Grading Break Down for Article Analysis Pre-Reading activities: 50% During Reading Development: 25% After Reading

Products: 25% Grading Break down for E-Portfolio: Pre-Reading Activities: 25% (Evaluation will be divided between development, reflections, collaboration, and final products). Activity 1 = 5% Activity 2 = 5% Activity 3 = 10%

During Reading Activities: 50% (Evaluation will be divided between development, reflections, collaboration, and final products). Activity 1 = 5% Activity 2 = 5% Activity 3 = 5% Activity 4 = 5% Activity 5 = 15% Activity 6 = 15%

After Reading Activities: 25% (Evaluation will be divided between development, reflections, collaboration, and final products). Activity 1: 12.5% Activity 2: 12.5%

Overall E-Portfolio Total: 100%

Rubric 1: Processes and Development Rubric Level Digital Literacy 1 Student does not demonstrate digital literacy skills and does not use online tools. Student does not evaluate quality of ideas and options to arriving at final products. Stays within guidelines and does not contribute new ideas or alternative options to arriving at final conclusions and products. Originality Student relies on existing models, ideas, and direction during processes. Student does not recognize the value of process nor engages in valuable and useful processes when developing products for an audience. 2 Student somewhat demonstrates digital literacy skills and uses some online tools. Student somewhat evaluates quality of ideas and options to arriving at final products. Somewhat stays within guidelines and contributes some new ideas or alternative options to arriving at final conclusions and products. 3 Student demonstrates digital literacy skills and uses online tools. Student evaluates quality of ideas and options to arriving at final products. Student goes beyond guidelines and contributes new ideas or alternative options to arriving at final conclusions and products. 4 Student demonstrates proficient digital literacy skills and uses all online tools available. Student thoroughly evaluates quality of ideas and weights a number of options to arriving at final products. Student goes well beyond guidelines to come up with new and opposing ideas, and deciphers many alternative routes or options to arriving at final conclusions and products. Student builds on existing models to create new ideas and adds personal touch throughout the processes. Student has a clear understanding and recognition of the value of processes and engages in valuable and useful, real-life processes when developing products for an

Generating/ Selecting Ideas

Student somewhat relies on existing models, ideas, and directions during processes. Student somewhat recognized the value of process and somewhat engages in valuable and useful processes when developing products for an

Student does not rely on existing models, ideas, and directions during processes. Student recognized the value of processes and engages in valuable and useful processes when developing products for an audience.

Value

audience.

audience

Rubric 2: Informal + Formal Written Response Rubric for Writing 1 Spelling Student writing contains many spelling errors. 2 Student writing contains some spelling errors. 3 Student writing contains minimal spelling errors. 4 Student writing contains no spelling errors.

Punctuation

Student makes many errors in punctuation. Student makes many grammatical errors. Student writing is unorganized and difficult to understand.

Student makes some errors in punctuation. Student makes some grammatical errors. Student writing is somewhat organized and easy to understand.

Student makes few errors in punctuation. Student makes few grammatical errors. Student writing is organized and easy to understand.

Student makes no errors in punctuation. Student makes no grammatical errors.

Grammar

Organization

Student writing is very well organized, and very easy to understand.

Depth of Reflection

Student writing is not insightful or reflective towards the topic at hand.

Student writing is somewhat insightful and reflective towards the topic at hand.

Student writing is insightful and reflective towards the topic at hand.

Student writing holds a great deal of insight and reflection towards the topic at hand.

Rubric 3: Informal + Formal Written Response Rubric for Inquiry in Writing Level 1 2 3 4

Integration of Knowledge

Student does not integrate knowledge of text (including themes, characters, setting, and plot) in their writing. Student does not address driving question in writing. Student is unable to respond to and analyze driving question or address other points of view.

Student somewhat integrates knowledge of text in writing.

Student integrates Student integrates knowledge of text exemplary in writing. knowledge of text in writing.

Analysis of driving questions

Student somewhat addresses driving question in writing. Student is somewhat able to respond to and analyze driving question and address various points of view. Student is somewhat able to evaluate and form opinions about texts. Student uses little to no evidence from text to support evaluations and opinions.

