TARGET

ACCEPTABLE

UNACCEPTABLE

QUALITY OF RESPONSE OR ENTRY

Targeted performance is evidenced by thoughtful, detailed and insightful response that is well supported.

Acceptable performance is evidenced by detailed or accurate response that may lack in support or insight.

Unacceptable performance is evidenced by poorly formulated response or entry that shows little or no insight, inadequate detail or support

APPLICATION TO TEACHING AND LEARNING

Targeted performance is evidenced by clear and detailed application to the classroom.  Response shows logical thinking supported by course materials and information.

Acceptable performance is evidenced by application to teaching and learning that may be somewhat unclear or lack specificity.  Some difficulty with logical thinking and lack of support may be evident.

Unacceptable performance is evidenced by a response or entry that is not applicable to teaching or learning.

CLARITY AND ORGANIZATION OF THOUGHTS AND IDEAS

Targeted performance is evidenced by ideas that are organized and clearly explained.

Acceptable performance is evidenced by a response or entry that is organized and explained.  Some issues with clarity or organization may be present but overall understanding of response is evident.

Unacceptable performance is evidenced by a response or entry that lacks organization and well thought out ideas.  Response or entry may be difficult to understand.

FORMAT

Targeted performance is evidenced by an entry or response that is written in a professional manner and is free from grammatical, spelling, or syntactical errors.

Acceptable performance is evidenced by an entry or response that is well written but may contain grammatical, spelling or syntactical errors. Or entry may not be written in a professional manner.

Unacceptable performance is evidenced by a response or entry is riddled with mechanical errors.  Paper lacks in professional quality.