media.uwex.edu · Web viewThis section assumes that you are familiar with the following lesson in the . Planning Your Online Course. resource: Aligning Goals and Assessments. In

Journey to Online: Planning Guide

Contents

Documenting your course-level objectives...........................................................................................................................................2

Aligning the course-level objectives to assessments........................................................................................................................4

Creating your course map.............................................................................................................................................................................5

Creating a lesson overview........................................................................................................................................................................... 6

Developing your assignment instructions.............................................................................................................................................8

Using rubrics to improve the quality of student submissions and reduce faculty grading time...................................9

Establishing presence...................................................................................................................................................................................11

Creating a strong introduction.................................................................................................................................................................13

Managing and moderating effective online discussions...............................................................................................................14

Evaluating learners’ work.......................................................................................................................................................................... 15

Appendix A - Assignment Template.......................................................................................................................................................16

Appendix B – Discussion Template........................................................................................................................................................18

Appendix C – Test Question Bank Template......................................................................................................................................20

Appendix D – Rubric Word Choices.......................................................................................................................................................23

Copyright © Board of Regents of the University of Wisconsin System. All rights reserved. 1

Planning Your Online CourseDocumenting your course-level objectivesThis section assumes that you are familiar with the following lessons in the Planning Your Online Course resource:

Developing a Course Outline Writing Objectives and Competencies

For this activity, you will write your course-level objectives (CO) using the Action Verb + Content + Context convention discussed in the Writing Objectives and Competencies lesson. Use the table below to document your objectives, adding rows as needed. An example has already been provided.

Step 1: Identify which Bloom’s level is the most appropriate for the objective (see the Bloom’s Taxonomy table on the following page).

Step 2: Select the action verb that best aligns with your goals.

Step 3: Articulate the content of the objectives (e.g., what must be learned).

Step 4: Describe the context in which the content will be taught.

Tip: Typically, a course has 6–10 course-level objectives. If you have fewer than 6, your objectives may be too general and may need to be broken up and made more specific. If you have more than 10, your objectives may be too specific, and some could be merged or be lesson objectives.

Course objectives frameworkCourse Objective (CO)

Bloom’s Level

Verb Content & Context

CO 1 (Example)5

(Example)Debate

(Example)The pros and cons of genetic manipulation of human embryos in the context of disease treatment

CO 2

CO 3

Bloom’s Taxonomy


Remembering

[Level 1]

Recalling previously learned information

Understanding

[Level 2]

Explaining ideas or concepts

Applying

[Level 3]

Applying knowledge to actual situations

Analyzing

[Level 4]

Breaking information into parts to explore understandings and

relationships

Evaluating

[Level 5]

Justifying a decision or course of action

Creating

[Level 6]

Generating new ideas, products, or ways of viewing things


Aligning the course-level objectives to assessmentsThis section assumes that you are familiar with the following lesson in the Planning Your Online Course resource:

Aligning Goals and Assessments

In the previous activity, you developed your course-level objectives. In this activity, you will list the activities or assessments that students must complete to demonstrate their understanding of the course-level objectives (CO). Use the table below to complete the following steps:

Step 1: In the Proof of knowledge transfer column, describe the graded activities or assessments in your course.

Step 2: Indicate which course-level objective(s) align with the graded activity or assessment by putting an “x” in the appropriate box.

Note: You can use one assessment to meet multiple objectives.

Here are some things to think about when planning the assessments in your course:

Think about what assessment type would work well with the content and concepts found within the objective.o Common assessment types: written assignments, discussions, peer reviews, group work projects, case studies, presentations.o Are the assessments or activities meaningful and relevant to the subject matter?

When deciding upon an assessment type, consider the learning objective’s verb, namely its intent and Bloom’s level. You will want to make sure that the students can meet the expectations set by that verb and its Bloom’s level by completing the assessment.

