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Rubric for Assessing Online Discussion Criteria Development of Ideas and Use of Resources Exemplary (4) Draws on extensive

resources to support ideas; demonstrates clear understanding of purpose and direction and takes a clear stand on issues and ideas; organization is logical, clear and reaches a conclusion; demonstrates awareness of differing viewpoints; demonstrates evidence of originality, creativity and insight. Articulates thoughts and ideas effectively. Frequently contributes to the discussion. Content is organized and uses supporting evidence. Shows respect for others ideas; contributes to the discussion by providing sound ideas. Accurately interprets evidence, statements, graphics, questions; identifies prominent arguments; thoughtfully analyzes and evaluates major alternative points of view; draws warranted, well-judged, conclusions and expertly follows where evidence and reasons lead. Levels of Achievement Proficient (3) Draws on some resources to support ideas, demonstrates clear understanding of purpose and direction taking a good stance on the issues and ideas; awareness of differing viewpoints is somewhat evident; a position is taken, logically argued, and supported. Promising (2) Marginal (1) A position was not taken on the issue; information presented is unclear and unorganized; There is a lack support, direction and focus. Score

Demonstrates some understanding of purpose but is not consistent; information appears accurate, but lacks in reference to resources; support for ideas and position is weak. Lack of sufficient detail to focus on key issues.

Communication

Frequently contributes to the discussion. Content is organized and uses supporting evidence. Shows reasonable respect for others ideas; contributes to the discussion by providing some ideas for consideration. Accurately interprets evidence, statements, graphics, questions; identifies relevant arguments; offers analyzes and evaluates obvious alternative points of view; draws warranted; justifies some results and procedures and explains reasons; somewhat follows where evidence and reasons lead.

Contributes to the discussion infrequently; purpose is unclear and focus is unorganized; ideas are reasonable but tend to ignore other points of view.

Evidence of Innovative Problem Solving and Critical Thinking

Misinterprets evidence, statements, graphics, questions; fails to identify strong, relevant counter arguments and ignores or superficially evaluates obvious alternative points of view; draws unwarranted or fallacious conclusions and justifies few results or procedures, seldom explains reasons.

Level and consistency of contribution is questionable; ideas appear to be disjointed and illogical; seems to contribute only as necessary in an attempt to fulfill the requirements of the assignment. Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of views of others; fails to identify or dismisses strong, relevant counter arguments, ignores or superficially evaluates obvious alternative points of view; exhibits close mindedness or hostility to reason

Rubric adapted from the Assessment Primer: Creating a Flow of Learning Evidence