Student addresses driving question in writing. Student is able to respond to and analyze driving question and address various points of view.

Student accurately addresses driving question in writing. Student responds to and analyzes driving question with a accuracy and depth, and considers various points of views.

Evaluation of Material

Student is unable to evaluate or form opinions about texts.

Student is able to evaluate and form opinions about texts.

Student evaluates text and forms opinions about texts with strength.

Contextual Evidence

Student uses no evidence from text to support evaluations and opinions.

Student uses evidence from text to support evaluations and opinions.

Student uses strong contextual evidence to support evaluations and opinions.

Rubric 4: Collaboration Rubric 1 Participation Student does not participate or contribute in group discussions 2 Student somewhat participates and contributes in 3 Student participates and contributes in discussions and 4 Student leads discussions and presentations. Student leads

and presentations. discussions and presentation. Student is unable to contribute or Student help team with somewhat helps problems and team solve tasks. problems and accomplish tasks. Tasks Student participation and discussion is unrelated to tasks, academic content and topic. Student does not collaborate well or respect others. Student participation and discussion somewhat related to tasks, academic content and topic. Student somewhat collaborates well and respects others. Student is somewhat prepared and somewhat aware of tasks at hand.

presentations. Student helps team solve problems and accomplish tasks.

problem solving initiatives and task accomplishments.

Student participation and discussion is related to tasks, academic content and topic. Student collaborates well and respects others. Student is prepared and aware of tasks at hand.

Student participation and discussion is knowledgeable and related to tasks, academic content and topic. Student collaborates very well and respects others. Student is well prepared, informed, and aware of tasks at hand.

Collaboration

Responsibility

Students is unprepared and unaware of tasks at hand.

Student does not complete assigned Student group tasks on sometimes time. completes assigned group tasks on time.

Student completes Student completes assigned group assigned group tasks on time. tasks efficiently and ahead of time.

Blog Responses & Online collaboration

Student does not engage in online collaboration or feedback. Online collaboration and feedback is week, uninformative, and lacks insight.

Student somewhat engages in online collaboration and feedback. Online collaboration is somewhat substantial, informative, and

Student engages in online collaboration and feedback. Online collaboration and feedback is strong, informative, and insightful.

Student engages in online collaboration and feedback on a regular basis. Online collaboration and feedback is strong, informative, and insightful in length

insightful.

and quality.

Rubric 5: Overall Portfolio Level Completion 1 Assignments in portfolio are not complete or missing elements. 2 Some assignments in portfolios are complete and some elements are missing 3 4 All assignments in portfolio are complete and no elements are missing. Student portfolio is very visually appealing and personalized in a unique way for the viewer. Student demonstrates a great deal of evidence regarding digital literacy and shows lots of improvements in online proficiency. Student reading and writing proficiencies have noticeably improved, and peer and instructor feedback was always taken into consideration to demonstrate progress. Overall, portfolio is very reflective, contains a great deal of substance, and evidence of inquiry and critical thinking is clearly

Design

Digital Literacy

Progress

Substance

Assignments in portfolio are complete and only minor elements are missing Student portfolio Student portfolio is Student portfolio is not visually somewhat visually is visually appealing or appealing and is appealing and personalized for somewhat personalized for the viewer. personalized for the viewer. the viewer. Student Student Student demonstrates no demonstrates demonstrates evidence of digital some evidence of evidence of learning or digital learning digital literacy improvements in and improvements and online proficiency. in online improvements in proficiency. online proficiency. Student reading Student reading Student reading and writing has and writing and writing not improved proficiencies have proficiencies since the somewhat have improved, beginning of term, improved, and and peer and and did not take student somewhat instructor peer or instructor took peer and feedback was feedback into instructor taken into consideration, feedback into consideration to demonstrating no consideration. demonstrate progress. progress. Overall, portfolio Overall, portfolio is Overall, portfolio is not reflective, reflective, contains is reflective, contains no some substance, contains substance, and no and some evidence substance, and evidence of of inquiry and evidence of inquiry or critical critical thinking is inquiry and thinking is demonstrated. critical thinking

demonstrated.

is demonstrated.

demonstrated.