresses all questions posed for the rationale section (questions 1-2) ||
 * 15 points || Student fully addresses and completes all the "Selecting Your Final Project Topic" questions 3-7. ||


 * Grading Rubric for Final Project Draft Submission (60 points): ** Correlates with this assignment: Submit draft of final project


 * ~ **Assign this number** **of points** **based on** **the following criteria** ||~ Criteria ||
 * 5 points || The project is in a virtual format that is accessible (i.e. link works correctly and was created via Weebly, Popplet, Padlet, etc.). ||
 * 20 points || Student prepared a robust, well thought-out, and well-developed rough draft of their digital artifact for review. This should appear at least 70% completed. The draft includes places for all major components of the project including: annotated resources, unit overview, rationale, lesson summary for days 1 – 5, lesson plan template, and works cited page. ||
 * 10 points || Student includes a refined version of their rationale statement they previously submitted (during "Select a Topic") ||
 * 10 points || Student includes an overview of the unit's possible learning outcomes notes a few details about what is to be included in the five-day plan. ||
 * 10 points || Student’s digital artifact has a clear sustainability message. ||
 * 5 points || Student’s submission is clearly articulated and proofread for flow and spelling. ||


 * Grading Rubric for Critical Evaluation/ Peer Review (70 points): ** Correlates with the "Submit Peer Review" work

In preparation for turning in a finished product, students will exchange their work for the purposes of critically evaluating and identifying areas for improvement that can be addressed prior to submitting the final project. Students must use the Peer Review Template located under the "Course Home" header in the "Final Project" page. ** Instructor grades the student reviewer on how well they did at providing feedback to their peer. **
 * ~ **Assign this number** **of** **points** **based on** **the following criteria** ||~ **Criteria** ||
 * 20 points || Student articulates meaningful feedback on their classmate’s rough draft. They provided both positive comments and critical evaluations on areas for improvement. ||
 * 20 points || Student offers insights on how to improve their classmates’ projects by identifying missing areas, insights on neat websites, and other meaningful comments that would yield a better final project. ||
 * 20 points || Student feedback is high quality such that it helps a classmate achieve a higher sore on the final project. ||
 * 10 points || Student’s submission is clearly articulated and proofread for flow and spelling. ||


 * Final Project Rubric (200 points): - THE STUDENTS HAVE ACCESS TO THIS RUBRIC IN THE "FINAL PROJECT HELP" TAB. **

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