Proof of knowledge transfer activities or assessments CO 1 CO 2 CO 3 CO 4 CO 5 CO 6 CO 7 CO 8

Discussion: The class is broken into groups of three. Each person will research one element of the CIA triad and provide an industry example. The entire group will then designate a leader to summarize their explanation and examples.

x

Read a scenario and identify where the CIA triad failed and methods to remediate. x xHave students locate three security breaches that have happened in the past year and describe what vulnerability allowed for the breach to occur based on Johnson and Kline vulnerability matrix.

x

Alignment mapping in reviewAfter you’ve written your assessments, take a moment to review them and answer the following questions:

Do the assessments completely and adequately evaluate the learners’ understanding of the material and mastery of the objective? Is every objective aligned with at least one (1) assessment?


Creating your course mapThis section assumes that you are familiar with the following lessons in the Planning Your Online Course resource:

Aligning Goals and Assessments Planning for Learning Experiences

In the previous activity, you defined the graded activities and assignments that students need to complete to meet the course-level objectives. At this stage, you haven’t yet organized the flow of the course content and activities or identified the resources students need to learn the content. A course map allows you to do all of this in one place.

Step 1: List the order in which the content will be covered.

Step 2: List the lesson objectives. These are different from the course-level objectives because they are specific to the goals of the lesson.

Step 3: Document where the proof of knowledge activities and assessments that you previously identified should be located in the sequence of the course. This process can sometimes uncover content imbalances, such as having four activities and assignments due in one week then having none in previous weeks.

Step 4: Identify the learning resources needed for each lesson. Fill out the table below with the resources students that will need to engage with in order to learn the material. Ideally, you will be able to provide learners with different types of resources (e.g., textbook readings, video lectures or narrations, journal articles, website articles).

Tip: Depending on how much detail you provide, the course map can be given to the students as part of the syllabus to help them navigate the courses expectations and goals.

Lesson Objectives Graded Activities and Assessments Resources and Media

Lesson 01

1. Build instructor presence with students in the online setting.

2. Test access to the technology that students will use in Lesson 4.

(Discussion) An introduction discussion that solicits students’ background knowledge on the topic and determines which students may need additional support. [LO1]

(Assignment Submission) Verify that the students have access to XYZ technology, are able to install it, and can complete a simple assignment. [LO2]

Read

Chapter 4 on instructor presence from the textbook [LO1]

Watch

Screencast video demonstration of accessing, installing, and completing a simple task in XYZ. [LO2]

Lesson 02

1. Describe the cause of contemporary security breaches using the Johnson

(Peer Reviewed Assignment) Have students locate three security breaches that have happened in the past year and describe what vulnerability allowed for the breach to occur based on Johnson and Kline vulnerability matrix. [CO3 & LO1]

Read

Chapter 12 on security breaches [LO1]

Watch


and Kline matrix. Instructor presentation: Overview of Johnson and Kline vulnerability matrix (10 min.) [LO1]

Add more lessons as needed


Developing Your Online CourseIn this section, you begin to develop the lesson overview, assessments, and evaluation tools that students will interact with to complete the course.

Creating a lesson overviewThis section assumes that you are familiar with the following lesson in the Developing Your Online Course resource:

Developing a Lesson Plan

Throughout Developing Your Online Course, three major components of successful online courses (alignment, engagement, and scaffolding) were called out, and some examples of each were shared within the lesson plan resources found within the course. Refer to these resources and instructions in the Developing your Online Course to create a learner-centered online lesson for a high-quality online course. The lesson included detailed instructions for structuring activities in Canvas along with what information is important to include for online students. Pick one of your course’s lessons and try to complete each of the following elements.

Lesson Overview Template

Introduction and OverviewIn 4–5 sentences, explain why the topic of this lesson is important and how it connects with other concepts in the course.

Instructor CommentaryIdeally, an instructor commentary is a short presentation that is 5–10 minutes in length where you can expand concepts discussed in the text, provide personal anecdotes relevant to the topic, or demonstrate how to think through or analyze a problem. When creating these types of resources, it is a good idea to create an outline or script; this helps you stay within your 5–10 minutes. See the sample outline below.

