Develop representative sample of materials

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OER Foundation logo-small.pngOERu-Logo-small.pngOERu 2012 / 2013 Prototype Design and Development Project
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With this model facilitating student progress through online open resources, the links on the preceding page illustrate the main body of content that the students will access. From an SNHU perspective, the elements that we provide (besides support and advising / mentoring) will be "transitional" or "contextual" text to motivate and situate the students, and assessment guidance; rubrics etc for deliverables.

Sample "transitional" text:

“Everyone loves a good story. However, not everyone knows how to create one. When we come across someone who knows how to craft a good story, we know. You might be thinking of one of those moments right now. What do you remember about the stories that impressed you? Think about how you felt when you listened to them. What made their stories stand out? No matter what the story is, it very likely does not stray too far from the time-honored fundamentals of a good narrative. A compelling story always contains a struggle, outcome, and reflection on the message of the significance of the story. Think about the stories that impacted you. What was the struggle? What was the outcome? Why did the message appeal to you? Review the Resources listed and when you are ready, go to the assessment and tell us your story” Two samples of good narrative essays are also provided (see ENG-120 folder), as well as a description of the first essay assignment.“


Sample rubric:

(based on COCE ENG 120 rubric + AAC+U metarubric elements for key skills)


AAC+U CRITICAL THINKING VALUE RUBRIC
Definition: Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.



       Capstone
            4
       Milestone
            3
    Milestone
          2
       Benchmark
              1
Explanation of issues
Issue/ problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.




Issue/ problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.

Issue/ problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/ or backgrounds unknown.

Issue/ problem to be considered critically is stated without clarification or description.





Evidence
Selecting and using information to investigate a point of view or conclusion
Information is taken from source(s) with enough interpretation/ evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.


Information is taken from source(s) with enough interpretation/ evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.

Information is taken from source(s) with some interpretation/ evaluation, but not enough to develop a coherent analysis or synthesis.
Viewpoints of experts are taken as mostly fact, with little questioning.
Information is taken from source(s) without any interpretation/ evaluation. Viewpoints of experts are taken as fact, without question.



Influence of context and assumptions
Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.


Identifies own and others' assumptions and several relevant contexts when presenting a position.


Questions some assumptions. Identifies several relevant contexts when presenting a position.
May be more aware of others' assumptions than one's own (or vice versa).
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Student's position (perspective, thesis/hypothesis)

Specific position (perspective, thesis/ hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/ hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/ hypothesis).
Specific position (perspective, thesis/ hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/ hypothesis).

Specific position (perspective, thesis/ hypothesis) acknowledges different sides of an issue.


Specific position (perspective, thesis/ hypothesis) is stated, but is simplistic and obvious.


Conclusions and related outcomes (implications and consequences)

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.
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.