|
|
4 |
3 |
2 |
1 or 0 |
|
|
Completeness |
Addresses all elements of the discussion activity | Addresses most elements of the discussion activity | Addresses some elements of the discussion activity | Does not address elements of the discussion activity | |
|
Quality of response |
Demonstrates an excellent understanding of the question(s) through well-reasoned and thoughtful reflections; response is factually correct and substantive, with relevant references and examples and a clear connection to the videos | Demonstrates a good understanding of the question(s) through well-reasoned and thoughtful reflections; response is factually correct but lacks full development and a clear connection to the videos | Demonstrates limited understanding of question(s); response includes basic examples but lacks substantive information and connection to the videos | Demonstrates elementary understanding of the question(s); response is incomplete, off-topic, incorrect, or irrelevant to the discussion activity | |
|
Comments to others |
Demonstrates analysis of others' posts; extends meaningful discussion by building on previous posts | Elaborates on postings with some further comments or observations | Posts shallow contributions to discussion (e.g., "I agree" or "I disagree") without further elaboration; does not enrich or further discussion | Posts few if any comments to others without contributing to the discussion | |
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Participation |
Contributes regularly and on a timely basis; meets or exceeds minimum requirement for replying to classmates; always observes proper online etiquette (is respectful, courteous, and professional) | Contributes occasionally and on a timely basis; meets the minimum requirement for replying to classmates; observes proper online etiquette | Contributes infrequently and not on a timely basis; does not meet requirement for replying to classmates or always observe proper online etiquette | Does not contribute to discussion on a timely basis or observe proper online etiquette or both | |
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Total: |
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Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0–100 scale: 16 = A (93–100); 15 = A– (90–92); 14 = B+ (88–89); 12– 13 = B (83–87); 11 = B– (80–82); 10 = C+ (78–79); 8–9 = C (73–77); 7 = C– (70–72); 3–6 = D (60–69); 0–2 = F (below 60).