Provide an overview of the Johnson and Kline vulnerability (JKV) matrix. (2 min.) Describe how I used the JKV matrix when working for ACME Inc. (2 min.) Walk the students through the process of using the JKV matrix to analyze a contemporary security breach. (5 min.) Add 2–3 “check your understanding” questions for students to complete.


Learning Resources List your learning resources here. For external resources such as websites, journal articles, or videos, it is recommended that you provide a brief annotation as to why you picked the resource. Tip: This step can be made easier by copying the resources from your course map and simply adding annotations where appropriate. See the example below.

Read

Chapter 12 on security breaches

Watch

Instructor presentation: Overview of JKV matrix (10 min.)

o In this presentation, I highlight my experience using the JKV matrix at ACME Inc. and walk through theprocess of using it to analyze the cause of a security breach.

Learning Activities and Assignments List any formative or summative activities or assignments students should complete in this lesson.

I highly recommend that you complete the “check your understanding” questions in the presentation I created. (ungraded) Complete the Lesson 2 Discussion: JKV matrix Strengths and Weaknesses.

o Detailed instructions are located in the discussion topic in Canvas.

Complete and submit the Lesson 2 Assignment: Analyzing Contemporary Security Breaches.

o Detailed instructions are located in the assignment in Canvas.

Lesson overview in reviewOnce you have completed the lesson plan overview, you can literally copy and paste its contents into a Canvas page titled Lesson [insert number] Overview. In doing so, you will be well on your way to creating a high-quality online course that makes your expectations clear.


Developing your assignment instructions This section assumes that you are familiar with the following lesson in the Developing Your Online Course resource:

Creating Effective Assignments

In the previous activity, you developed a lesson plan overview page. As part of that activity, you listed the assignments that students needed to complete for a lesson. One of the most critical and challenging elements of developing a high-quality online course is having detailed instructions for your assignments and assessments. To help facilitate the process of developing clearly defined and straightforward instructions for your assignments, we’ve developed three templates, one for each of the following: assignments, discussions, and test questions.

Pick either the assignment or discussion template and complete each section within it.

Assignment template (Appendix A)The assignment template includes areas to document the following:

Purpose of the assignment and its connection to the course concepts Instructions Format requirements Evaluation and Submission considerations or requirements

Discussion template (Appendix B)The discussion template includes areas to document the following:

Introduction Initial Post Instructions Reply post Instructions Evaluation considerations

Note: Detailed instructions help students be more self-sufficient, so the time you spend now in developing detailed instructions reduces the number of follow-up questions and emails that you would receive from students asking for clarification once the course is running.

Test Question Bank template (Appendix C)The test question template includes areas to record test questions according to question type (multiple-choice, essay, etc.), including space for the question text, answer, distractors (if applicable), and test format and settings.


Using rubrics to improve the quality of student submissions and reduce faculty grading timeThis section assumes that you are familiar with the following lesson in the Developing Your Online Course resource:

Creating and Using Rubrics

In the previous activity, you developed detailed instructions for an assignment or discussion. In this activity, you will develop a rubric to help communicate assignment expectations to students, facilitate consistent grading, and reduce the amount of time you spend grading student submissions.

Identifying criteria and high-level standardsThe table below provides an example of how one might document the criteria and high-level standards that will be used to develop the rubric.

Assessment Product/Process: EXAMPLE - Clinical Observation Reports

Criteria Standards

Content (a description of the problem, its significance, and what can be done)

4-detailed observation; engaging narrative; thoughtful/insightful discussion

3-careful observation; well-developed, coherent narrative; well developed, coherent discussion

2-complete observation; clear narrative; some discussion

1-undetailed, perfunctory

Organization (of the report)4-organic

3-well organized

2-logical, possibly formulaic

1-disorganized

Style (of the writing)4-sophisticated

3-strong

2-sound

1-needs revision


Create or modify a rubric for an assignment of your choosingAppendix D provides a variety of criteria and word choices to consider when creating a rubric. Many instructors have found it useful during the rubric development process. We recommend referencing it when completing this activity.

