Assignment Rubrics

Definition of Learning, Part 2 Rubric

• Note that the scale below indicates scores as total points. In some instances, a response will be scored as a partial total of a scale point.
  • For instance, a response that contains no errors, includes interpretations, extends beyond rote explanations, and uses unique explanations but fails to explicitly tie responses to instructional content may receive a score of 3.5. These decisions will be made at the discretion of the course instructor.
• The scoring rubric is:

Scoring Rubric

Score	Description
Accurate,  Elaborated, Complete – 5 pts	Answer contains no *serious misconceptions or inaccuracies. There are no major factual errors or erroneous conclusions. There are no omissions of core information. All parts of all questions are answered. Answer uses principles from at least 3 different theoretical frameworks. Ideas are expanded and elaborated. For example, explanation of definition is tied to a specific example, theoretical principles are connected to one another, or elaborative examples are provided.
Accurate, Complete – 4 pts	Answer contains no *serious misconceptions or inaccuracies. There are no major factual errors or erroneous conclusions. There are no omissions of core information. All parts of all questions are answered. Answer uses principles from at least 3 different theoretical frameworks.
Partial or Inaccurate – 3 pts	Answer contains a *serious misconception or inaccuracy. There is a major factual error or erroneous conclusion. Or, Some core information is omitted. Some part of the question is not answered. [Omitted information may be failure to use principles from at least 3 theoretical frameworks.]
Meets minimal requirements – 2 pts	Answer contains a *serious misconception or inaccuracy. There is a major factual error or erroneous conclusion. Some core information is omitted. Some part of the question is not answered. [Omitted information may be failure to use principles from at least 3 theoretical frameworks.] A score of ‘2’ may also be awarded to a response that does address all parts of the question but contains multiple inaccuracies.
Incomplete – 1	Answer does not meet task requirements. May provide a definition but doesn’t connect with theoretical principles or fails to use more than one theoretical framework.
Incomplete or No Answer – 0 pts	No response was submitted.

* Minor factual errors are to be expected when learning new content. A minor error is one that can be addressed through feedback on the final response. Serious misconceptions are more fundamental in nature. These are errors that undermine understanding of the entire theoretical base. A good discussion throughout the application/synthesis week should be sufficient to catch all serious misconceptions.

Group Discussion Participation Rubric

Your discussion participation score will be based on two criteria, quality and quantity, with the greatest emphasis on quality.  Here’s how:

Quality Average – Quantity Penalty = Overall Score

Quality Average

Every student is expected to offer high quality contributions to the bi-weekly group discussion. This participation is critical for the knowledge that you will acquire in this course!

• High quality contributions are defined as those that (1) are responsive to others contributions and (2) are based on course content.
• Individual entries will be coded for the quality of the contribution, based on the following content rubric*.
• Only the top three are included in the average.**

Content Rubric*

Content Rubric

Score	Description
0	No entry
1	Shows little content knowledge. May be responsive to another’s entry but does not extend the thinking.
2	Shows some content knowledge but knowledge is shallow, no evidence that it is based specifically on course materials. May be responsive to another’s entry but does not extend the thinking.
3	Shows content knowledge. Has some misunderstandings but these don’t appear effort based. May be responsive to another’s entry but does not extend the thinking.
4	Shows content knowledge. Has some misunderstandings but these don’t appear effort based. Offers new insights or elaborations. Either (1) is responsive to another’s entry (attempts to extend thinking) or (2) initiates a new line of thinking.
5	Shows strong content understanding. Offers new insights or elaborations. Either (1) is responsive to another’s entry (attempts to extend thinking) or (2) initiates a new line of thinking.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*The content rubric and scoring calculation method is based upon research conducted by P. Karen Murphy and colleagues. That research focused on development of quality classroom discussion and has been adapted here for use in an online course.

** Only the top 3 posts are included in the average because it is understood that sometimes a good contribution to the group is neither content based nor intended to further the discussion.  Sometimes, for example, you may not have time to construct a full response but you do want to let a group member know that you like an idea. You will not be penalized for the occasional, “I agree with John.” post.   Sometimes, for example, a contribution to the group will be directed at organizational issues. You will not be penalized for the occasional, “Is this the answer we want to go with?” post.

Quantity Penalty

All members will contribute at least 7 contributions per week.

