teaching well by designquestion relate research sequence solve survey chart checklist database...

Teaching Wellby Design

2018Alex Ambrose ndash Associate Program Director of ePortfolio Assessment

Kevin Barry ndash DirectorChris Clark ndash Assistant Director and Learning Technology Lab Coordinator

Dan Hubert ndash Associate Program Director of Learning Outcomes AssessmentKristi Rudenga ndash Associate Director and Graduate Student Programs Coordinator

TeachingWellbyDesignWorkshopGoals

bull Aftersuccessfullycompletingthisworkshopyouwillbeabletobull Designacourseusingbackwarddesignprinciplesbull Identifystrategiestoincreasestudentengagementand

accountabilitybull Beginplanningfeedbackandgradingstrategiesbull Createaneffectivecoursesyllabus

ldquoLearningresultsfromwhatthestudentdoesandthinksandonlyfromwhatthestudentdoesandthinksrdquo

HerbertASimonNobelLaureate(1978)PoliticalScientistEconomistSociologistPsychologistComputerScientist

1

DesigningCoursesandAssignmentsBackwardDesign

ModifiedfromFink20032013

Learning Goals

Feedback ampAssessment

Teaching ampLearningActivities

Situational Factors

2

Articulate Learning Goals

Ask Yourself

bull How do you want students to be different as a result of this coursebull Knowledgebull Skillsbull Attitudes

3

4

Why Articulate Student Learning Goals

bull Identify the most important outcomesbull Knowledge Skills Attitudes

bull Form the basis for designing assessmentsassignmentsbull Add transparency for the studentsbull Improve student performance

bull Decrease time spent responding to student workbull Connect to programdepartmentuniversity goalsbull httpgoogl23oepr

A Taxonomy for Learning Teaching amp AssessingThe Cognitive Process Dimension

From A Taxonomy for Learning Teaching amp Assessing A Revision of Bloomrsquos Taxonomy of Education Objectives Anderson amp Krathwohl (Eds)

5

6

Significant Learning in Higher Education

The 5-minute University Father Guido Sarducci Saturday Night Live

Taxonomy of Significant Learning

From Creating Significant Learning Experiences An Integrated Approach to Designing College Courses L Dee Fink

7

The Interactive Nature of Significant Learning


When Writing Student Learning Goals

bull Indicate student responsibilitybull ldquoUpon successful completion of this course you will be able

to rdquo

bull Use concrete specific languagebull Describe Analyze Argue Solve Create Compare etc

bull Avoid vague or passive languagebull Vague ldquoKnowrdquo and ldquounderstandrdquobull Passive ldquoStudents will be exposed to helliprdquo

8

bull Course Western Civilization (required 1st year students) bull By the end of the course I would like students to be able

tobull Identify and describe common historical eventsbull More important be able to use that information to

understand critique and construct historical argumentsA Take a position on an issueB Back the position with appropriate evidenceC Raise and answer counter arguments

Sample Learning Goals

Sample Learning Goals (cont)

bull Course General Chemistrybull By the end of the course I want my students tobull View science as questions that are constantly being

reframed and investigatedbull Possess the chemical tools to build further knowledgebull View chemistry problems as unique requiring problem-

solving skillsbull Be interested and confident enough to read and explore

independently

9


bull Course Integration in American Culture and Societybull Upon successful completion of this course you will be able

tobull Identify key themes and events in the history of integration in the

US over the 19th and 20th Centuriesbull Explain how ldquointegrationrdquo functions in a broad range of social and

cultural settingsbull Recognize and describe how similar but distinct social and cultural

integration challenges relate and differ from one anotherbull Assess evidence and the general balance of equity and inequities in

cultural products historical events and social and professional interactions in and beyond the US

Activity Articulate Your Learning Goals

bull Using the taxonomies that were introduced and the lists of verbs (p 6 amp 11ndash13) write at least one major learning goal for a course you will be teaching

bull Record learning goals on page 74

bull Reminderbull Upon successful completion of this course you will be able

tobull Use specific language

bull Describe Analyze Argue Solve Create Compare etc

10

Revised Bloomrsquos Taxonomy Process Verbs Assessments and Questioning Strategies

Level of Taxonomy

Definition Process Verbs Assessments Question Stems

Creating Generating new ideas products or ways of viewing things

Designing constructing planning producing inventing

Act Arrange

Assemble Combine Compose Construct

Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan

Predict Prepare Revise Show Write

Advertisement Poem

Blueprint Cartoon Collage

Film Formula Invention New game

Newspaper Painting

Plan Play Song

Story Video

-Can you design ahelliptohellip-Can you see a possiblesolution tohellip

-How would you devise yourown way tohellip-What would happen ifhellip-How many ways canyouhellip

-Can you create new andunusual uses forhellip

Evaluating Justifying a decision or course of action

Checking hypothesizing critiquing experimenting judging

Argue Assess Choose

Compare Conclude Criticize Debate Decide Defend

Determine Evaluate Justify

Prioritize Rate

Recommend Support Tell why

Value

Conclusion Debate

Editorial Investigation

Judgment Opinion

RecommendationReport Survey Verdict

-Is there a better solutiontohellip

-What do you think abouthellip-Do you thinkhellipis a good orbad thing

-How would you feel ifhellip-How effective arehellip-What are the pros and consof hellip

Analyzing Breaking information into parts to explore understandings and relationships

Comparing organizing deconstructing interrogating finding

Calculate Categorize

Classify Compare Contrast Diagram

Differentiate Discover

Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question

Relate Research Sequence

Solve Survey

Chart Checklist Database Diagram Graph

Illustration Investigation

List Outline

Plan Questionnaire

Report Spreadsheet Summary

-Which events could nothave happened

-How is hellipsimilar to hellip-What are some otheroutcomes

- Why did hellipoccur-What was the problem

withhellip

From AACSB Assurance of Learning (AoL) 101616 Notebook 11

Level of Taxonomy


Applying Using information in another familiar situation

Implementing carrying out using executing

Adapt Apply

Calculate Change

Compute Demonstrate Dramatize

Draw Experiment

Illustrate

List Make

Manipulate Practice Produce

Sequence Show Solve Teach Use

Demonstration Diagram

Experiment Illustration

Journal Lesson Map

Model

Performance Poster

Prediction Presentation

Report Scrapbook Simulation

-Do you know of anotherinstance wherehellip

-Can you grouphellip-Which factors would you changehellip -What questions would youask ofhellip

-From the information givencan you develop a set ofinstructions abouthellip

Understanding Explaining ideas or concepts

Interpreting summarizing paraphrasing classifying explaining

Ask Calculate Convert Describe Discuss Explain

Give examples Identify Locate

Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition

Dramatization Example

Explanation Label List

Outline Quiz

Recitation Reproduction

Story Problems Summary

Test

-Can you write in your ownwords

-How would you explainhellip-What could happen next-Who do you thinkhellip-What was the main ideahellip

Remembering Recalling information

Recognizing listing describing retrieving naming finding

Choose Cite

Define Describe

Give example Group Know Label List

Listen Locate

Match Memorize

Name Quote Recall Recite Record Repeat Select

Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet

-What happened afterhellip-How manyhellip-What ishellip-Who hellip-Can you namehellip-Which is true or false


From AACSB Assurance of Learning (AoL) 101616 Notebook

12

FinkrsquosTaxonomyVerbsforLearningOutcomes

FoundationalKnowledgeAssociateCompareContrastDescribeDefineExplainGiveexampleIdentifyIllustrateIndicateListNameParaphraseReciteRecognizeRememberRepeatRestateTell

Application

AnalyzeAssessCritiqueCalculateCreateCoordinateDemonstrateDrawEmployEstimateGiveexampleIllustrateImagineInterpretJudgeLocateMakedecisionsManageMeasureOperatePerformPrescribeRecordSolveUse

IntegrationAssociateBlendCombineCompareConnectContrastCorrelateDifferentiateIntegrateIntermixJoinLinkRelateSynthesizeUnite

HumanDimensions

AcquireAdviseAdvocateBehaveCommunicateCollaborateCooperateEmpathizeExpressFeelHelpInfluenceInitiateInspireInteractInvolveLeadMediateMotivateNegotiateNurturePromoteProtectReconcileResolveReflectRespectRespondShareSupportUnite

CaringCommittoDecidetoDemonstrateDevelopDiscoverExploreExpressIdentifyInterpretPledgeRecognizeValueReflectRenewRevitalizeShareStateValue

LearningtoLearn

AnalyzeConstructknowledgeCritiqueCreateaplanDescribehowtoDevelopalearningplanIdentifyresourcesIdentifyyourlearningstyleIdentifyneedsInquireFormulateFramequestionsGeneralizeknowledgePredictperformanceReflectResearchSelf-assessSelf-regulateSelf-monitorSetgoalsTakeresponsibilityTransferknowledge

Fromhttpthepeakperformancecentercomeducational-learningthinkingblooms-taxonomyverbs-learning-objectivesfinks-taxonomy-verbs

13

ActivityIdentifyBestTeachingStrategiesforYourCoursebull Readpage15 ofyourhandoutbull Makenotesabouthowyoumightusethestrategiesbull Writedownanyquestionsthatarise

14

Ten Teaching Strategies Suggested by Research

1 Have students write about and discuss what they are learning ldquoLearning is not a spectator sport Students do not learn much just by sitting in class

listening to teachers memorizing prepackaged assignments and spitting our answers They must talk about what they are learning write about it relate it to past experiences apply it to their daily lives They must make what they learn part of themselvesrdquo (Chickering and Gamson 1987 p 3)

2 Encourage faculty-student contact in and out of class ldquoFrequent interaction with faculty members is more strongly related to satisfaction with

college than any other type of involvement or indeed any other student or institutional characteristicrdquo (Astin 1985 pp 133-151) 3 Get students working with one another on substantive tasks in and out of class

Studentsrsquo academic performance and satisfaction at college are tied closely to involvement with faculty and other students around substantive work (Light 1992 p 18)

4 Give prompt and frequent feedback to students about their progress

5 Communicate appropriately high expectations 6 Make standards and grading criteria explicit 7 Help students to achieve those expectations and criteria 8 Respect diverse talents and ways of learning 9 Use problems questions or issues not merely content coverage as points of entry into the

subject and as sources of motivation for sustained inquiry

ldquo Students learn what they care about and remember what they understandrdquo (Erickson 1984 p 51 cited Bonwell amp Eison Executive summary np)