Step 1: Select one of your primary learning outcomes for an assignment (which should be closely related to a course objective) and identify at least two criteria that you would use to distinguish exceptional performance from poor performance. List each in the Criteria column.

Step 2: Write at least two or three levels of standards for each of the criteria and put those in the appropriate Level column.

Creating the rubricCriteria Level 4 Level 3 Level 2 Level 1

Example

Content

(a description of the problem, its significance, and what can be done)

Detailed observation; engaging narrative; thoughtful/insightful discussion

Careful observation; well-developed, coherent narrative; well developed, coherent discussion

Complete observation; clear narrative; some discussion

Undetailed, perfunctory

Criteria 1

Criteria 2

Rubrics in review

One of the best ways to get students familiar with the rubrics you create is to make the rubric part of a learning activity. There are two methods which can be incorporated into a course relatively easily.

1. Evaluate the work of peers. As part of the assignment, have students share their work with a peer to receive formative feedback. In this situation, students must use the rubric to “assess” their peer’s work and provide feedback.

2. Evaluate their own work. Students must evaluate their own work using the rubric and submit their self-evaluation along with the completed assignment.

Write about one opportunity that you can create for students to engage in self-assessment or peer review of an assignment using a rubric that you created.



Teaching Your Online CourseIn the Developing Your Online Course section of this guide, you focused on developing your course’s activities, assignments, and evaluation tools. In this section, you will make a plan for developing a sense of community in your course.

Establishing presenceThis section assumes that you are familiar with the following lesson in the Teaching Your Online Course resource:

Advancing a Course Community

In this activity, you will create a plan for how you will incorporate teaching, social, and cognitive presence into your course.



To establish… Use these strategies

Teaching Presence ● Personalized introduction

● Announcements

● Video check-ins

● Accessible virtual office hours

● Engaging in discussion

● Timely and constructive feedback

● Screencasts to explain difficult concepts

● Resources that scaffold complex assignments

● Setting clear expectations

Social Presence ● Modeling behavior

● Virtual café or off-topic discussion board

● Collaborative tools

● Team-based activities

● Community involvement

● Connecting content to past and future experiences

● Connecting discussion posts from various students

Cognitive Presence ● Reflection activities

● Inquiry or problem-based learning

● Peer review

● Structured debate

● Unfolding case studies

● Group work

● Connection to current events

● Providing learning goals

In the Developing Your Online Course section of this guide, you created a course map similar to the one you see below. In this activity, you can reuse that map to create a place for documenting how plan to establish presence in your course.

Step 1: In your map, add a column to the right of Resources and Media titled Presence.

Step 2: Using the table above, determine which type of presence you currently have in your course.

Step 3: Identify where in your course you can add presence.

Lesson Objectives Graded Activities and Assessments Resources and Media

Presence:

Teaching

Social

Cognitive

Lesson 01

1. Build instructor presence with students in the online setting.

2. Test access to technology students will use in Lesson 4.

(Discussion) Introduction discussion that solicits students’ background knowledge on the topic and determines which students may need additional support. [LO1]

(Assignment Submission) Verify that the students have access to XYZ technology, are able to install it, and can complete a simple assignment. [LO2]

Read

Chapter 4 on instructor presence from the textbook (LO1]

Watch

Screencast video demonstration of accessing, installing, and completing a simple task in xyz. [LO2]

Teaching

-Screencast

Social

-Introduction Activity

-Welcome Message

Lesson 02

1. Describe the cause of

contemporary security breaches using the Johnson and Kline vulnerability matrix.

