Forum

Assessment
1 point 0.75 0.5 0
criteria

Comprehensive, in- Up to date and relevant Relevant but not Little relevance/some
Knowledge depth and wide ranging comprehensive accuracy

Outstanding ability to High level of ability to Some ability to Minimal awareness that
grasp concepts and conceptualize essential conceptualize essential external concepts exist
Understanding
Relate theory to ideas and relate theory ideas and relate theory to
practice to practice practice

Excellent mechanics, Significant mechanics, Some grammatical Lack of clarity, poor

Writing skills sentence structure, and structure and lapses, uses emotional presentation of thinking.
Spelling/Grammar organization. No errors. organization. 1-2 errors. response in lieu of More than 4 errors.
mistakes relevant points. 3-4
errors.

Grasps inner Demonstrates the ability Informed commentary Lacks evidence of

relationship of to analyze and with some evidence of critical analysis, poor
Application/ concepts, Excellent use synthesize, genuine analysis; some use of supportive
Analysis of a wide range of independent analysis, supportive materials used evidence
supporting material good use of a range of
supportive material

Participant responds to Participant responds to Participant responds to 1 Participant don’t

3 classmates, and 2 classmates, and classmates, and respond to classmates.
response furthers the response furthers the response furthers the
discussion, (e.g. asks a discussion, (e.g. asks a discussion, (e.g. asks a
Response to
question, provides question, provides question, provides further
classmates
further information or further information or information or examples,
examples, or examples, or introduces or introduces a different
introduces a different a different opinion. opinion.
opinion.
General tasks
Assessment
2 points 1.5 points 1 point 0.5 point
criteria

Assignment Most of the items At least ½ of the items Less than ½ of all items
All items attempted.
completeness attempted. attempted. attempted.

Rich in content and

Competent Rudimentary or
ideas with Substantial content.
Some comments may be superficial remarks.
Content substance. Thought, insight, and
vague or lacking in No analysis or insight is
Full of thought analysis has taken place.
substance demonstrated.
insight, and analysis.

Responses or ideas
Responses do not
show clear
contribute new ideas.
connections to texts Few connections made.
Ideas or connections may Comments are limited
Connections we read, current Comments rehash or
lack some depth or detail. to “I agree” or “I
events, personal summarize other postings.
disagree” without
experiences, or prior
elaboration.
knowledge.

Shows complete Shows substantial Shows some

Demonstrated Shows a lack of
understanding of the understanding of the understanding of the
Knowledge understanding.
materials. materials. materials.

The activity contains

The activity contains The activity contains only 1 The activity contains few
many grammatical
Spelling / no grammar errors. or 2 grammatical errors. grammatical errors. The
errors. The article
Grammar The article contains The article contains only 1 article contains few spelling
contains many spelling
no spelling errors. or 2 spelling errors. errors.
errors.
Summarizing

Assessment
2 point 1 0.5
criteria

Main idea is unclear-not

Main and Clear Main Idea. specifically stated in the
Clear Main Idea.
Important details are included writing.
supportive ideas All important details are included.
but some might be missing. Some critical information is
missing.

Details and ideas are in logical Ideas are in random order and
Order Ideas are in logical order
order. not logical

Demonstrates basic
Demonstrates clear understanding Demonstrates adequate
Knowledge understanding of information
of information in the text. understanding.
in text.

Is characterized by the Is characterized by the

Is characterized by paraphrasing
substantial copying of key substantial copying of
Style of the main idea and significant
phrases and minimal indiscriminately selected
details.
paraphrasing. phrases or sentences.

The text contains only 1 or 2

The text contains no grammar The text contains few
grammatical errors. The article
Spelling / Grammar errors. The article contains no grammatical errors. The article
contains only 1 or 2 spelling
spelling errors. contains few spelling errors.
errors.
Comparison chart
Assessment
2 point 1 0.5 0
criteria

Substantial and clear description Clear description of Inaccurate

Ambiguous description
of the information. the information. description of the
of the information.
Information The information is clearly related It just compares but it information.
It is barely related to the
to the topic and has different does not provide any It is not related to the
topic.
levels of comparison. analysis. topic.

It is very well organized It is well organized It is incoherent and

It is barely organized
Organization (prioritizing the categories) and it but it is not very easy difficult to
and difficult to follow.
is easy to follow. to follow. understand.

Very attractive and colorful chart. Simple chart without

Attractive chart with Simple chart with basic
Design The colors does not affect the colors or the colors
simple colors. colors.
letters. affect the reading.

There are 5 There are 3 or 4 There are less than

There are more than 5
categories to be categories to be 3 categories to be
categories to be compared
Categories compared among the compared among the compared among
among the elements in
elements in elements in the elements in
comparison.
comparison. comparison. comparison.

The chart contains

The chart contains
only 1 or 2 The chart contains few
The chart contains no grammar many grammatical
Spelling / grammatical errors. grammatical errors. The
errors. The article contains no errors. The article
Grammar The article contains article contains few
spelling errors. contains many
only 1 or 2 spelling spelling errors.
spelling errors.
errors.
Essay
Assessment criteria 3 2 1 0

There is one clear, well-focused There is one clear, well-focused

There is one topic. Main
topic. Main ideas are clear and topic. Main ideas are clear but The topic and main ideas
Focus & Details ideas are somewhat
are well supported by detailed are not well supported by are not clear.
clear.
and accurate information. detailed information.

The introduction is inviting, states

the main topic, and provides an The introduction states the main
The introduction states There is no clear
overview of the paper. topic and provides an overview
Organization the main topic. A introduction, structure, or
Information is relevant and of the paper. A conclusion is
conclusion is included. conclusion.
presented in a logical order. The included.
conclusion is strong.

The author’s purpose of

The author’s purpose of writing is
very clear, and there is strong
evidence of attention to audience.
Voice
The author’s extensive
knowledge and/or experience
with the topic is/are evident.
The author’s purpose of writing
writing is somewhat clear,
is somewhat clear, and there is
and there is evidence of
some evidence of attention to The author’s purpose of
attention to audience. The
audience. The author’s writing is unclear.
author’s knowledge
knowledge and/or experience
and/or experience with
with the topic is/are evident.
the topic is/are limited.

The author uses vivid words and The writer uses a limited
The author uses vivid words and The author uses words
phrases. The choice and vocabulary. Jargon or
phrases. The choice and that communicate clearly,
Word Choice placement of words is clichés may be present
placement of words seems but the writing lacks
inaccurate at times and/or and detract from the
accurate, natural, and not forced. variety.
seems overdone. meaning.

Most sentences are well Sentences sound

Most sentences are well constructed, but they awkward, are distractingly
All sentences are well constructed and have varied have a similar structure repetitive, or are difficult to
Sentence Structure, constructed and have varied structure and length. The author and/or length. The author understand. The author
Grammar, Mechanics, & structure and length. The author makes a few errors in grammar, makes several errors in makes numerous errors in
Spelling makes no errors in grammar, mechanics, and/or spelling, but grammar, mechanics, grammar, mechanics,
mechanics, and/or spelling. they do not interfere with and/or spelling that and/or spelling that
understanding. interfere with interfere with
understanding. understanding.