10 Make courses assignment-centered rather than merely text- and lecture-centered Then

focus on helping students successfully complete the assignments (Astin 1985 Bonwell and Eison 1991 Chickering and Gamson 1987 Light 1992 Pascarella and Terenzini 1991 Penrose 1992)

15

ClassroomTechnology

bull Computerbull Laptophookupbull Projectorscreenbull Touchpanelcontrolsbull Documentcamera

Support631-8778

TheAssignment-CenteredCourse

16


bull Firstplanmajor assignmentsandexamsthatfacilitateandteststudentlearningbull Reviewstudentlearninggoalsbull Identifythemosteffectiveassignmenttypesbull Insertthemajorassignmentsintothecoursecalendar

AskTheseQuestionsAboutAssignments

bull Validitybull Alignmentwiththelearninggoalsbull Whataretheycalledbull Considerthecontextinwhichstudentsproducework

bull Workloadbull Manageableintermsofnumbertypelengthandspacingbull SometimesldquoLessisMorerdquo

bull Whattypeofassignmentisit

17

focus on faculty fall 2006 3

In the model below these dimensions are presented in four quadrants Within each quadrant are course activities (eg assignments) that can help facilitate learning within each of the dimensions The learning activities shown in the oval below display passive activi-ties in the center and progressively more active learning strategies toward the outer edge Research suggests that students acquire more knowledge and retain it longer when more active learning strategies are employed (such as those at the outer perimeter of the oval) Teachers seeking to enhance their studentsrsquo learning should con-sider including in their courses a mixture of active strat-egies that appeal to diverse ways of learning

Bibliography

Harb John N Pam K Hurt Ronald E Terry and Ken J Williamson

Teaching through the Cycle 2nd ed (Provo Utah BYU 1995)

Kolb David A Experiential Learning Experience as the Source of Learning

and Development (Englewood Cliffs New Jersey Prentice-Hall 1984)

Svinicki Marilla D Learning and Motivation in the Postsecondary Classroom

(Bolton Massachusetts Anker Publishing Company 2004)

Svinicki Marilla D and Nancy M Dixon ldquoThe Kolb Model Modified for

Classroom Activitiesrdquo College Teaching 35 no 4 (1987) 146

Most of us spend little time thinking about how we learn we just know that we domdashand havenrsquot we been doing it for years anyway When we do think about learning we assume that everyone learns in a like man-ner A common fallacy held by some university faculty is to assume that students learn in the same way they do In practice this assumption often degenerates to an unspo-ken feeling that ldquoall good students think and learn like I dordquo Consequently students with different learning styles are often dismissed as either lacking intelligence or being non-cooperative (Harb 1995) This means that most courses are usually taught in the teacherrsquos learning style Educational psychologist David Kolb suggests a the-ory of experiential learning to provide a framework for examining some of the many ways in which people learn

Perceptions

Concrete Experience sensingfeelingAbstract Conceptualization thinking

Processing Modes

Reflective Observation watchingActive Experimentation doing

Direct experience

Recall of experience

In-class experience (lab)

Simulations

Filmstapes

Lecture examples

PASSIVELEARNING

Lecture analogies descriptions

Text reading

Model critiques

Papers project proposals

Model-building exercises

Fieldwork Projects

Casestudies Lecture

Rhetoricalquestions in

classDiscussion Logs

Labs Homework Simulations ExamplesThought

questions forreadings

Brainstorming Journals

ACTI

VELEARNINGThruActiveExperimentat

ion

ACTIVE L

EARNING Thru Concrete Experience

ACTIVELEARN

INGThru

Reflective

Observation

ACTIVE LEARNING Thru Abstract Conceptua

lization

activities to enhance student learning based on kolbrsquos learning dimensions

18

Activity Selecting Types of Major Assignments

bull Identify types of assignments you might usebull Think about the Kolbrsquos Learning Dimensions while

selectingdesigning assignments that will facilitate the deepest engagement

The Text- and Lecture-Centered Course

Course History 101 ndash Western CivilizationThis course covers Western Civilization from 1500 through the Cold War

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800

Industrial Revolution

WWI WWII CW

MidtermTerm PaperFinal

19

PossibleResultofTooMuchLecture

ClassroomLectureSceneFerrisBuellerrsquos DayOff


1 Identifyanddescribecommonhistoricalevents2 Usethatinformationtounderstandcritiqueandconstructhistoricalarguments

Course History101ndash WesternCivilizationBytheendofthecourseIwantstudentsto

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Outofclassrevisedargumentative essayon1500-1800

SameonIndustrialRevolution

In-classargumentativeessayonwars

20

ExampleSkeletonwithMajorAssignment(s)

Iwantmystudentstousethescientificmethodfororiginalresearchandtocommunicatetheirresultswiththescientificcommunity

CourseBiologicalResearch (capstoneformajors)

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15 OriginalScientificexperimentinscientificformatplusoralreport


IwantmystudentstoapplysociologicalperspectivestodailylifeCourse IntroductiontoSociology (Non-majorsandEntryleveltomajor)

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Termpaperonanaspectofsociology

Midtermexam(essayandobjectivetestofinfoandconceptsfromlecturetextbook)

Finalexam(sameasmidterm)

21


IwantmystudentstomakebusinessdecisionsusingappropriatestrategiesCourse BusinessManagement (Seniors)

1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case

CollaborativeEditing

bull Multiplepeopleeditadocumentatonetimebull UseGoogleDocwikiPreziothersbull Greatforsmallgroups

22

Student-Created Media

bull ldquoExpanding the concept of literacyrdquo (E Daley)bull RemixNDedu ndash alternatives to textbull Equipment checkout Media Corpsbull We can help

Activity Add Major Assignments to your Course Skeleton

bull Keeping in mind questions regarding Validity Workload and Type of Assignment (page 17) add your major assignment(s) to the course skeleton on page 74

23

TheInteractiveMethod

IncreasingStudentEngagementamp Accountability

bull AspectsoftheLearningProcessbull Firstexposurebull Processbull Response

24

Communication

BasicModeTraditionalLectureMethod

Class Student(s)Alone

TeacherAlone

First Exposure

Process

Response

BasicModeInteractiveMethod

Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25

Traditional (Lecture) vs Interactive Method

Model In Class Studentsrsquo Own Time

Instructorrsquos Own Time

Traditional First exposure Process Responses to all assignments

Interactive Method Process response to daily short assignments and guidance for longer assignments

First exposure Response to selected assignments

Choices about first exposure (Walvoord amp Anderson 2010)

Examples

bull Foundations of Theology Neil Arnerbull Daily 1-page reading responses

bull Business Law amp Ethics Brian Leveybull In-Class Polling Less Teaching More Learning

Teaching with Technology Volume 2 The Stories Continue Learning Technology Consortium 2 2011

26

Types of Activities According to Degree of Student Engagement

Chi and Wylie (2014) ldquoThe ICAP Frameworkrdquo Educational Psychologist 49(4) 219-243

27

The Interactive Method Student Involvement is the Keybull Increases time on taskbull Makes students accountablebull Invests teacher time in the most difficult aspects of

learningbull Enhances and expands student engagementbull Uses peers or TAs appropriately

Activity Consider Time and Space

bull Using the concepts from the interactive method and ICAP Framework Write ideas for assignmentsactivities that will increase student engagement in and out of classbull Be sure to think about how they will contribute to

student accountability for preparation (for out of class)bull Compare your ideas with a neighbor

28

BuildingYourCourseCalendar

BuildingyourcoursecalendarOutlinestepstocompletionofthemajorassignment(s)bull Foreachstepdecidebull Whatwillstudentsdothathelpsthemlearnwelland

succeedbull HowmuchtimewillberequiredWhenbull Inclassoroutofclassbull Withwhombull Synchronousasynchronousorbothbull Whichmethodsortoolsbull Identifyinherentadvantagesanddisadvantages

29

Learning Design amp Technology Course Schedule

Week Date Topics amp Activities Assignments

1 822 No Class (online launch) Syllabus CBL Logistics

2 829 Community Building Guest Speaker Annie Cahill

3 95 Blended Learning

4 912 How People Learn Start Weekly Service

5 919 Learning Theory Presentation Assignment 1 Learning Theory Presentation

6 926 Design Thinking Workshop

7 103 Introduction to Instructional Design LearnerNeedsProblem Analysis

Journal amp Discussion Participation (Self Evaluation)

8 1010 Universal Design and Assistive Technologies Guest Speaker Scott Howland Sara Bea Disability Services

1015 shy 1023 Fall Break

9 1024 Current Landscape of Ed Tech (Open Source Software Webware OLPC Chromebook etc)

10 1031 Design Activities amp Instructor Formative Feedback Sessions

Assignment 3 shy Course Project Part 1

11 117 Associations amp Standards Studio Time

12 1114 Reports and Future Trends Studio Time amp Peer Review

Assignment 4 shy Journal amp Discussion Participation (Peer Evaluation)

13 1121 Assessment amp Evaluation Assignment 5 shy Course Project Part 2

14 1128 DesignshyBased Research Professions Journals and Conferences

15 125 CBL Presentations amp Portfolio Workshop CommunityshyBased Learning Presentation

1214 Final Exam 415shy615pm in 204 DeBartolo Hall

Flipped Final Portfolio Showcase amp Presentation

30

Week 8 Universal Design and Accessibility (1010shy1016) 330shy415 Universal Design Group Activity 415shy445 Guest Speaker Scott Howland Sara Bea Center for Disability Services WEEKLY SERVICE (by Friday 1021 1159pm) 2 hr minimum commitment After break the instructors would like to visit you at your site Please confirm your placement daylocationtime in Part 3 of the CBL Placement amp Orientation Coordination ASYNCH ONLINE CHECK IN (by Sunday 1024 1159 pm) [ ] Weekly Readings amp Viewings

Chpt 1 The State of Kshy12 Digital Learning (p 1shy11) and Data Privacy (p 115shy117) of Keeping Pace with Kshy12 Digital Learning An Annual Review of Policy and Practice 2015 12 ed

ldquoChoosing the Best Opportunityrdquo (p 7shy17) ldquoEnsuring Privacy amp Protecting Student Datardquo (p 31shy33) and ldquoImportant Trends in the Education Landscaperdquo (p 61shy65) from the Dept of Education Ed Tech Developers Guide 2015

