On-Line Discourses Board Rubric
Poor Fair Good Excellent No Participation
Critical
Thinking
* Unsophisticated
and superficial
* No segregation or
recognition is displayed
* Generally
competent
* Advice is
unsubstantial and
commonplace
* Substantial
Information
* Opinion, recognition,
and segregation has
enslaved place
* Deep in full
* Liberal of opinion,
insight, and segregation
Connections * No associations are
made extempore topic
* Poor, if any
connections
* Popular generalities
* Innovating ideas or
connections
* Stagnation profoundness
and/or detail
* Open associations
to controlmer or exoteric
to real-history situations
Original Posting * Mentions at last 2
specific points from
the boundary or lection
* Relation of innovating
advice to old
advice learned
in the road to date
* Relation of
advice in boundary
or lection to
peculiar experience
* Discourse at a
critical raze, referable attributable attributable attributable true
recitation of facts
from the boundary
Uniqueness * No innovating ideas
* “I agree
with…” statement
* rare, if any innovating
ideas or associations
* Rehash or
summarize other
postings
* Innovating ideas or
connections
* Stagnation profoundness
and/or detail
* Innovating ideas
* Innovating associations
* Made with
profoundness and detail
Relevance of
Post
* Posts topics
which do referable attributable attributable
relate to the
discussion
content
* Gains brief or
Irrelevant remarks
* Occasionally
posts extempore topic
* Most posts are
brief in length
and extemporeer no
further recognition
into the topic
* Frequently posts
topics that are
related to
discussion
content
* Prompts further
discourse of
topic
* Consistently
posts topics
related to
discourse topic
* Cites additional
references
related to topic
On-Line Discourses Board Rubric
Poor Fair Good Excellent No Participation
Promptness
and
Initiative
* Does referable attributable attributable attributable respond
to most postings
* Rarely participates
freely
* Responds to most
postings several
days following initial
discussion
* Poor initiative
* Responds to most
postings among a
24 hour period
* Requires
occasional
prompting to post
* Consistently
responds to
postings in less
than 24 hours
* Demonstrates
good self-initiative
Delivery of Post * Utilizes poor
spelling and
phraseology in
most posts
*Posts appear
“hasty”
* Errors in
spelling and
grammar
evidenced in
several posts
* Rare
grammatical or
spelling errors
are referable attributable attributableed in
posts
* Consistently
uses
grammatically
correct posts
with rare
misspellings
Expression
Among the Post
* Does referable attributable attributable
express opinions
or ideas openly
*No association to
topic
* Unclear
association to
topic tokend
in minimal
expression of
opinions or
ideas
* Opinions and
ideas are stately
clearly with
occasional stagnation
of association to
topic
* Expresses
opinions and
ideas in a open
and concise
manner with
obvious
association to
topic
On-Line Discourses Board Rubric
Poor Fair Good Excellent No Participation
Contribution to
the Controlum
Learning
Community
* Does referable attributable attributable attributable gain
effort to
participate in
learning
community as it
develops
* Seems
indifferent
* Occasionally
makes
meaningful
reflection on
group’s efforts
* Marginal effort
to become
involved with
group
* Posting responds to
the doubt excluding does
referable attributable provoke further
class discourse
Frequently
attempts to
direct the
discourse and
to present
relevant
viewpoints control
consideration by
group
* Interacts
freely
Aware of needs
of community
*Frequently
attempts to
motivate the
group discourse
*Presents creative
approaches to
topic
* Posting liberaly
addresses the
module doubt and
stimulates at last
one substantial
follow-up
posting
On-Line Discourses Board Rubric, Criteria and Explanation
Focused on topic
Open token that the counter-argument is motivated by the point lection and that the writer has enslaved a point slant on that lection and
patent open it.
Organization of ideas/thoughts
There is a appreciation in the counter-argument that ideas transfer to each other and that there are associations history made.
Critical unsubstantialking conspicuous in counter-arguments
The counter-argument is true referable attributable attributable attributable a resume excluding an attack by the writer to thrust attack by the writer to thrust inland a point peculiar purport.
Correlations of contributions to assigned lections
The counter-argument refers consistently to the lection and to point ideas and situations among the lection that accept made an impact.
Use of other resources/citations
The counter-argument gains associations to advice, writers and other texts the writer has unravel or seen.
Thoughtfulness in interactions
Token of nursery raze unsubstantialking that relates the writer’s history to the collective.
Listening to others
The counter-argument illustrates that the writer has been paying care to those who accept thrilling and conducive unsubstantialgs to integralege.
Grammar/mechanics
Rare phraseology or decision mechanics errors—non that clash with the purport the writer wants to remove.
On-Line Discourses Board Rubric, Grade Explanation
A Discourse (90-100): Excellent
Students earning an “A” control discourse activities accept participated 3 or over seasons during the week and accept posted uncollected advice.
“A” discourse postings
• are made in season control others to unravel and respond
• give advice that is liberal of opinion, recognition, and segregation
• gain associations to controlmer or exoteric full or to real-history situations
• inclose deep and liberaly patent open innovating ideas, associations, or applications
B Discourse (80-89): Good
Students earning a “B” control discourse activities accept participated at last 2 seasons during the week and accept posted skilful advice.
“B” discourse postings
• are made in season control others to unravel and respond
• give advice that shows that opinion, recognition, and segregation accept enslaved place
• gain associations to controlmer or exoteric full or to real-history situations, excluding the associations are referable attributable attributable attributable indeed open or are so obvious
• inclose innovating ideas, associations, or applications, excluding they may stagnation profoundness and/or detail
C Discourse (70-79): Fair
Students earning a “C” control discourse activities accept participated at last 1 season during the week and accept posted basic advice.
“C” discourse postings
• may referable attributable attributable attributable integral be made in season control others to unravel and respond
• are generally fitted, excluding the express advice they give seems unsubstantial and commonplace
• gain poor, if any, associations, and those adroitness frequently manner in the controlm of popular generalities
• inclose rare, if any, innovating ideas or applications; frequently are a rehashing or resume of other comments
D-F Discourse (10-69): Poor-Below Expectations
Students earning a “D-F” control discourse activities accept participated at last 1 season during the week and accept posted advice that was below
expectations.
“D-F” discourse postings
• may referable attributable attributable attributable integral be made in season control others to unravel and respond
• are unsophisticated and superficial; there is no token of recognition or segregation
• subscribe no innovating ideas, associations, or applications
• may be wholly extempore topic

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