(Peer Reviewed Assignment) Have students locate three security breaches that have happened in the past year and describe what vulnerability allowed for the breach to occur based on Johnson and Kline vulnerability matrix. [CO3 & LO1]

Read

Chapter 12 on security breaches [LO1]

Watch

Instructor presentation: Overview of JKV matrix (10 min.) [LO1]

Teaching

- Presentation

Cognitive

- Peer Review assignment

Lesson 03

Add more lessons as needed


Creating a strong introductionConstruct a message to welcome students to the course. A welcome message helps set the tone for the course and can be an opportunity to direct learners on where to get started.

Welcome Message:

Create your “Meet the Instructor” message. It is common to include information one would find in a bio (including a picture of yourself is recommended), but also consider sharing things you enjoy doing outside of teaching. What can you tell the students about yourself that will promote a sense of belonging and cohesion within the community?

Meet the Instructor Message:

Identify an icebreaker/introduction activity that you will use for your class and describe it in the space below. It is very common for an introduction activity to occur in the discussion area. What type of introduction would be valuable for your class? What do you want to know about the learners? What information might help them connect with each other?

Icebreaker/Introduction Activity:


Managing and moderating effective online discussionsDiscussions are a common component of online courses, and research consistently shows that some of the most valuable learning takes place through discussions. The instructor plays a vital role in making that learning happen and supporting it by motivating students and keeping them engaged.

To keep the discussion alive among your students, try these strategies:

Model how you’d like your students to respond to discussion prompts. Connect ideas across discussion threads, both within the discussion and from previous discussions. Let students have the final word. Revive a conversation by asking follow-up questions. Elicit participation by assigning a discussion summary assignment. Reach out to nonparticipants.

Reflect on some online discussions or forums that you’ve either facilitated or participated in. What made the discussion lively? Conversely, what do you think made a discussion fizzle out?

What would you have changed as a facilitator? As a participant, what could the discussion facilitator have done to promote an active discussion or forum?


Evaluating learners’ workFeedback is one of the main ways that students can gauge how they are progressing. Remember that feedback is targeted, timely, and specific.

When giving feedback, consider the following methods: Using the Canvas SpeedGrader to leave detailed feedback Recording audio feedback that students can listen to Recording a screencast in which you explain the feedback to the student while you walk through their assignment on your screen

Use the following table to plan out how you will leave feedback for your students, and once you’ve evaluated student work, you can leave notes for the next time you teach the course.

Lesson Assessment(s) / Due Date Type of Feedback Rubric (if applicable)Feedback

DueInstructor Notes

Lesson 10Case Study Group Presentation (due 4/28)

● Rubric

● Screencast

commentary

Lesson 10 Case Study Rubric 5/3Based on FA19, add a criteria for each individual's presentation style rather than the group.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Add more as needed


Appendix A - Assignment Template

Title: [Insert Submission Title]Point Value:

Purpose [For Faculty: Briefly describe the purpose of the submission and how it fits into the professional landscape and the objectives of the course.]

As an HIM professional, you may be asked to investigate breaches of information at your organization. The cases are varied and it seems that no two are alike—so this example will give you the opportunity to analyze a situation and then suggest what could have prevented the breach from happening. You will also review an AHIMA Practice Brief for industry information that is readily available to professionals. Note that AHIMA often publishes “Tool Kits” that serve as helpful guidance so an HIM professional does not have to reinvent the wheel.

Instructions[For Faculty: Write specific instructions for the assessment/activity. The most important aspect of instructions is that they clearly explain the expectations for the deliverable.]

After reading the Lesson 6 Case Study Scenario and reading the AHIMA Practice Brief, Privacy and Security Audits of Electronic Health Information, please answer these three questions:

1. What elements from the Security Audit Strategy and Process section could have helped to prevent this from happening, and what elements did you follow as the privacy officer investigating this breach?

2. Please list three (3) examples of trigger events that would require auditing and any people the privacy officer should enlist in helping with the investigation.