Perens B (1999) The open source definition Open sources voices from the open source revolution 1 171shy188

Watch the two About video and look around the website to get a feel of the OLPC project Read the One Laptop Per Child wikipedia entry Then find at least one relevant web link or video about 1 to 1 computing

[ ] Weekly Online Journal amp Discussion (by Saturday 1022 1159pm)

Prompt 1 After reading the Keeping Pace Report and Ed Tech Developerrsquos guide share some major takeaways and applications to your service site

Prompt 2 After reading about Open Source movement think about some of these questions How familiar were you to the Open Source world before reading this article Have you ever used open source software What did you learn what surprised you about open source

Prompt 3 What were you reactions to the OLPC initiative Share what you learned about 1 to 1 computing and your resource (link or video)

[ ] Weekly Discussion amp Commenting (by Sunday 1023 1159pm) Provide at least 2 comments on your peersrsquo journals

31

Activity Steps to Completion of a Major Assignmentbull For one of your major assignments outline the steps

that will lead to successful completionbull Use the area on page 73 or the Excel Template available

from bitlySequence_blank

The Course Syllabus

32

TheCourseSyllabus

bull Answerthequestionbeforetheyaskbull Communicateyourexpectationsbull Emphasizestudentresponsibilitybull Donrsquotmakeassumptions

bull SettingtheToneThefirstclass

CommunicatingYourAvailability

bull Scheduleofficehoursthatworkformoststudentsbull Spendofficehourswherestudentsgatherbull Schedulethefirstoutsideofclassinteractionbull Comeearlyandstaylatebull Usetechnologywhenappropriatebull Manageexpectations

bull Other

33

Possible Elements of a Syllabus ndash there is no one ldquorightrdquo format

bull Contact Info for Instructor and TAo Office Hours and Location(s)o Communication ndash email listserv phone etc

bull Course DescriptionGoalso Rationale goals aims philosophyo Teaching and learning strategieso Assumptions and prerequisites

bull Student Learning Goalso ldquoBy the end of the semester you will be able tordquo

bull Materialso Textbook(s) andor readingso Web site or other technologyo Supplementary materials and referenceso Support ndash tech help desk tutoring writing center research assistance

bull Schedule or Calendaro Assignment due dateso Exam dateso Course topics ndash content outline

bull Requirements or Responsibilitieso Participationo Group worko Major assignmentso Work load ndash hours per week

bull Policies suggested language kanebndeduprogramsteaching-well-resources o Attendance and tardinesso Cheating and plagiarism ndash honor codeo Missed late or incomplete assignments or examso Students with disabilitieso Inclusivenesso Ground rules ndash conduct respect etco Technology excuses

bull Grading Infoo How grades are determined including group worko Where and how grades are postedo Grading scale

bull Moreo Contract ndash returned with a signatureo ldquoSubject to Change helliprdquo statement

34

Activity Syllabus DevelopmentRevision

bull Using possible elements (page 34) and sample syllabi (pages 36-48) develop or consider modification of your syllabus

35

yenĖě frac12ěB ěN4ěěěgtě

DěIgraveěampěěěě$ěěbrvbarĊě

ĈěěTě13ě

Běě13ězQěB)ěCěu13ě5ěgtě

acircHsup1lTHORNiquestmicroaumliacuteAtildeAEligAumlċěOcircě513ě 13ěě 13ě=ěOěě5ěIacuteOtildeěordfě==4Qě

Vcopy AampěVampěumlAampěWsect D0ěampěiexcl sup2ě

Xnot0ě0cent Uampě ě13ěYěěrbltěě1ě+ě3ěěěěčěZěěěěěěiumlěěěgtRěIěěaringěUacuteěěěěNS-ěě(7(ěě7ě13pJěsbltěěUcircěěěD3ěěě$ěěěěěěěěěěěěěěě$ěě13ěEěj13ěěTěOgrave-ěěěěę^ěěěWMěěěěěěě2uacuteěěпiuml8(umlё13ě_7něě$đě13(ě13ěě$pěEě13ěēěraquoparaIFě]ěIcircě13`6ěďěě13ěĒě6ě7(ěěugravefěNtildef13ěě$ě+ě--ěěAěěěěRěěcurreněěl3ě

laquoXpound0ě0plusmněeumlěshyntildeĚě sectiumlNtildeumlё+4SěEacutedivideě[ograve13oslash9ěkGděaacuteěěoumlěě13Kěordmděě13kěLĎ[Ccedil-těsup313ě13ěěthorněJě13ěecircěaěěaěEgraveěĐyumlěėhČěaelighěAacutemiddotmmě

UgraveěěěC13~

regoěcěGg8ěoG9ě8ěěEumlěPě8ěi89ěIumlě4PěqiAringěocirctimes]degěěěěě1ě$ěvěěěEěě13ěě+ěOwěěĂěěěěěěěěě13ěěěěěěě13ěěHěěCěěěUumlěěěěĉěěěě2ěatildeěacute13ěěěěěěě2ěěě13ěěěAgraveKeĀeFfrac14ccedilĘxěoacuteěOuml_qěě13ěě13ě)ěěě)13ě macr9ěćîgraveě uumlěZ13ě2ě13ěě1ěěěěěěěěěě13j13ěě3ě13ěěěěěěěěěEcircěā|ěě13ěěěě13ěě13ě 5ě13ěě)YacuteFegraveěĔYěěěě+ěěIěěěě6ě)ěěèacutecagraveethě Uicircyacuteąěě13gě13ě13ěszligěěOacute)ěěěKěěĆěĄĕăěěěě13ěěěěěěfrac3413ěěěěěěěěě13ěHěETH13ěyěě1ě13ě ěěěucircJěěLn13Oslashěltě2ěěotilde6ěMě 1((ěAcirc13

36

ģёё13ёёampёAtildeё13~ёlё ʘёaё13ёёÀtildeё13ϟёςёёcopyёёёŮ`ёёёёё~ёuacuteё

Ĺ ltёёEacuteёё ƅʸEacuteёёёёAacuteёZёGŇ ƀƻё sectiumlNtildeumlёёёёfrac34ёAacuteёucircёđёё13ёёϗ`)ё ёё13ёёёƅё hёIacuteёEuml)ёё Acirc13ёёёёёё ё) ё

l Ŗ˱ёđёёёё13ёёёёampё13ёёltЖёё~ёёʬƣёёxёǉȨmįёGAtildeχё[13~ёszligёmįё13ёatildeĠT+śocirc+ķś

-uacute ~ŋG13ёёёƗёёampё13ёȃё ZёёampёP13ёёё

ltğёгX)ёёёёё˺АёёёIacuteё13ёΚёёёc=FwP5|0W8]WlJlpgtWpQ|=]UWmpc1qgtm d_]adgt`0dgtWgtmm6|]DgtdJXFu]vHvRKgt0lёa )ё aёёёlёťeёё)ё~ёёёБƱёordmёęё)ёё1313ё13ёETHёƼё ёıёёё ёa~ё13ёEumlёёёёęё)ёёёё13ϖёёё˷КёegraveёEacuteёёёUacuteё

FёёIacute13aёё13ёёƽёƗ~EacuteёёAgraveёaƾёё13lёltёёUacuteёʰΤёΛτёϴˤƎёёƆēϤёйΈёģƢΉϸё=ƎётƢφё˥ё ŷёƆкģŷё уёŭёŮёμёucircucircёёёZĺёFёёampёёicircёёёё13ёhaёƩё ёAacuteёǰё13ёǱёёёёĖёğёдfrac34iexclё˲ iexclhёIacuteёёёЙUcircё

[G˘ʀʷёszligpara˃ĉFŗёŗatildelt[ɗёĎё[aёёampё13icircёaёёicircё ё ёacuteё

э ʗΥϵяёeфё϶ƍёё)ёё13ё13ёampёёё13ёĎȈ[lё)ё13ёI

˧ёȵȧё ΦϷПυuacuteю ʁрё13ёƲAcircёcopyёёё ёёampёёēёЬ`ƣψ˳ё``Ȅư pёё ё13ё˶ё ёёёёaĤёAcirc

13ёёёęёёё13Uacuteư ltё)ёё13ёё ёampёhёёhaёёƩ

Ƒё13icircё)ёŭĠёёёƑёǎёёё Ўё Ļ[Ļ

ёZŌё`ёɽёёёETHёё ё ёltёZёampёё ёOacuteltёё ёampё13ёёxёƏЛǏёFёёёEacute~ĒĨёёёёёƁϳΧĘϥМȅOcircёʾ ё ёampёĪё`13ёɘёёЗəȢȣŽβĤUcircĖĺĖСȤȆё[ёЏёEumlfrac34Ÿfrac34ёγёёёё13ёΆёƤё ёEumlёȇёū˦Ɓёǐё ёёёёǑёżĔϕCcedilёhёё`13ё13ё13ēёEumlёhёAcircёё13ёampё`13ё`ЩCcedilёёбё eёёё13ёIacuteeё13ёhРͽUcircёltёёёёhьё˨ ёёё

37

śś13śśś1313śđśśicircĮRśgto[śśUgraveśśśśśśśśEśś śśśśś śampśśampśmicroś-Ŀyenśśśśśśśtś śnŇśS6śEśśēś śśŐ śśśħśśśśĪśś13śEśśzśśśampśśVśśśŊňś śśśś2śśśśśmś13zś

$1313Ograveśb13śbśeumlśśVśĢś1313śśśśŋśśO13ś ś13śśģŎparaśĻśś śś13śśśTśśś13śśśśĕnrśśŉś1313rQośśśośiDśņPśĖampśśŖśėśśu13brvbarśśś13ś13śśśś1313śśś|ś$śĔśśOacuteś

ř ĩĎąśkś13śśV6śśśśtś13fīśśĶDUśśśġśĂiqqQCśCśyacuteśDśŕśCCśĹśCśŏDńśļ+ĉQİěqśyumlĺśUĲ śOśEśľampśuśampśmiddot

Ś dśkś13śśśśś13śśśśŌshy+hhSįś13śśVśOśŗścedil

eś2ś4śkś13śśśśśŅśśO śśśśśśśŁBśśśśśsup1śśś13ś13śśYśBśu13YśśT13n [śśśĨśśśśŔśśśśśśampśśśĵĸŀQōśś13śś13śmśśśśĭśĚś śordmś

