Prior Knowledge and Authentic
Experience
https://www.surveymonkey.co
m/s/SWIG-Survey1
Student
Student
selects a
selects a
meaningf
meaningfu ul
l and vivid experienc
experience e but the
appropriat key
e for a
distinctio
public
ns and
project
dilemma
that begins is not
a journey
articulate
toward
d
self
reflection
Use of Disciplinary Knowledge
Student
uses the
readings
to change
key
paragraph
s to
include
writing
techniques
of expert
writers.
Student
changes
key
paragrap
hs but
does not
use the
writing
techniqu
es with
vivid
clarity.
Visual Knowledge and Storyboarding
Student
selects
visuals
that add a
new
dimension
to the
written
text. The
storyboard
is
connected
in logical
coherence.
Student
selects
visuals
that add
a new
dimensio
n but the
relation
to the
text is
unclear.
The
storyboar
d is vivid
but its
logical is
Student
selects a
meaningf
ul
experienc
e but
presents
it in a
general
way that
does not
make the
reasons
why it is
meaningf
ul
apparent
to the
audience.
Student
uses
expert
techniqu
es but in
such a
general
way that
the
writing
lacks
individual
ity
Student
selects
visuals
that
create a
confusing
relation
to the
text. The
storyboar
d is
incohere
nt.
Student
selects an
experienc
e that is
so general
that its
unique
individual
expressio
n is
lacking.
The
experienc
e seems
more of a
fiction
and
unrelated
to the
actual
experienc
es of the
student.
Student
does not
use the
writing
technique
s offered
by expert
writers.
Student
does not
revise the
draft in a
way that
makes it
more
unique.
Student
does not
provide an
adequate
number
visuals to
the
written
text. The
visuals are
not in a
coherent
relation.
The
visual
dimensio
n to the
written
text is
not
provided
and the
storyboar
d is not
there.
Social Knowledge: Collaborating with
other Disciplines
https://www.surveymonkey.co
m/s/SWIG-Survey2
Voice
unclear.
Student
Student
offers a
offers a
creative
creative
approach
approach
to the
to partners partners
work by
project
first
but does
understan not quite
ding it
develop a
through
vision of
significant the
questions
students
and then
project
offering
by asking
gifts to
significan
add
t
another
questions
perspectiv . The
e.
“gifts”
offered
do not
creatively
respond
to
students’
goals
Student
Student
uses the
voice is
volume
good but
and pace
hard to
needed for hear and
the project understa
and
nd at
practiced
times.
using the
websites
suggested.
Student
does not
ask
partner
relevant
questions
about the
post, nor
does the
student
offer
interestin
g gifts to
the
partner.
Student
does not
respond in
time
frame for
collaborati
on. Does
not seem
interested
in other
student.
Student
does not
respond
to
partner.
Student
speaks
too low
or high
and does
not keep
a clear
pace with
the
slides.
Student is
inaudible
at times
during the
productio
n.
Student
did not
complete
the
camtasia
voiceover
in time
frame for
the
project.
Use of Technology for Knowledge
Production
Student
was able
to master
the
directions
for
Camtasia
and
complete
the project
on time
even
adding
additional
sound or
video.
Student
was able
to master
the
direction
s for
Camtasia
and
complete
the
project
on time.
Student
needed
help with
direction
s and did
not
complete
the
project in
the time
frame.
Presentation and Reflection
Student
did a
presentati
on and
participate
d in a
group
reflection
on his/her
own work.
Student
did a
presentat
ion and
participat
ed in
discussio
n but
without a
clear
reflection
on own
learning
process.
Student
did a
presentat
ion but
did not
reflect on
project.
https://www.surveymonkey.com/s/S
WIG-Survey3
General Education Objective: Integrated
Learning
Student
did not
attend
class
during
instructio
n for
Camtasia
and did
not make
it up by
following
the
directions
for the
project.
Did not
finish
project
entire
Camtasia
part.
Student
did not do
a
presentati
on of
project.
Student
did
participat
e in
Camtasia
productio
n.
Project
was not
ready for
presentat
ion stage.