Topic/Skill:
  • To understand the role of feedback and assessment in understanding
  • To understand how to promote thinking, understanding, and academic achievement through the use of a variety of assessment tools and techniques
  • To understand how to monitor students' understandings through a variety of means and to adjust instruction accordingly
  • To appreciate the opportunities and challenges afforded by alternative forms of assessment, and to be able to capitalize on the former and overcome the latter.
Lesson/Project: The rubric will focus on the online discussion groups, in which learners promote their own and each other's understandings by engaging in conversations about course content. More specifically, the rubric will be used to assess learners' responses to other learners' postings in the discussion groups.
Learning Goals:
  • advance understanding of the issues being discussed
  • foster and sustain relationships
  • help create a sense of community
 
Criteria Quality
4-Excellent 3-Good 2-Fair 1-Unsatisfactory SCORE
TIMELY The response is posted within a day or two of the original posting, and during the current session. Test
 		The response is posted several days or even a week after the original posting, during the current session.
The response is posted too near the end of the session to allow for further discussion, or responses are posted quickly &/or frequently enough to risk putting pressure on others.
The response is posted after the end of the session so no one is likely to read it.
RELEVANT AND SPECIFIC The response is related to the content of the original message(s). It makes a point by focusing on specific issues that strike the learner as important.
 		The response is related to earlier message(s) but the point being made is somewhat vague.
The response doesn’t make a clear connection to earlier responses, but has a specific point to make.
The point of the response and the connection between it and earlier posting(s) is unclear.
THOUGHTFUL AND THOUGHT-PROVOKING The response pushes the discussion in new directions by
 		The response includes requests for clarification or more information, but doesn’t extend thinking by wondering, probing, disagreeing, considering other points of view, etc.
The response provides information or answers in a way that suggests the matter is closed.
The response does not clearly contribute new ideas, information, or questions to the discussion.
POSITIVE AND SUPPORTIVE The response begins with positive comments and uses an encouraging tone.
 		The tone of the response is neutral.
The tone of the response is mixed. Parts of it are positive, parts are negative.
The response growls, barks, or bites.
CLEAR The writing is clear and concise.
 		The writing is clear.
Problems with typos, grammar, etc. are distracting but do not interfere with meaning.
Problems with typos, grammar, etc. interfere with understand-ing the meaning of the response.
  Total