3. What elements would you recommend be included in the design of audit trails going forward?

Format[For Faculty: Communicate the specific submission format requirements. Examples include page numbers, word counts, format (APA, etc.), the number of references, required headings/subheadings, etc.]

● Suggested length of your response to all three questions: 1-2 pages. This can vary depending on your presentation of the content.


Evaluation and Submission[For Faculty: State where to submit assignments, the accepted file formats, policies about late work, or where to find more information about grading and submission.]

Refer to the grading rubric attached to this assignment for further details.

What will good work look like?[For Faculty: Describe the main things that you will be assessing the students work on and what good work will look like.]

● Description of Elements

o A least 3-4 elements that would have prevented the breach are described in detail such that it is clear that the student is familiar with the security audit strategy and process section of the documents because they made connections that went a deeper than the surface level.

● Identification of Trigger Events

o “A” work clearly marks the 3 events, articulates whom the officer should enlist, and makes a compelling case for why the person(s) should be enlisted based on what they know about the case and the organization and perhaps their experiences in the field.

● Recommendation

o “A” work means that the recommendation provided demonstrates that the student is familiar with the organization’s goals, constraints, stakeholders etc. that they must work within and is able to effectively design an audit trail that incorporates these elements into a cohesive plan.


Appendix B – Discussion Template

Lesson No. Discussion: [Insert Title]Point Value:

Introduction[For Faculty: Briefly describe the purpose of the discussion, relevant information or context, and anything students should keep in mind as they discuss the topic.]

Question: Initial post[For Faculty: State the main discussion question.]

For this discussion, you have been assigned to groups. The group to which you have been assigned will determine the period of time you are to explore. Each member of the group will address all topics and do an individual post. Though you are assigned to a group, you will post to the same discussion board, so be sure to label your post with the time period you are discussing.

Group 1: Archival - Late 1800s-1960s

Group 2: Records Management - 1960s-1990s

Group 3: Information Management - 2000s-present

Points to Address1. Identify the time period that you are discussing by putting it in the subject line of your post.2. Provide an overview of the major forces at work in the healthcare industry during that time period. 3. What regulations (e.g., Hill-Burton) or programs (e.g., Social Security) began during that era?4. How do these regulations or programs influence healthcare today?5. How has the HIM profession been impacted by these regulations or programs? Be specific in offering examples.6. According to the Dr. Kvedar TEDx Talk that you reviewed, we need to tap into technology to address what demographic trend that is occurring now?7. In your discussion, cite at least one resource that you did not read as part of this assignment (in other words, do some additional investigation).


Reply post[For Faculty: Describe how students should respond to their peer’s posts.]

Reply to someone who explored a different time period than you did. In a substantial reply, do at least one of the following:

Discuss a related regulation or program. Trace how that regulation or program has changed over time. Add your own experience with the topic. Describe additional roles of the HIMT professional related to these regulations or programs. Express a different point of view.

Evaluation[For Faculty: Include length, required citations, the number of response posts, or any other components required to meet the requirements of the assignment.]

You will need to compose and post your own discussion post before you will be able to see what other students have posted on the discussion board. This will be the case for all discussions in this course.

Be sure to cite any references used to support your discussion. There is a rubric attached to this discussion. To receive full credit, make sure to reference the rubric. Consult the Syllabus for details on locating the

rubric.


Appendix C – Test Question Bank Template

Lesson #: Title (if applicable)

Instructions

Questions

Multiple-choice

Question No. Question Answer Possible answers Feedback (Optional)

Essay/short answer

Question No. Question


True/False, fill in the blank, calculation

Question No. Question Answer(s) Feedback (Optional)

Matching

Question No. Column 1 Correct Match Feedback (Optional)

Additional Resources (if applicable)

Question No. Resource (table, link, etc.)


Evaluation (if applicable)

Settings1. Shuffle Answers2. Time limit3. Allow multiple attempts4. Let students see their quiz responses5. Show one question at a time


Appendix D – Rubric Word ChoicesYour choice of words helps differentiate the performance-level descriptors from each other. The example below shows how using (or omitting) certain words can make the expectation clearer to the learners and other graders.