• I understand that you may not be able to participate every single day.  If you were to generate 7 high quality responses during a single intensive day of discussion, you would still be eligible for all points.
• Please note, however, that most groups will find the need to distribute discussion throughout the week. It is expected that each group will work out their own system for how these discussion should be structured.  
• If you fall short of the seven contributions per week, your score for the week will be deducted accordingly:

Quantity Penalty

Posts for the Week	Penalty
7	0.00
6	-0.14
5	-0.29
4	-0.43
3	-0.57
2	-0.71
1	-0.86
0	-1.00

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

So, if your quality score were 5 for the week, the quantity penalty would be applied as follows:

Quality Score with Quantity Penalty Applied Example

Posts for the Week	Overall Score (based on 5 for Average Quality Score)
7	5.00 – 0.00 = 5.00
6	5.00 – 0.14 = 4.86
5	5.00 – 0.29 = 4.71
4	5.00 – 0.43 = 4.57
3	5.00 – 0.57 = 4.43

 

Group Discussion Responses Rubric

• The Guiding Questions for each Application/Synthesis week contain 2 sets of questions. Responses for each set are scored separately according to the rubric below.
• The total score is based on the percentage of points obtained for both question sets together.
• Note that the scale below indicates scores as total points. In some instances, a response will be scored as a partial total of a scale point.
• For instance, a response that contains no errors, includes interpretations, extends beyond rote explanations, and uses unique explanations but fails to explicitly tie responses to instructional content may receive a score of 3.5. These decisions will be made at the discretion of the course instructor.

Scoring Rubric

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Score	Description
Accurate, Elaborated, Complete – 4 pts	Answer contains no *serious misconceptions or inaccuracies. There are no major factual errors or erroneous conclusions. Ideas are expanded and elaborated. For example, Interpretations are explained in terms of theory when possible. Don’t simply state an answer, but explain why the appropriate theory supports the answer. The answer contains supporting citations to instructional content; e.g., Schunk p. 22 states… the first instructional video states… The answer is not limited to rote explanations provided by the text or instructional videos. Answer includes interpretation of content, integrates content with prior knowledge, and/or ties content to examples. The answer uses unique examples, when possible, from group members’ experiences to illustrate conclusions. There are no omissions of core information. All parts of all questions are answered.
Response does not address one of the criteria for an accurate, elaborated, and complete response – 3 pts	One of the main criteria for an accurate and elaborated answer is not met.
Partial – 2 pts	More than one of the main criteria for an accurate and elaborated answer are not met or the same criteria is not met more than once in different parts of the response.
Inaccurate – 1	Bulk of answer or ideas tied to central points are inaccurate or Explanations are incomplete missing three of the elaboration criteria presented above.
Incomplete or No Answer – 0 pts	No response was submitted.

* Minor factual errors are to be expected when learning new content. A minor error is one that can be addressed through feedback on the final response. Serious misconceptions are more fundamental in nature. These are errors that undermine understanding of the entire theoretical base. A good discussion throughout the application/synthesis week should be sufficient to catch all serious misconceptions.

Question Leader Performance

Performance as a Question Leader will be scored according to the 5-point rubric below. To be successful as a Question Leader, and thus have a successful group response, it is important to…

• Communicate with the group in advance of the week to be certain that a workflow plan is in place. For instance, the Question Leader may ask that all members solicit initial ideas by Friday evening so that the weekend can be spent pulling those ideas together and generated the final response. Monday and Tuesday may then be spent finalizing the answer.
  • Note: It is expected that each group will develop their own system and timing for working through these weeks.
• Keep the group on track. In-depth discussions are great, but don’t forget that there is a specified question you must answer!
• Solicit input from all members of the group. The bulk of the discussion is to take place on the message board for all group members to see
• It is strongly recommended that all groups have a completed preliminary draft of answers by Sunday evening/Monday morning. This is necessary to allow ample time for revision and final thoughts.
• In some instances, Guiding Questions require selection of a single example (e.g., Unit 1 question asks for selection of a single example) or adoption of an opinion (e.g., Unit 7 question asks for selection of the single most important component). It is the Question Leader’s responsibility to make decision which selection the group will go with. 
• The scoring criteria for the Question Leader is:

Question Leader Rubric Participation Points

Question Leader Rubric/Participation Points - 5 Points Possible (5 pts. = 100%)

Team leaders must do all of the following to earn the 5 participation points for leading a discussion: Post objectives and a strategy for answering the guiding question by Wednesday, the starting day of the discussion Facilitate the discussion to help the team develop answers to the guiding questions Have a daily presence on the message board throughout the application/synthesis week unless otherwise announced and agreed upon by group members. (I.E., The Question Leader may post something like, “Saturday will be a very busy day for me. If everyone could submit their ideas for this part of the answer, I will synthesize those and post our preliminary answer on Sunday morning.”) Coordinate the development of the final response Submit final response by the due date.