$

agraveeacutecucirciumlcśograveaumlśotildecUumligraventildeccedilś

`àmpI])M0`)ÌM4` 4M94-T`(EgtIF`

5R4OļĲёERHƥO9ёńthornŋё$6A macrVdA$ɛё$6A macrVdA$Qёegrave$ ёegrave$ёŠĬ6ĬdIumlё

2śśśśiwśśś śśśśUacuteśś+13ś+śśśśDśśś13+łśś+TśŒrśĳ13Ucircś

˒аĲёERHROCёȶsup3ɚёTHORNŹΜͼёʙ$ĩŹ|6egravedA$ё

ugraveœčśeZśWoacuteśecircśśś413śś1Rś4E13śśęfśSRfıśRampśP[7śřƒƥϘAringёƒpoundёā4ųumlёʂ9Numlųё(OϹϠǒёraquo`sectśfrac14ś`śśAacuteAcircEgravecurrenśfrac12śàśregEcircś

38

CEEES 20320 ENVIRONMENTAL amp AQUATIC CHEMISTRY

University of Notre Dame Department of Civil amp Environmental Engineering amp Earth Sciences

Professor Amy Hixon | 301 Stinson-Remick | 574-631-1872 | ahixonndedu

Meeting Times Tuesdays amp Thursdays 2-315pm 356 Fitzpatrick

Office Hours My office is always open for you to stop by and ask questions and I am readily available via email (ahixonndedu) and text (864-506-6515) I have set aside Mondays from 100 ndash 300 pm for course preparations and am available to address in-person questions during those times You may also email me to set up an appointment I will also hold virtual office hours from 830 ndash 930 pm on Wednesdays

Teaching Assistants (TAs) There are four TAs assigned to this class Tsuyoshi Kohlgruber (tkohlgrundedu) Rebecca Carter (rcarter6ndedu) Nicole Moore (nmoore2ndedu) and Meena Said (msaidndedu) Tsuyoshi and Nikki will hold office hours from 100 ndash 145 pm and 315 ndash 400 pm on Tuesdays

Learning Goals After successful completion of the course you will be able to

bull Predict the major and minor chemical species that exist in natural waters when given a set of field conditions a speciation diagram andor a Pourbaix diagram

bull Quantitatively determine the equilibrium speciation of metals when given initial conditions and predict how speciation changes with the addition of organic ligands a solid phase and carbon dioxide

bull Identify major redox-active elements and explain the role of redox chemistry in the environment bull Describe the current state of radioactive waste treatment and disposal in the US bull Describe the major factors leading to thermal stratification and eutrophication in lakes bull Communicate major chemical processes and their environmental impact to the public bull Formulate a plan to address the water quality issues facing the country of Bangladesh that addresses

the concerns of villagers geologists and water consultants

Format This course is divided into four (4) case studies While most class periods will be dedicated to introducing the case studies and discussing relevant scientific concepts there will be 15 class periods for each case study dedicated to student presentations on topics dealing with key processes for contaminants in natural systems When you are not giving a presentation come prepared to participate by asking good questions and contributing ideas You are also responsible for evaluating the presentations of your classmates

Grading Writing assignments and presentations are due to the Sakai Drop Box by 8am on the due date listed in the syllabus Late assignments will be marked 10 off for each day they are late

Writing assignments (3) 30 Presentations (1) 10 Quizzes (6) 15 Midterm Exam 20 Final Exam 20 Participation Attendance 5

39

Course Materials Course notes and supplementary materials are important components of the course There is no required text As you prepare for class discussions writing assignments and presentations you will make use of the peer-reviewed literature available through the library website (libraryndedu)

Sakai Course information including this syllabus assignments and links to additional information will be posted on Sakai If you are having trouble with Sakai let me know

Writing Assignments Over the course of the semester you will prepare three (3) 3-5 page writing assignments (see assignment grid) For each case study you are given the choice of three types of writing a pre-proposal a progress report or a public meeting Details of what is expected for each type of assignment will be discussed in class and posted on Sakai Your selections must result in doing all three types of writing

Presentations You will give one 10 minute PowerPoint presentation on a topic of your choice related to the case study you are assigned (see assignment grid) In order for slide handouts to be available for each class member you must submit your presentation to the Sakai Drop Box by 8am the day of your presentation See Sakai for more details about lecture topics organization etc

Quizzes Quizzes will be administered on a biweekly basis (see due dates) at the beginning of class and will be closed book To help you prepare for them non-graded practice problems will be posted on Sakai

Exams Two exams will be given during the semester and their content will be similar to that of the quizzes and Sakai practice problems They will occur during class and will be closed book To help you prepare for each exam a list of learning objectives for each case study will be posted on Sakai and Tsuyoshi will hold a dedicated review session

Technology Statement This course relies heavily on access to computers and the Internet At some point during the semester you will have a problem with technology your laptop will crash a file will become corrupted a server will go down or something else will occur These are facts of life not emergencies Technology problems will not be accepted as excuses for unfinished or late work Protect yourself by planning ahead and starting early saving work often and ensuring that virus and malware software is installed and updated

Honor Code Upon entering Notre Dame you were required to study the on-line edition of the Academic Code of Honor to pass a quiz on it and to sign a pledge to abide by it The full Code and a Student Guide to the Academic code of Honor are available at httphonorcodendedu The honor code reminds our community of our shared purpose both within the institute of academia and as members of a broader humanity Perhaps the most fundamental sentence is the beginning of section IV-B ldquoThe pledge to uphold the Academic Code of Honor includes an understanding that a studentrsquos submitted work graded or ungradedmdashexaminations draft copies papers homework assignments extra credit work etcmdashmust be his or her ownrdquo Any questions regarding academic integrity particularly regarding assignments in this course should be directed to myself or any of the TAs

Disabilities Any student who has a documented disability and is registered with Disability Services should speak with me as soon as possible regarding accommodations More information can be found at httpdisabilityservicesndedu

40

Honors Humanities Seminar Great Works of Literature and Culture from Dante to Woody Allen

Spring 2017

Mark W Roche ALHN13951 - 10

Logistical Information

Class Monday and Wednesday afternoons from 1230 to 145 in 338 OrsquoShaughnessy Hall

Office 349 Decio Hall

Office Hours Mondays from 200 to 330 and Wednesdays from 300 to 430 as well as byappointment Impromptu meetings can also often be arranged before or after class

Phone (574) 631-8142 (office) (574) 302-1813 (cell)

E-mail mrochendedu Web httpmrochendedu

Course Description

What makes the enduring works of the Western and the Christian traditions great Whatfascinating questions do their works address and what makes their works aestheticallyappealing How have they captured the imagination of audiences for generations What in thoseworks is universal and what is historically contingent Can we learn from both aspects What dosuch works have to tell us today

In the fall semester of this year-long seminar we read and discussed some of the most interestingand enduring literary figures philosophers and theologians from the classical and medievalworld In the spring we continue with a selection of great and fascinating works primarily fromthe early modern period to the present

Among the many great questions that will engage us here is just a sampling You will be addingmany more of your own questions and reformulating the few examples below

What distinguishes the modern era and what are its greatest strengths and weaknessesWhat is our descriptive and normative understanding of humanityWhat triggers identity crises and how does one best deal with themHow are identity crises related to historical developmentsWhat makes a literary or philosophical work greatHow do cinematic techniquesndashfrom camera angles and chiaroscuro to editing and soundndashconveysuspense and drama as well as engage and advance philosophical issues

1

41

What is the relation of morals and politicsWhat exactly is evil and how does it shield and reveal itself Why is evil so fascinating to us and so difficult to combatWhat does science explain and what does it not explainWhat various kinds of rationality existWhat are the defining characteristics of comedyWhy do we laughWhat is the hidden purpose and theory behind the use of humor in a serious workWhat is the role of the ugly in expanding our sense of aesthetic valueWhat roles does Christianity still play in modern artWhat role does suffering play in our understanding of humanityWhat is the relationship of art and lifeWhat is at stake when one knows the truth but cannot speak of it or cannot persuade othersWhat is the connection between ambiguity and aesthetic valueHow might we decide which if any of the worldrsquos religions are trueWhat are the greatest skeptical challenges to belief in and a coherent concept of GodWhat is the role of doubt in a developing faith

Principles of Student Learning

The course will be organized in accordance with several common-sense pedagogical principlesmost of which were embodied already by Socrates and which have been given empiricalverification in our age

bull Active Learning Students are not passive minds into whose heads content is to bepoured Students learn by becoming involved asking questions engaging in discussionssolving problems defending positions writing and rewriting papers in short byenergetically devoting themselves to the learning process Educators speak of active orstudent-centered learning Students learn most effectively when they are actively engagednot simply listening or absorbing material In fact simply taking an exam even when youperform poorly helps you to learn the material Accordingly this course will be student-centered with considerable focus on student-student discussion written contributions to apeer sounding board paper topics chosen by students and one-on-one oral examinationsWhen you have the opportunity to help teach a work you will see that your learning isdeepened

bull Peer Learning Students learn greatly from their peers You are influenced by the peoplewith whom you spend your time for good or for ill Who among your friends awakensyour most noble intellectual passions and helps you become a better interlocutor andperson The research shows that the studentrsquos peer group is the single greatest source ofinfluence on cognitive and affective development in college We will enjoy many student-student discussions in which the teacher simply plays a guiding role You are alsoencouraged to discuss our various texts and questions with one another and with othersbeyond the classroom

