Grading+Policies

How you think you should be graded:
 * how hard you try on projects
 * each individual should be graded for what they do within a group
 * there should be 2 grades:
 * 1 for participation entirely
 * the other for work
 * these get averaged out

Ideas for an A:

 * an A should be if you worked well with others and did the worked that was asked
 * an A = participates actively every day. works effectively w/ group
 * an A = great participation, talks a lot in class about subject, gets into what's happening in class, works well in group

**Ideas for an B:**
 * a B = participates frequently and works well with group
 * a B = good participation, talks some of the time in class, is into what's happening in class, works OK in groups

**Ideas for an C:**
 * a C = little participation and doesn't engage in work
 * a C = OK participation, rarely talks in class, not really interested in what's happening in class, group work weak

**Ideas for an D:**
 * a D = nothing
 * D = bad participation, talks almost never in class, not into what is happening in class, bad group work

Output Rubric:
**This rubric will be used to grade any work that is produced in this class. By nature of this class, this is open to discussion… we are, after all, a communications class.**

Grammatical || There are obvious attempts at editing to ensure no mechanical or grammatical errors. || There is 1 error in mechanics or grammar. || There are 2 errors in mechanics or grammar. || There more than 3 errors in mechanics or grammar. || **Participation Rubric: **
 * || A || B || C || D ||
 * Quality || Student has challenged him/herself to use the application to its fullest potential. || Student has used the application well, but hasn’t explored all of the features. || Student has completed task, but worked with the application in a base fashion. || Student’s level of work indicates a poor attempt to complete of explore any of the features of the application. ||
 * Use of Class Time || Student has used class time extremely well. Student has explored most of the features on his/her own. || Student has used class time well. Student has relied on some help to explore the features. || Student could have focused more and used class time better. Student has asked for help repeatedly. || Poor use of class time. Student seems to need full help in order to explore the application. ||
 * Mechanical/

This rubric will be used to grade your daily/weekly level of participation in class. Open for discussion, as usual.

 * || A  ||  B  ||  C  ||  D  ||

Use of Class Time
|| * ======Student uses all class period to work on task======
 * ======Student doesn’t go off task====== || * ======Student uses most of the class period to work on task======
 * ======Student goes off task 1-2 times====== || * ======Student uses some of class period to work on task======
 * ======On task time is marginal======
 * ======Student goes off task 3-4 times====== || * ======Student uses class time poorly======
 * ======Student is off task more than on task====== ||

Level of Engagement in Activities
|| * ======Student is highly engaged in activity at hand.======
 * ======Student works to engage others to remain on task as a means of further engagement====== || * ======Student is engaged in activity at hand.======
 * ======Student attempts to engage others as a means of further engagement====== || * ======Student is marginally engaged in activity at hand.======
 * ======Student works mostly alone, failing to truly engage others====== || * ======Student is poorly engaged in activity at hand.======
 * ======Student works alone====== ||

Work Ethic
|| * ======Student gets to work without being asked======
 * ======student works from bell to bell======
 * ======Student doesn’t need to be reminded to stay on task====== || * ======Student gets to work after class “officially” starts======
 * ======student works from bell to bell, with some breaks======
 * ======Student needs little reminding to stay on task====== || * ======Student gets to work after being asked======
 * ======student works from bell to bell, with several breaks======
 * ======Student needs reminding to stay on task====== || * ======Student gets to work after being asked several times======
 * ======student takes several breaks======
 * ======Student needs constant reminding to stay on task====== ||

Group Evaluation Rubric
Please grade **all **  members of your group, **//including yourself //** . If people fall into various categories, then mark this, and the average of the categories will be taken.


 * **A** || **B** || **C** || **D** || **F** ||
 * * Helped inspire & motivate members of the group
 * Enthusiastic & conscientious
 * Contributed **significantly** to **every** group meeting
 * Always made useful suggestions
 * Worked consistently & accurately
 * Responsible & reliable
 * Did what promised she/he would do
 * Worked above & beyond the call of duty
 * Terrific to work with || * Contributed good, creative, & useful ideas to every group meeting
 * Positive attitude
 * Worked well with other members of group
 * Fulfilled all responsibilities
 * A pleasure to work with || * Contributed some ideas to the group effort
 * Was more of a follower than a leader
 * Content to do what he/she was told to do
 * Not serious about real achievement
 * Did not contribute substantially to the ideas, material, & content of final product || * Had few to no ideas to contribute to the final product
 * Needed to be pushed by others in group
 * Satisfied to get by with minimal effort
 * Not reliable or responsible in contributing to final product || * Poor/negative attitude toward assignment
 * Was unwilling or unable to contribute anything to the final product
 * Not reliable, responsible, or productive ||

Reflection Rubric
|| **A** || **B** || **C** || **D** || **F** || **Student’s Reflection…** || * Indicates a **deep** and thoughtful response to respective material
 * Asks **several** questions to prompt further discussion
 * Is over one paragraph long
 * Contains substance (in other words, isn’t just words to fill the space).
 * Stays focused on the material being covered.
 * Responses to others are respective and not personal. They stay focused on the topic, not the person. || * Indicates thoughtful response to respective material
 * Asks a question to prompt further discussion
 * Is one paragraph long
 * Contains some substance**,** but may contain unnecessary information
 * Stays mostly focused on the material being covered.
 * Responses to others are respective but might stray into slightly personal; however, they are mostly focused || * Is a response to respective material, but shows little depth
 * Is a short paragraph
 * Contains little substance relative to material being discussed
 * Is somewhat focused on the material being covered.
 * Responses to others stray into personal and lack focus, or responses become more like attacks. || * Is a response to respective material, but shows almost no depth
 * Is less than a paragraph
 * Contains very little substance relative to material being discussed
 * Lacks a focused response to the material being covered.
 * Responses to others are overly personal, lack focus, and are like attacks || * Is missing for the respective assignment ||