1. WTS 1 & 2 Overview and Review (20 Points)
The students will use a peer review form to evaluate and comment upon the required components of a WTS 1 & 2 Portfolio Entry. The completed evaluation form and paper with comments will demonstrate that students understand the components and expectations of the capstone writing assignment for EDUW 691. (SLO 1-5)
|
(A) |
(B) |
(C) |
(No Credit) |
|
- work is complete and on time -work demonstrates mastery of grammar and usage - work demonstrates effective skills in responding to APA application exercises - writing demonstrates the ability to clearly convey complex ideas and information |
- work is complete and on time -work demonstrates adequate skill with grammar and usage - work demonstrates competent skill in responding to APA applications - writing demonstrates the ability to adequately convey complex ideas and information |
-work demonstrates limited skills with grammar and usage - work demonstrates limited skills in responding to APA application exercises - writing demonstrates a limited ability to clearly convey complex ideas and information |
- work demonstrates little or no skills with grammar and usage - work demonstrates little or no skills in responding to APA application exercises - writing demonstrates little or no ability to clearly convey complex ideas and information |
2. Online Grammar Review / Reflection Paper (50 points)
The students will use an interactive website to review and master grammar and usage rules, including paragraphing, concise vocabulary, punctuation, confusing words, choice of prepositions, use of past tense and active voice, effective sentence structure, pronoun-antecedent agreement, parallelism, and appropriate transitions. The reflection paper will demonstrate that students are able to convey complex ideas clearly and accurately. (SLO 3)
|
45-50 (A) |
40-44 (B) |
35-39 (C) |
34 or lower (NC) |
|
- work is complete and on time -work demonstrates effective skills in responding to APA application exercises - writing demonstrates the ability to clearly convey complex ideas and information |
- work is complete and on time -work demonstrates competent skill in responding to APA applications writing demonstrates the ability to adequately convey complex ideas and information |
-work demonstrates adequate skills in responding to APA application exercises - writing demonstrates a limited ability to clearly convey complex ideas and information |
- work demonstrates weak skills in applying APA style - writing demonstrates little or no ability to clearly convey complex ideas and information |
3. eBrarian Tutorials and Discussion Board Posts (30 points)
Students will view online information literacy tutorials that correspond with class assignments and student learning objectives. Students will substantively respond to reflective questions and peer postings in the eBrarian discussion board forums. eBrarians will monitor the discussion boards, provide assistance for questions that were not addressed in the tutorials, and notify faculty which students have contributed discussion board responses. Tutorials are located under "#2 eBrarian Tutorials" in Blackboard. Discussion boards are located in the "Discussions" section in Blackboard. (SLO 2)
|
Developing a Research Question – 10 points |
Searching for Information – 10 points |
Evaluating Information for Academic Research – 10 points |
0 (NC) |
|
- discussion board post addresses reflective question and is complete and on time (completed by F2F class #2) - responded to at least one peer’s post per discussion board |
- discussion board post addresses reflective question and is complete and on time (completed by F2F class #2) - responded to at least one peer’s post per discussion board |
- discussion board post addresses reflective question and is complete and on time (completed by F2F class #2) - responded to at least one peer’s post per discussion board |
-student did not post -student did not respond to peers’ posts |
4. APA Citation Practice (50 points)
In order to provide specific resources and tasks that support students in the correct and successful use of APA style and format, this practice assignment will require students to use scholarly sources to write effective paraphrases and quotations. Students demonstrate ethical use of source material and an understanding of APA style for seriation and levels of headings as they write in an academic manner that supports the expectations of both APA Writing Style and the K-12 Common Core State Standards for Language Arts in Writing. (SLO 3)
|
45-50 (A) |
40-44 (B) |
35-39 (C) |
34 or lower (NC) |
|
- work is complete and on time -work demonstrates mastery of grammar and usage - work demonstrates effective skills in responding to APA application exercises - writing demonstrates the ability to clearly convey complex ideas and information |
- work is complete and on time -work demonstrates adequate skill with grammar and usage - work demonstrates competent skill in responding to APA applications writing demonstrates the ability to adequately convey complex ideas and information |
-work demonstrates limited skills with grammar and usage - work demonstrates limited skills in responding to APA application exercises - writing demonstrates a limited ability to clearly convey complex ideas and information |
- work demonstrates little or no skills with grammar and usage - work demonstrates little or no skills in responding to APA application exercises - writing demonstrates little or no ability to clearly convey complex ideas and information |
5. Instructional Videography (20 points)
In order to analyze the effectiveness of research-based reflective practice as an approach for professional development and student learning, the students will prepare a 4-7 minute video to show evidence of instructional improvement relative to Wisconsin Teacher Standards 1 and 2. The students will present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization and development, make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations, and adapt speech to a variety of contexts and communicative task to demonstrate a command of formal English. (SLO 1-5)
|
18-20 (A) |
16-17 (B) |
14-15 (C) |
13 or lower (NC) |
|
- work is complete and on time -correct format - very well developed structure and content; clear method of organizing main points - clear synthesis of ideas is present - detailed and thorough - clearly used the 10-Step Research-Action process - reinforced benefit of information to audience |
- mostly correct format - adequately developed structure and content; an organization plan is evident - mostly detailed or thorough - some synthesis of ideas is present - adequately followed the 10-Step Research-Action process - provided audience with benefit of information
|
-format is adequate - minimal development of structure and content; presentation lacks organization - inconsistent or weak skill in detail - limited synthesis of ideas is present - somewhat followed the 10-Step Research-Action process - limited benefit of information to the audience |
- unacceptable format - little or no skill shown in development, detail, and structure; little or no organization - little or no synthesis of ideas is present - little or no evidence of following the 10-Step Research-Action process - little or no benefit of information to the audience |
6. WTS 1 & 2 Peer Review Assignment (30 points)
The peer-review assignment enables students to provide feedback on three other assignment submissions. Peer reviews are a collaborative tool that allows communication between students and can help students master the concepts and components of the capstone paper that documents the implementation of research-based best practices. (SLO 1-5)
7. Final WTS 1&2 Portfolio Entry (160 Points)
In order to analyze the effectiveness of research-based reflective practice as an approach for professional development and student learning, the students will present research findings to show evidence of instructional improvement relative to Wisconsin Teacher Standards 1 and 2. The students will present information, findings, and supporting evidence in APA style such that readers can follow the line of reasoning and the organization and development to demonstrate a command of formal English. Instructional gains for all levels of students will be documented with at least three artifacts. (SLO 1, 4, 5) The detailed rubric is listed within the syllabus.