2

42

bull Existential Engagement Students learn more when they are existentially engaged in thesubject when they care about the questions under discussion and recognize theirsignificance If you volunteer in a soup kitchen your course on the economics of povertytakes on a different meaning If you spend a semester in Berlin German history andpolitics become far more important to you To that end and because of their intrinsicvalue we will read these works not only to understand them in their own context asinteresting as that is but also to ask to what extent they speak to us today Can we learnnot only about these works but also from them That means relating these works to yourpast experiences daily lives and future aspirations without falling into a purelysubjective interpretation of the meaning

bull Intrinsic Motivation Motivation plays a large role in learning The best learning comesnot from external motivation seeking external approbation and praise but from intrinsicmotivation from identification with a vision of wanting to learn

bull High Expectations and Feedback Students learn the most when their teachers have highacademic expectations of them and when students receive helpful feedback that supportsthem in their quest to meet those high expectations To know what you donrsquot know is tohelp focus your learning A combination of being challenged and being supported helpslearning immensely You can be sure that if the coach of an athletic team is nonchalantabout physical fitness discipline timing teamwork and the like the team will not winmany games So too an easy A will not help you in the long run as you interview forhighly competitive postgraduate fellowships or positions at the best graduate schools orwith the leading firms The best way to learn is to shoot very high and to recognize whatmight still be needed to meet those high aspirations Detailed feedback and discriminatinggrades are ways of pointing out strengths and weaknesses to students challenging them tostretch so that they are not lulled into thinking that their current capacities cannot beimproved and they neednrsquot learn more

bull Effortful Learning Many think that easier paths to learning make for better learning Intruth the evidence shows that easier learning is often superficial and quickly forgottenwhereas effortful learning leads to deeper and more durable learning as well as greatermastery and better applications For example trying to solve a problem before beingtaught a solution leads to better learning Hard learning making mistakes and correctingthem is not wasted effort but important work it improves your intelligence Striving tosurpass your current abilities and experiencing setbacks are part of true learning whichunlike superficial learning develops and changes the brain building new connections andincreasing intellectual capacities For better learning difficulties are desirable the harderthe effort the greater the benefit For example instead of simply reviewing notes on ourreadings you might reflect on the reading What are the key ideas What ideas are new tome How would I explain them to someone else How does what I read relate to what Ialready know What questions do I have What arguments speak for and against a givenposition

3

43

bull Breadth of Context If you put what you are learning into a larger context and connect itwith what you already know and are learning in your other courses your learning will bedeeper and more stable If you can connect a story an idea or a principle as you uncoverit to other stories ideas and principles or to what you yourself think then the storiesideas and principles will more likely resonate for you in the future In our class seeingconnections across works as well as seeing connections between our discussions anddiscussions and works in other classes as well as your own life will help give you thatlarger context The more you know the more you can learn Ask yourself what largerlessons can be drawn from what I am exploring

bull Faculty-Student Contact The greatest predictor of student satisfaction with college isfrequent interaction with faculty members Students are more motivated morecommitted and more involved and seem to learn more when they have a connection tofaculty members So take advantage of opportunities to connect with your teachers Dropin during my office hours (come when you have a need or a question or simply when youwould like to chat) Take advantage as well of other opportunities we will find forinformal conversations And donrsquot hesitate to ask for help

bull Meaningful Investment of Time Students who major in disciplines that are lessdemanding of studentsrsquo time tend to make fewer cognitive gains in college Everyonewho wants to learn a complex and demanding subject must make a substantial effortLearning occurs not only during class time It derives also from the investment you makein learning the quality of the time you spend reading thinking writing and speakingwith others outside of class For this three-credit honors seminar you will want to spendmore than six hours per week preparing An advantage you have in this course is that theworks are challenging and fun so your study can be work and pleasure simultaneously

bull Diversity Another learning principle is diversity When you discover that your roommateis Muslim you suddenly become more curious about Islam That is not especially likelyat Notre Dame so we need to cultivate intellectual diversity engaging works from othercultures and in languages other than English even if our access to them in this particularclass is via translation We want to hear different perspectives from one another even themost unusual since thinking outside the box can help us see more clearly Do not be shyabout asking off-the-wall questions or making unusual comments And donrsquot let contraryviews bother you emotionally All such contributions can be useful as the process ofdiscovering truth involves listening to various perspectives In addition many of theworks we will study introduce us to radically different world-views from our own butprecisely in their difference they may provide interesting antidotes to some of the clichesof the present

bull Self-Reflection Students learn more when they are aware of how they best learn (so thatthey can focus their energies) what they most lack and how they can learn more Howcan I become a better student How can I learn to guide myself We may occasionally

4

44

have meta-discussions in which we reflect on our discussion at a higher level Aroundwhat central interpretive question did the debate we were just having revolve Why didwe relinquish one interpretation and adopt another How would we describe the evidencethat spoke for and against the various positions Why was todayrsquos discussion particularlysuccessful or less successful What is helping us learn The latter question underscoreswhy I have just placed these principles before you

Learning Goals

1) Engagement with Great Works and Great Questions Students will gain insight into a selectionof classical works Students will grow in their appreciation of the value of reading great worksand asking great questions as part of a life-long process of continual learning In so doing theywill cultivate their enjoyment of the life of the mind building resources for the continueddevelopment of their inner world and they will learn to value complexity and ambiguity Inrelating to these works and questions in a personal way they will also recognize a strongrelationship between their academic work and personal lives

2) Cultural Literacy Students will become familiar with a selection of the most influentialliterary and cultural works of the Western tradition This will enhance their intellectual resourcesand help them to become more adept in their encounters with others who might take knowledgeof various authors and works for granted That is students will increase their exposure to thekinds of works one says that every educated person should have encountered and which havebeen part of most well-educated personsrsquo repertoire across the ages This knowledge will alsoallow them to make greater sense of the intellectual-historical patterns and resources that havecontributed to our current debates and questions Besides engaging works students will gain anenhanced set of categories and related vocabulary to understand analyze and interpret literary aswell as other cultural works

3) Hermeneutic Capacities Students will improve their skills in interpreting analyzing andevaluating philosophical literary and cultural works They will continue to develop theircapacity to ask pertinent and interesting questions and applying the value of prolepsis to arguefor and against various interpretations They will recognize the extent to which the parts andwholes of great works relate to one another

4) Formal Skills Students will advance in their articulate and precise mastery of the Englishlanguage both spoken and written and they will improve their basic communication skillsinsofar as they accompany the organization and communication of their thoughts Students willimprove their capacities to formulate clear questions to listen carefully and attentively toexplore ideas through dialogue to argue for and against differing positions and to express theirthoughts eloquently and persuasively

5) Intellectual Virtues In developing their capacities for processing difficult materials engagingin empathetic and thoughtful listening and developing their own ideas in engagement withothers students will develop various intellectual virtues essential to a flourishing community of

5

45

learning--virtues such as temperance modesty justice intellectual hospitality diplomacycourage honesty perseverance patience curiosity and wonder

Student Contributions to Learning and Assessment Guidelines

1) Class Contribution 20

Students will be expected to contribute regularly to discussion and to adopt various informalfacilitative roles during the semester Class contribution is not equivalent with the quantity ofclass participation instead both quantity and quality will be considered Because student learningis aided by active student participation in the classroom students will want to prepare well andcontribute regularly and meaningfully to discussions

2) Regular Assignments 20

In advance of every class you will submit an entry observation analytical point or question toour online discussion group (via the forums listed under Sakai) These need not be especiallylong indeed they should not exceed 275 words at the upper limit A few sentences or a shortparagraph will be fine more words are not always better You might respond to a study questioncomment on a particular passage address a formal or literary element discuss an observationfrom another student relate a relevant personal experience or ask a question or set of questionsthat would be productive for the Sakai discussion or our classroom discussion (Asking goodquestions is a very important skill) All responses must be submitted no later than six hoursbefore class time so Monday mornings by 630 and Wednesday mornings by 630 If you do notpost by the deadline but do post before class you must if you wish to receive any credit sendyour post not only to Sakai but also to my e-mail It is unlikely that I will check Sakai after thedeadline

There will be no form posts for Freud as that class will be conducted as a debate and you wantto guard your best arguments at least temporarily You are excused from any one forum post ofyour choosing Some of you may already have chosen Dante I for this option

Along with your entries to the group discussion you may be asked to submit a small number ofwritten assignments directly to me

3) Papers 45

In addition to your informal writing you will submit one paper of approximately 5 pages (papersmay not exceed 7 pages without prior permission) After that students have two choices theymay write two more papers of 5-7 pages or they may write one longer paper of 10-14 pages Thedue dates for students writing three papers are February 23 April 4 and May 4 The duedates for those writing only two papers are February 23 and May 4 these are listed again on thecalendar below All papers are due via email by 800 in the morning

6

46

fundamentals of biological anthropology

Department of Anthropology University of Notre Dame ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

COURSE ANTH 30101 TERM FALL 2011 PROF Dr Susan Sheridan PHONE 631-7670OFFICE 637 Flanner 105 Reyneirs OFFICE HRS TU 1-3 PM (Flanner 637)EMAIL sheridan5ndedu W 1-2 PM (Reyneirs 105)

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ This course provides an overview of biological anthropology using the evolution of Homo sapiens sapiens as a model for discussing the myriad of topics within the subdiscipline We will survey how the field synthesizes the biological amp cultural processes at work in shaping human adaptation past amp present

As part of the Universityrsquos Green Initiative all readings for the class are available on Concourse as are all PowerPoint lectures and handouts Your grades will likewise appear on Concourse as materials are completed

The topics below usually cover several class periods Dates are not specifically assigned per topic to permit you to guide the depth of discussion However exam dates are set and will encompass the material covered up to that point These dates will not change

bull using primate evolution to Homo sapiens sapiens as a model to explore thesubfields of biological anthropology

bull exploration of our evolution by means of natural selection using aformfunctionadaptation approach

bull learning how to build models to understand our evolution and our place in thenatural world

bull review of major hominin fossil finds

bull development of a critical approach to the analysis of anthropology in theprofessional and popular press

All required readings appear together in Concourse in a folder using the headings listed below The articles provide a mix of material from the popular press (Scientific American Discover etc) and professional literature (Science American Journal of Physical Anthropology etc) The ldquoextrasrdquo folders are readings with further information for those interested in the topic (historic pieces recent publications articles you identify during the semester) You will not be responsible for these lsquoextrasrsquo on your exams

CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES

There will be two quizzes at the start and end of the semester bull Quiz 1 (Aug 31st) -- This will cover the main points of the syllabus to ensure yoursquove read this

document and understand the parameters of the course We will spend the first day of classgoing over this material the lecture pdf is available on Concourse (as is this handout) Payparticular attention to the information in bold font You will also be provided a form to list yourfinal exam schedule and any conflicts with this classrsquos posted final

bull Quiz 2 (Dec 7th) -- The second quiz will be on the last day of class and will address thecourse objectives You will be asked to provide two examples from class that

illustrate each objective (yes I just gave you the quiz questions -)

