Final Module: Self Grade (EDUC 6440 Sean Crossland) | Linda Sellers
Due
No Due Date
Points0
Submittinga text entry box, a website url, a media recording, or a file upload
Why we are including this example
Last Activity
Purpose:
This is where you present an argument for the letter grade you feel you deserve in this class.
Task:
Letter/Persuasive Essay-- upload a letter to me explaning the grade you feel you deserve. Reference the criteria below and point to evidence in assignments and examples.
One-on-One Meeting-- schedule a 15-30 minute one-on-one meeting with me. You will make the case for the grade you feel you deserve (you can screenshare and/or share links). Reference the criteria below and point to evidence in assignments and examples.
Video Presentation-- create and upload a video recording (approx 10 minutes) explaining the grade you feel you deserve. Reference the criteria below and point to evidence in assignments and examples.
Grading Criteria:
Overall engagement - did you complete all the readings and assignments on time?
Classroom and online participation - did you manage your participation in a way that balances making contributions and learning from your peers?
Quality of work - did your work continue to improve and prepare you to complete a masters capstone?
Commitment to personal growth - did you engage in reflection and challenge yourself?
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Rubric
1448088
Can't change a rubric once you've started using it.
Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.
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Connects and extends knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to one's own participation in civic life, politics, and government.
Analyzes knowledge (facts, theories, etc.) from one's own academic study/field/discipline making relevant connections to civic engagement and to one's own participation in civic life, politics, and government.
Begins to connect knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to tone's own participation in civic life, politics, and government.
Begins to identify knowledge (facts, theories, etc.) from one's own academic study/field/discipline that is relevant to civic engagement and to one's own participation in civic life, politics, and government.
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Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
Provides evidence of experience in civic-engagement activities and describes what she/he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action.
Provides evidence of experience in civic-engagement activities and describes what she/he has learned about her or himself as it relates to a growing sense of civic identity and commitment.
Evidence suggests involvement in civic-engagement activities is generated from expectations or course requirements rather than from a sense of civic identity.
Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).
Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness).
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