Rubric Quality Criteria Exemplary Acceptable Unacceptable

Performance Levels The performance levels are precise, logical, and clearly communicate to the students and evaluators the various levels of achievement possible.

The number of performance levels used is logical given the size, scope, and nature ofthe assignments.

The performance levels are logical and communicate to the students and evaluators the various levels of achievement possible.

The number of performance levels used is adequate given the size, scope, and nature of the assignments.

The performance levels are imprecise and illogical or too few or too many to allow for accurate evaluation to occur.

There are certain words that you typically see used in performance-level descriptors describing high-level, mid-level, and low-level work. The table below shows words to consider using when developing the various performance-level descriptors for each of these levels.

Words used to describe…

Consider using these as high-level performance descriptors

Consider using these as mid- level performance descriptors

Consider using these as low-level performance descriptors

Relevancy of Information

Pertinent/Significant(ly)/ Insightful/Compelling/Precise/ Perceptive/Clear(ly)Accurate(ly)/Appropriate(ly)/Logical…to the highest levelShows a comprehensive knowledge…

Plausible/Superficial /Partially/Correct /Adequate /Satisfactory /Understandable/Reasonable/ Limited/…to an acceptable level Sometimes unclear/inaccurate… Shows a basic knowledge

Trivial/Irrelevant Vague/ Unclear/Questionable Incorrect/Inadequate Unsatisfactory/Unnecessary/ Illogical/Lack enough…

Degree of Detail

Comprehensive/Precise /In-depth/Rich and detailed /Thorough Articulate

Substantial /Generally accurate/ PartialSimplistic/ Satisfactory/ Adequate

Vague/Little or no… / Minimal SketchyIncomplete/Undeveloped Lack enough…

Data Analysis/

Accurate(ly)/Relevant/ Critical(ly)

Basic/Probable/Plausible Adequate/Reasonable

Flawed/Inaccurate Irrelevant/Inadequate


Comparison Complete(ly)/Thorough(ly)/ Precise(ly)

…to an acceptable level Vague

Organization Logical/Rational/Purposeful

/Systematic

Simplistic/MethodicalLess than complete

Confusing/Undeveloped Illogical/Vague

Support for Argument/ Opinion Statement

Compelling/Significant/ExplicitPersuasive/Proper/Eloquent(ly)…to the highest levelShows a comprehensive knowledge…

Satisfactory/Plausible Predictable/Convincing…to an acceptable level Sometimes unclear/inaccurate… Shows a basic knowledge

Little or no… /Minimal/Unrelated / Unnecessary/ImproperIncomplete/Inadequate UnclearVague/Lacks enough…

Reflection Compelling/Perceptive

/Insightful/Critical

Rudimentary/Superficial /Predictable/Obvious

Little or no… /Minimal Unrelated/Irrelevant

Visual Design Vivid/Captivating/Memorable Compelling/Significantly enhances…

Interesting/Simplistic/Relevant Supports/Substantially/ improves

VagueLack or minimal appealDoes little to sustain interest Does very little to support

Presentation Intriguing/Engaging/Captivating /Compelling Memorable Complete

Interesting/Predictable/Simplistic Straightforward/Partially engaging

Ineffective/VagueMinimal or no engagement

Quantifying Scale

All/AlwaysMaximum/All necessary Includes all elements of…

All necessary elements…

Includes most elements of…

Include XXXX elements…

None / NeverIncludes no elements of…

Quantifying Errors

No grammatical error or typos Contains fewer than X grammatical errors or typos

Contains more than X grammatical error or typos

Note: We don’t encourage quantifying errors criteria or level of performance because the student might have the wrong spelling throughout the whole document and lose all points.


Documents

media.uwex.edu · Web viewThis section assumes that you are familiar with the following lesson in the . Planning Your Online Course. resource: Aligning Goals and Assessments. In