CLASS PARTICIPATION

The exams (2 hourly amp 1 comprehensive final will count for 20 20 and 25 (respectively) of your grade

GRADES

Your grade will be composed of the following bull In-class activities 25

o Bi-weekly article reviews (10 pts each + 1 pt extra)o Article presentations (5 pts each) o Movie Questions (10 pts each) o Quizes (10 pts each)

bull

bull Exams 65 o Exams 1 amp 2 (20 each) o Final (25)

bull Class Participation 10

I use a standard distribution for all assignments and final grades A 92 or more B- 80-819 D 60-699 A- 90-919 C+ 78-799 F 599 or less B+ 88-899 C 72-779 B 832-879 C- 70-719

Remember grades are not given by me they are earned by you

To help you learn the material all lectures are posted on Concourse prior to class or immediately following the lecture In addition I hold regular office hours twice a week and by appointment ndash so if something is unclear or if you would like to talk about a topic in more detail than we can cover in class feel free to stop by my office I have office hours in my lab (Reyneirs ndash which is admittedly a bit of a hike) as well as my office (Flanner)

While I will not play ldquoLetrsquos Make a Dealrdquo regarding grades I am happy to clarify grading issues andor explain an answer to a test question

OFF

ICE

HO

UR

S

httpsltlatndfileswordpresscom201508bioanth-sheridanpdf 48

GradingampRespondingtoStudentWork

GradingandRespondingtoStudentWork

bull Gradingbull ShouldIgradeonachievementImprovementEffortbull ShouldIcurvegradesornotScalethembull Whatdolettergradesmean

bull Respondingbull TheresponseoccursINclasswhenpossiblebull Beefficientandeffectivewhenoutsideofclassresponse

isnecessary

49

EffectiveFeedback

bull Walvoord- Research

bull Usewhatthestudentsknowbull Donrsquotwastetimeoncarelessstudentworkbull Addressfundamentalconcernsfirstbull Usecommentsonlyforteachablemomentsbull Useonlyasmanygradinglevelsasyoureallyneedbull Limitthebasisforgradingbull Delegatetheworkndash peerfeedbackbull Usetechnologytosavetimeandenhanceresults

EfficientandEffectiveFeedbackandGrading

FromCh7ofEffectiveGradingWalvoord ampAnderson(2010)

50

Undergraduate Grade Definitions

The Undergraduate Studies Committee of Academic Council developed descriptions of

undergraduate letter grades at the University of Notre Dame Its goal was to develop criteria that

would be sufficiently broad to enable application across the Universityrsquos colleges and schools as

well as develop guidelines appropriate for local application The Council endorsed the adoption

of the descriptions and they are now included in the Faculty Handbook as part of the Academic

Code

Letter Grade

Point Value

Description Explanatory Comments

A 4000 Truly Exceptional Work meets or exceeds the highest

expectations for the course

A- 3667 Outstanding Superior work in all areas of the course

B+ 3333 Very Good Superior work in most areas of the

course

B 3000 Good Solid work across the board

B- 2667 More than

Acceptable

More than acceptable but falls short of

solid work

C+ 2333 Acceptable Meets All Basic

Standards

Work meets all of the basic

requirements and standards for the

course

C 2000 Acceptable Meets Most

Basic Standards

Work meets most of the basic requirements

and standards in several areas

C- 1667 Acceptable Meets Some

Basic Standards

While acceptable work falls short of

meeting basic standards in several

areas

D 1000 Minimally Passing Work just over the threshold of

acceptability

F 0000 Failing Unacceptable performance

These ldquodescriptionsrdquo and ldquoexplanatory commentsrdquo are intended to be sufficiently general to

apply across the University but obviously have to be ldquoappliedrdquo in manners specific to each

department

51

GradingRubrics

DesigningandUsingGradingRubrics

bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics

bull ldquoAprintedsetofguidelinesthatdistinguishesperformancesorproductsofdifferentqualityrdquo(Wiggins)

bull ldquoDivideanassignmentintoitscomponentpartsandprovideadetaileddescriptionofwhatconstitutesacceptablehellipperformanceforeachofthosepartsrdquo(StevensandLevi)

bull ldquoMakespublickeycriteriathatstudentscanuseindevelopingrevisingandjudgingtheirownworkrdquo(HubaandFreed)

WhyUseGradingRubrics

bull Efficiency

bull Transparency

bull Objectivity

bull Reliability

bull Self-Assessment

bull Creativity

53

HolisticRubric

bull Assessesproductasawholebull Consistsofasinglescale(egscorefrom1-5)

bull Allcriteriaconsideredtogether

Score Description

3 Evidence that students readviewed materials clear reference to assigned readings and viewingsstudents show thoughtful attempt at understanding topics relating topics to personal experiences connections to other courses orprior knowledge of the topic Student meets or exceeds 200 word count

2 Submission on time but little evidence that students readviewed coursework no clear reference to readings and viewings or little evidence that students thought about topic before submitting work Student does not meet 200 word count

1 No submission or late submission

AnalyticRubric

bull ROWSCriteriatoberated- [nouns]bull COLUMNSLevelsofachievement- [adjectives]bull CELLSDescriptionsofmastery- [verbs]bull Mayassignpointvaluetoeachlevel[numbers]

Level1(outstanding)

Level2(good)

Level3(poor)

Score

CriteriaA Description(3) Description(2) Description(1) 3

CriteriaB Description (2) Description(1) 2

CriteriaC Description(3) Description(2) Description(1) 3

Total 8

54

Sample Rubrics

Activity Design Your Own Rubric

bull See the activity goals on page 61bull See the suggested language on page 62bull Using the rubric worksheet on page 71 begin

creating a rubric for a major assignment

55

Distinguished Intermediate Novice

Volume Presenter is easy to hear Audience is able to hear as a whole but there are times when volume is not quite adequate

Presenter is difficult to hear

10 10 5 0Rates Rates of speech are appropriate Speaker may at times seem like she is

rushing or exaggerating pausesThe rates of speaking are too slow or too fast

10 10 5 0Mannerisms Speaker makes eye contact with everyone

and has no nervous habits Speaker has excellent posture

Eye contact may focus on only one member of the audience or a select few members Mildly distracting nervous habits are present but do not override the content

Very little eye contact is made with the audience It may sound like the speaker is reading the presentation Nervous habits that distract the audience are present

10 10 5 0Engagement Presentation involves audience allowing

time for audience to think and respondAudience is involved but inadequate processing or response time is provided

Speaker does not involve audience

10 10 5 0Organization Presentation is well organized with a

beginning middle and end There is a strong organizing theme with clear main ideas and transitions

Speaker loses train of thought does not stay with the the proposed outline or connections are attempted but not made clear for the audience

Presentation shows little organization unclear purpose andor unclear relationships or transitions

20 20 10 0Content Information is complete and accurate Clear

evidence of researchResearch component is less evident than in distinguished category or resources are present but less than adequate for assignment

Details and examples are lacking or not well chosen for the topic or audience Lacks evidence of research

20 20 10 0Visual AidsHandouts

Visual aids are well done and are used to make presentation more interesting and meaningful

Visuals are adequate but do not inspire engagement with the material

Very little or poor use of visual materials No handouts provided

10 10 5 0Length Appropriate length Clear summary is

provided Audience is involved in synthesizing the information

Time is appropriately used but may run slightly over or under allotted time andorinformation is not tied together or conclusion is inadequate

Presentation lacks conclusion andor time is not appropriately used

10 10 5 0Comments

Oral Presentation RubricPresenters Name _____________________________________ Date __________Total Score _______

Bresciani and Bowman 2002

56

Tom Hall

thall8ndedu

A Grading Rubric for English Essays

An Excellent Essay mdash addresses the assignment has a clearly articulated original thesis and an

easily identifiable structure is believable persuasive and insightful is amply developed stays

right on topic makes excellent use of evidence to support the authorrsquos claims cites concrete

relevant examples is characterized by precision and accuracy bristles with energy demonstrates a

solid command of the topic involves detailed close reading uses a clever or intriguing title is

superbly well written is lean and economical with not a word out of place and has no mechanical

or grammatical weaknesses and no typos A really excellent essay teaches me something and

makes me want to keep reading

A Good Essay mdash addresses the assignment and has good ideas but may drift momentarily from the

main topic and becomes diffuse (but only momentarily) may not fully develop its best ideas

relies more heavily on summary than on analysis and close reading has minor problems

maintaining clarity and focus uses generally strong evidence to support the argument but the

logic may falter in one or two places lacks significant insight and originality has good sentence

structure and is mechanically sound with perhaps a few exceptions may lapse back into the old

funnel-shaped essay structure at the end and restate half of the opening paragraph in the closing

paragraph This is a competent but uninspired essay

A Not-So-Good Essay mdash is not well organized and has trouble addressing the assignment but still

works in the direction of a thesis offers nothing new makes claims without offering support is

unclear does not integrate quotations seamlessly and grammatically into the surrounding

sentences and inserts quotations without analysis or explanation of context reads suspiciously

like a hurried first draft cranked out the night before it was due is indistinguishable from about

half of the other essays submitted for this assignment

An Even Weaker Essay mdash has no identifiable thesis and therefore does not adequately satisfy the

assignment is incoherent and logically simplistic is consistently marred by weaknesses and errors

in sentence structure grammar and spelling offers little to no evidence to support its claims

never once quotes from the text under discussion does not reach the minimum page requirement

for the assignment In an essay at this level of the scale the intellectual and creative content of the

paper is submerged beneath the overwhelming problems in presentation

An Unacceptable Essay mdash demonstrates no real effort to address the assignment or an inability to

grasp the assignment and is very difficult to understand may plagiarize

Some additional factors

bull A truly clever witty inventive essay that in other respects is not of sterling quality may receive a

small boost

bull The grading scale for a course needs to be weighted to make allowances for students who

occasionally slip The semester course grade should fairly reflect the studentrsquos performance but it

shouldnrsquot be too heavily based on a single foul-up

57

Academic Poster Rubric

Content Exceeds

Expectations Meets

Requirements Inadequate Comments

Descriptive topic statement

Explanation of key concepts and ideas

Reflection on experiencelessons learned

Conciseness

Spelling and accuracy

Images ndash clarity and appropriateness

Organization and logical flow

Presentation

Comfortconfidence in explaining

Empathyconnection to visitors

Professional appearance and demeanor

Visual Design

General attractivenessappeal

Readability of text (size font color)

