Assessment Information and Guidelines
I hope the rubric/guidelines below will help frame your efforts in this class, but as a practical
matter for me that they also give weight and specifics to the shorthand of the points you receive for
your work, so you will know what you are doing well, what I’m appreciating in your work based on
the points you earn, and when I can see potential for additional growth in you..
Assignment and Activity/WIKI Rubric
Assignments and activities that do not meet minimum standards will receive no credit
Criteria
Exemplary – Full Credit
Proficient – Partial Credit
Below Expectations – Minimal Credit
Other descriptions to
describe the work
Outstanding
Superior
Excellent
Exemplary
The Goal in This Class
Rich in content
Full of thought, insight and
analysis evident
Average
Acceptable
Accomplished
Satisfactory
Moving in the Right Direction
Substantial information
included
Some thought, insight and
analysis evident
The connections made to
course concepts are few and
limited
The connections made personal
experience are few, and, while
relevant, not richly illustrative
Most aspects of
assignment/activity instructions
are evident
Basic
Poor
Incomplete
Developing
Drifting
Some information included
Thought, insight and analysis thin and
commonplace
Critical Thinking
Connection to
Course
Concepts
Connection to
Experience and
Practice
Follows
Directions
Clear connections to
previous or current course
content
Clear connections to
experience and real-life
situations
Demonstrates attention to all
aspects of
assignment/activity
instructions
Language Use
Clear attention to language
use, including format, style,
grammar, spelling and
punctuation
Though style may be more
or less formal, and does not
have to be flawless, wording,
spelling and grammar do not
noticeably distract from
content
Visaul
Collaboration
Some attention to language use,
including format, style,
grammar, spelling and
punctuation
Language use lapses are regular
and patterned, but do not
undermine the communication
of ideas
Rare connections to course concepts are
exceptionally thin
Any connections included consist largely
of vague generalities
Some aspects of assignment/activity
instructions are evident
Limited attention to language use,
including format, style, grammar,
spelling and punctuation
Language use, such as grammar, spelling
and word choice error are frequent
enough to detract from content and
muddle ideas
Work appears hasty