Skillneatnessattention to detail

Balance and spacing

Created by Sekou Remy and Chris Clark copy2011 University of Notre Dame

58

TEAMWORK VALUE RUBRIC for more information please contact valueaacuorg

The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty The rubrics articulate fundamental criteria for each learning outcome with performance descriptors demonstrating progressively more sophisticated levels of attainment The rubrics are intended for institutional-level use in evaluating and discussing student learning not for grading The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses disciplines and even courses The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success

Definition Teamwork is behaviors under the control of individual team members (effort they put into team tasks their manner of interacting with others on team and the quantity and quality of contributions they make to team discussions)

Framing Language Students participate on many different teams in many different settings For example a given student may work on separate teams to complete a lab assignment give an oral presentation or complete a community service project Furthermore the people the student works with are likely to be different in each of these different teams As a result it is assumed that a work sample or collection of work that demonstrates a studentrsquos teamwork skills could include a diverse range of inputs This rubric is designed to function across all of these different settings Two characteristics define the ways in which this rubric is to be used First the rubric is meant to assess the teamwork of an individual student not the team as a whole Therefore it is possible for a student to receive high ratings even if the team as a whole is rather flawed Similarly a student could receive low ratings even if the team as a whole works fairly well Second this rubric is designed to measure the quality of a process rather than the quality of an end product As a result work samples or collections of work will need to include some evidence of the individualrsquos interactions within the team The final product of the teamrsquos work (eg a written lab report) is insufficient as it does not provide insight into the functioning of the team It is recommended that work samples or collections of work for this outcome come from one (or more) of the following three sources (1) students own reflections about their contribution to a teams functioning (2) evaluation or feedback from fellow team members about students contribution to the teams functioning or (3) the evaluation of an outside observer regarding students contributions to a teams functioning These three sources differ considerably in the resource demands they place on an institution It is recommended that institutions using this rubric consider carefully the resources they are able to allocate to the assessment of teamwork and choose a means of compiling work samples or collections of work that best suits their priorities needs and abilities

59



Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance

Capstone 4

Milestones 3 2

Benchmark 1

Contributes to Team Meetings Helps the team move forward by articulating the merits of alternative ideas or proposals

Offers alternative solutions or courses of action that build on the ideas of others

Offers new suggestions to advance the work of the group

Shares ideas but does not advance the work of the group

Facilitates the Contributions of Team Members

Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and inviting them to engage

Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others

Engages team members in ways that facilitate their contributions to meetings by restating the views of other team members andor asking questions for clarification

Engages team members by taking turns and listening to others without interrupting

Individual Contributions Outside of Team Meetings

Completes all assigned tasks by deadline work accomplished is thorough comprehensive and advances the project Proactively helps other team members complete their assigned tasks to a similar level of excellence

Completes all assigned tasks by deadline work accomplished is thorough comprehensive and advances the project

Completes all assigned tasks by deadline work accomplished advances the project

Completes all assigned tasks by deadline

Fosters Constructive Team Climate Supports a constructive team climate by doing all of the following

bull Treats team members respectfully by being polite and constructive in communication

bull Uses positive vocal or written tone facial expressions andor body language to convey a positive attitude about the team and its work

bull Motivates teammates by expressing confidence about the importance of the task and the teams ability to accomplish it

bull Provides assistance andor encouragement to team members

Supports a constructive team climate by doing any three of the following





Supports a constructive team climate by doing any two of the following





Supports a constructive team climate by doing any one of the following





Responds to Conflict Addresses destructive conflict directly and constructively helping to manageresolve it in a way that strengthens overall team cohesiveness and future effectiveness

Identifies and acknowledges conflict and stays engaged with it

Redirecting focus toward common ground toward task at hand (away from conflict)

Passively accepts alternate viewpointsideasopinions

60

Rubric activity goals

Make grading more objective and consistent

(Eventually) reduce the time you spend evaluating student work

Help learners judge their own work (or othersrsquo) more thoughtfully

List criteria for what counts

Write observable learning outcomes ndash short and simple

Focus each item on a different skill

Describe levels of quality (standards) for each

Avoid comparative language find descriptors unique to each level

Optional - indicate relative importance (weight) to make scoring simpler

Fit everything onto one sheet of paper

Good practices when using a rubric

1 Share the rubric with students as soon as you announce the assignment

2 Encourage (require) students to use the rubric to evaluate their own work

3 After each use re-evaluate components standards or scoring

4 Ask students for feedback on the rubric

61

Suggested language for rubrics

incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63

for Teaching and LearningKaneb Center ProgramsResources

Kaneb Center ProgramsResources for Faculty

bull Consultationbull Workshopsbull Assessment of learning outcomes for courses or programsbull Learning Technology Lab (350 DeBartolo Hall)bull Integrative amp engaged learning with ePortfoliosbull Library (353 DeBartolo Hall)bull Reading Groupsbull Joe amp Gina Prochaska Family Endowment for Excellencebull Faculty Fellowsbull Lounge (350 DeBartolo Hall)

64

Department and Discipline Research Teaching Career Ethics

Read the key literature in your field

Meet departmental milestones

Apply for grants and fellowships

Participate in academicwriting workshops

Attend Kaneb Center workshops

Visit Kaneb Center web site for updates and announcements

Identify transferable skills

Attend job talks lectures and seminars in your department

Build your CV or Resumeacute

Reflect on the ethical dimensions related to your research

Attend ethics and compliance lectures

Attend Ethics Cafeacutes

Learn about programs and resources

Synch to the professionaldevelopment calendar

Develop a strategic plan with your academic adviser

Meet with your subject librarian

Develop a network of faculty and advanced graduate students within your department

Explore resources forinternal and external grants and fellowships

Sign up for PIVOT andregister professional profile

Create a research action plan to maximize opportunities

Build international and interdisciplinary network

Learn about engaged research and ways to apply to your scholarship

Explore Kaneb Centerprograms and resources

Attend TA Orientation

Begin working towardteaching certificates

Start building portfolio

Consider teaching a Social Concerns seminar

Consider attending the Community Engagement Teach-ing Institute at the Center for Social Concerns

Explore Career Centerprograms and resources

Acquire a professional outfit

Complete a self-assessment

Build your campus and professional network

Explore Office of Research Reilly Center and Center for Ethics and Culture

Complete Responsible Conduct of Research (RCR) training

Complete the required ethics workshop

Attend workshops on worklife balance time management and goal-setting

Assess your strategic plan

Pursue leadership and service options (eg GSU)

Join professional organizations and build your external network

Attend and present at conferences

Volunteer as a journal reviewer

Present to public audiences andor K-12 students

Complete a mentored teaching experience

Take a summer teaching course and join a summer reading group

Arrange for teaching observationconsultation

Draft a teaching philosophy statement

Explore career opportunities for your field

Draft application materials

Determine use of Resumeacute or CV

Seek internship opportunities

Mentor junior students

Explore resources of the Center for Social Concerns

Complete a course or graduate student fellowship through the Center for Social Concerns

Request references andidentify job opportunities

Write and practice your job talk

Attend a dissertation defense

Report placement toGraduate School

Form a dissertation readingwriting group

Publish your research

Devise a 5-year research plan

Apply for dissertationfellowships

Identify funding sources for continued research

Apply for an advanced teaching certificate

Pursue ldquoInstructor ofRecordrdquo opportunities

Finalize portfolio

Develop teaching demonstration for academic interview

Finalize job application materials

Tap into your professional network for job opportunities

Network with Notre Dame alumni

Participate in a mock interview

Prepare to negotiate

Participate in an ethics class

Reflect on the ethical implications of your dissertation topic

Acquaint yourself with the integrity and ethics statements of each of the professional societies you are a member of

All Stages

Early Stage(coursework pre-doctoral)

Mid Stage(masterrsquos research candidacy exams)

graduateschoolndeduprofessional_development082012

Graduate School Professional Development Activities Checklist

Late Stage(dissertation job search)

65

Notre Dame Technology Resources

bull Class photos email listbull Poll Everywherebull ePortfoliobull Media project supportbull E-reserves (text amp media)

httpsitesndedutech4teaching

Sakai Learning Management System (LMS)

bullDistribute materialbullPost gradesbullCollect assignmentsbullOrganize lessonsbullConduct discussionsbullCheck comprehension

66

Annotated Bibliography

Ambrose Susan A amp others (2010) How Learning Works Seven Research-Based Principles for Smart Teaching San Francisco Jossey-Bass Each chapter presents one or more research based strategies that address teaching challenges that are illustrated by brief cases that highlight real instructional situations Chapters stand on their own

Anderson Lorin W amp Krathwohl David R Eds (2001) A Taxonomy for Learning Teaching and Assessing A revision of Bloomrsquos Taxonomy of Educational Objectives Addison Wesley Longman Inc Brings Bloomrsquos Taxonomy of Educational Objectives into step with current understandings of learning and teaching

Angelo T amp Cross P (1993) Classroom Assessment Techniques 2nd Ed San Francisco Jossey-Bass This book presents a collection of methods for gathering feedback that can be used to enhance the student learning experience

Astin Alexander (1985) Achieving Educational Excellence San Francisco Jossey-Bass Based on his own and othersrsquo research proposes the ldquotheory of student involvementrdquo which posits involvement as the key to learning

Bain Ken (2004) What the Best College Teachers Do Harvard University Press Cambridge Massachusetts London England A description of practices of nearly 100 professors identified as the best by their peers and their students

Bonwell Charles C amp Eison James A (1991) Active Learning Creating Excitement in the Classroom ASHE-ERIC Higher Education Report No 1 Washington DC The George Washington University School of Education and Human Development Highly useful review of the literature and suggestions about implementing ldquoactive learningrdquo defined as ldquoinstructional activities involving students in doing things and thinking about what they are doingrdquo (Executive Summary np)

Bransford J Brown A amp Cocking R Eds (2000) How People Learn Brain Mind Experience and School The National Academies Press Provides useful insight into the process of learning Chapter 2 How Experts Differ from Novices has been particularly useful informing the design of courses and lectures in a way that facilitates learning for novices

Brookfield Stephen (2011) Teaching for Critical Thinking Tools and Techniques to Help Students Question Their Assumptions Jossey-Bass Clearly articulates the need to develop studentsrsquo critical thinking Also provides several views of critical thinking and a variety of practical activities and assignments that can be used to foster its development

Brown P Roediger H McDaniel M (2014) Make it stick the science of successful learning The Belknap Press of Harvard University Press Describes mechanisms for long term learning and retrieval and an argument for the development of those as part of the process of creating conceptual models and the ability to adapt to changing circumstances

Chi Michelene T H amp Wylie Ruth (2014) The ICAP Framework Linking Cognitive Engagement to Active Learning Outcomes EDUCATIONAL PSYCHOLOGIST 49(4) 219ndash243 2014 Presents a framework for a spectrum of levels of engagement and makes the argument that for learning activities Interactive gt Constructive gt Active gt Passive

67


Chickering Arthur W amp Gamson Zelda F (1987) ldquoSeven Principles for Good Practice in Undergraduate Educationrdquo AAHE Bulletin (March 1987 pp 3-7) Reports interpretations of the research in the form of 7 principles shaped by a group of national experts

Daley Elizabeth (2003) Expanding the Concept of Literacy EDUCAUSE Review (March-April 2003 pp 32-40) Explores four arguments for an expanded definition of literacy to include the multimedia language of the screen Describes efforts to develop this literacy in students at the University of Southern California

Fink L Dee (2003) Creating Significant Learning Experiences An Integrated Approach to Designing College Courses San Francisco Jossey-Bass This book provides a holistic perspective on creation of learning experiences that considers academic metacognitive social and values components of the learning experience

Huston Therese (2009) Teaching What You Donrsquot Know This practical book offers many creative strategies for dealing with typical problems How can you prepare most efficiently for a new course in a new area How do you look credible And what do you do when you donrsquot have a clue how to answer a question It also offers tips for introducing new topics in a lively style for gauging studentsrsquo understanding for reaching unresponsive students and for maintaining discussions when they seem to stop dead

Light Richard J (1992) The Harvard Assessment Seminars Second Report Harvard University School of Education A large study with 11 data sources of faculty and students at Harvard and 24 other institutions Reports findings the overarching findingmdashinvolvement is the key

Palmer Parker (1998) The Courage To Teach Jossey-Bass Provides a deep look at the process of becoming a teacher with emphasis on ensuring that your true nature is an integral part of that persona

Pascarella Ernest T amp Terenzini Patrick (1991) How College Affects Students San Francisco Jossey-Bass A literature review Concludes involvement is the key

Stevens Dannelle D amp Levi Antonia J (2012) Introduction to Rubrics An Assessment Tool to Save Grading Time Convey Effective Feedback and Promote Student Learning 2nd Edition Sterling Virginia Stylus Presents the principles and purposes of rubrics how to construct them aligning course content to learning outcomes and applying rubrics to a variety of courses and assignments

Svinicki M amp McKeachie WJ (2013) McKeachiersquos Teaching Tips Strategies Research and Theory for College and University Teachers 14th Edition Wadsworth Cengage Learning Belmont CA A practical guide to planning and teaching with concrete suggestions for implementing a wide variety of teaching strategies with an extensive bibliography of resources related to each topic

Walvoord Barbara E amp Anderson Virginia J (2010) Effective Grading A Tool for Learning and Assessment in College 2nd Edition Jossey-Bass Inc San Francisco CA This book will help you plan to make assignments effective learning experiences help you consider the best kind of feedback and when to give it and give you tips for how to give effective assignments without overloading yourself with paperwork

68


Wiggins Grant amp McTighe Jay (2005) Understanding by Design 2nd Edition Association for Supervision and Curriculum Development Alexandria VA The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans The book proposes a multifaceted approach with the six ldquofacetsrdquo of understanding that combine with backward design to provide a powerful expanded array of practical tools and strategies for designing courses

69

70

Rubricfor

LevelsStandardsrarr AExceptionalOutstandingExcellentExpertExemplaryDistinguished

CFairAcceptableNeedsImprovementIntermediateDeveloping

darrGoalsCriteria

BGoodSuperiorSolidProficientAdvancedAccomplished

DBeginningNovice

FUnacceptablePoorUnsatisfactory

71

72

Steps leading to completion of ________________________________________Outside Class Outside Class Outside Class Outside

Time Required (60 to 120 minutes) 50 or 75 50 or 75 50Where (space)

Why (learning goal)

What (content)

Who (solo pairs group whole class)

How (active learning strategiesdesk configurations)

Which (technologymaterials)

Sequence the learning to help students learn well and prepare for major assignment(s)assessment(s)

73

Plan Major Assignments And Exams Learning Goals

Upon succesful completion of this course you will be able to

1

2

3

4

5

Types of ActivitiesAssignments to Increase Student Engagement

16 Week Course Skeleton

Insert major assignments amp exams that will assess the learning that you want

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

TeachingWellbyDesignWorkshopGoals

bull Aftersuccessfullycompletingthisworkshopyouwillbeabletobull Designacourseusingbackwarddesignprinciplesbull Identifystrategiestoincreasestudentengagementand

accountabilitybull Beginplanningfeedbackandgradingstrategiesbull Createaneffectivecoursesyllabus

ldquoLearningresultsfromwhatthestudentdoesandthinksandonlyfromwhatthestudentdoesandthinksrdquo

HerbertASimonNobelLaureate(1978)PoliticalScientistEconomistSociologistPsychologistComputerScientist

1



Learning Goals



Situational Factors

2


Ask Yourself


3

4







5

6





7





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



Learning Goals



Situational Factors

2


Ask Yourself


3

4







5

6





7





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


Ask Yourself


3

4







5

6





7





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

4







5

6





7





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74







5

6





7





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

6





7





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74





7





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74





to rdquo



8









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74









independently

9














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74














10


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


Level of Taxonomy




Act Arrange


Create Design

Develop Devise

Formulate

Generate Improve

Infer Invent

Imagine Plan


Advertisement Poem



Newspaper Painting

Plan Play Song

Story Video






Argue Assess Choose



Prioritize Rate


Value

Conclusion Debate


Judgment Opinion










Distinguish Examine

Experiment

Group Interpret

Investigate Order

Organize Question


Solve Survey



List Outline

Plan Questionnaire





withhellip


Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

Level of Taxonomy




Adapt Apply

Calculate Change


Draw Experiment

Illustrate

List Make





Journal Lesson Map

Model

Performance Poster










Observe Recognize

Report Research

Retell Review

Summarize Tell

Debate Definition



Outline Quiz



Test





Choose Cite

Define Describe


Listen Locate

Match Memorize


Underline

Definition Fact

Label List Quiz

Reproduction Test

Workbook Worksheet




12



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



Application



HumanDimensions



LearningtoLearn



13


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


14













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74













15

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

ClassroomTechnology


Support631-8778


16







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74







17



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



Bibliography










Perceptions


Processing Modes


Direct experience



Simulations

Filmstapes

Lecture examples

PASSIVELEARNING


Text reading

Model critiques



Fieldwork Projects

Casestudies Lecture






ACTI


ion

ACTIVE L


ACTIVELEARN

INGThru

Reflective

Observation


lization


18






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

1500 - 1800


WWI WWII CW


19






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16




20




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74




1

2

3

4

5

6

7

8

9

10

11

12

13

14




1

2

3

4

5

6

7

8

9

10

11

12

13

14




21



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



1

2WrittenCase

3

4 Written Case

5

6 Written Case

7

8 Written Case

9

10 Written Case

11

12 Written Case

13

14 Written Case

15

16 Written Case



22





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74





23




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74




24

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

Communication



TeacherAlone

First Exposure

Process

Response


Student(s)Alone

TeacherAlone

First Exposure

Process

Response

Class

25








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74








Examples




26



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



27






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74






28




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74




29
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74
























30











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74











31




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74




The Course Syllabus

32

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

TheCourseSyllabus





bull Other

33











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74











34



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



35



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



ĈěěTě13ě






UgraveěěěC13~


36













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74













37






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74






$







38















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74















39










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74










40


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


Spring 2017








Course Description





1

41






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74






2

42





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74





3

43






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74






4

44


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


Learning Goals






5

45









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74









3) Papers 45


6

46













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74













CO

UR

SE O

BJE

CTI

VES

REA

DIN

GS

47

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

QUIZES





CLASS PARTICIPATION


GRADES



bull







OFF

ICE

HO

UR

S






isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74





isnecessary

49

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

EffectiveFeedback





50







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74







Code

Letter Grade

Point Value






course


B- 2667 More than

Acceptable


solid work


Standards



course


Basic Standards




Basic Standards



areas


acceptability




department

51

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

GradingRubrics


bullOverview

Rubrics

Presentation

About

Types

Anatomy

Samples

ActivityDesign

yourown

Demo iRubric

52

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

GradingRubrics





bull Efficiency

bull Transparency

bull Objectivity

bull Reliability


bull Creativity

53

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

HolisticRubric



Score Description




AnalyticRubric


Level1(outstanding)

Level2(good)

Level3(poor)

Score




Total 8

54

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

Sample Rubrics




55




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74




























10 10 5 0Comments



56

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

Tom Hall

thall8ndedu


































small boost




57


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


Content Exceeds

Expectations Meets





Conciseness




Presentation




Visual Design




Balance and spacing


58





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74





59




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74




Capstone 4

Milestones 3 2

Benchmark 1







































60

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

















61


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


incomplete

inadequate

unsatisfactory

unclear

unacceptable

improper

inappropriate

lacks

inconsequential

unimportant

unnecessary

illogical

random

absent

minimal

vague

minimal level

includes few

limited

somewhat

adequate

satisfactory

understandable

acceptable level

some degree of

important

essential

reasonable

present

always

complete

superior

maximum

articulate

clear accurate

highest level

proper

appropriate

significant

critical crucial

logical rational

intuitive

62

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

63




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74




64


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74


































































Finalize portfolio










All Stages






65






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74






66












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74












67












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74












68



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



69

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

70

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

Rubricfor



darrGoalsCriteria


DBeginningNovice


71

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

72



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



Why (learning goal)

What (content)





73



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74



1

2

3

4

5




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

74

teaching well by designquestion relate research sequence solve survey chart checklist database...

Documents