After reading Europe: Special Education International Perspectives- Articles on Spain & the UK please post on Canvas discussions brief descriptions regarding beliefs and perceptions that impact the teaching of students with disabilities in Europe by exami

OnlineDiscussionRubric10-2.docx

Home >Education homework help >After reading Europe: Special Education International Perspectives- Articles on Spain & the UK please post on Canvas discussions brief descriptions regarding beliefs and perceptions that impact the teaching of students with disabilities in Europe by exami

Online Discussion Rubric

Criteria	Unsatisfactory = 1	Limited = 2	Proficient = 3	Exemplary = 4	Score
Critical Analysis (Understanding of Readings and Outside References)	Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or "I agree" or "Great idea," without supporting statements with concepts from the readings, outside resources, relevant research, or specific real-life application.	Discussion postings repeat and summarize basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives	Discussion postings display an understanding of the required readings and underlying concepts including correct use of terminology	Discussion postings display an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application.
Criteria	Unsatisfactory = .5	Limited = 1	Proficient = 1.5	Exemplary = 2	Score
Participation in the Learning Community	Discussion postings do not contribute to ongoing conversations or respond to peers' postings. There is no evidence of replies to questions.	Discussion postings sometimes contribute to ongoing conversations as evidenced by — affirming statements or references to relevant research or, — asking related questions or, — making an oppositional statement supported by any personal experience or related research.	Discussion postings contribute to the class' ongoing conversations as evidenced by — affirming statements or references to relevant research or, — asking related questions or, — making an oppositional statement supported by any personal experience or related research.	Discussion postings actively stimulate and sustain further discussion by building on peers' responses including — building a focused argument around a specific issue or — asking a new related question or — making an oppositional statement supported by personal experience or related research.
	Discussion postings are at midpoint or later in the module or contributions are only posted on the last day of the module.	Discussion postings respond to most postings of peers several days after the initial discussion.	Discussion postings respond to most postings of peers within a 48 hour period.	Discussion postings are distributed throughout the module (not posted all on one day or only at the beginning or only on the last day of the module).
Etiquette in Dialogue with Peers	Written interactions on the discussion board show disrespect for the viewpoints of others.	Some of the written interactions on the discussion board show respect and interest in the viewpoints of others.	Written interactions on the discussion board show respect and interest in the viewpoints of others.	Written interactions on the discussion board show respect and sensitivity to all participants.
Quality of Writing and Proofreading	Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication.	Written responses include some grammatical, spelling or punctuation errors that distract the reader.	Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.	Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.
TOTAL

Online Discussion Rubric

Criteria

Unsatisfactory

= 1

Limited

= 2

Proficient

= 3

Exemplary

= 4

Score

Critical

Analysis

(Understanding

of Readings

and Outside

References)

Discussion postings

show little or no

evidence that

readings were

completed or

understood. Postings

are largely personal

opinions or feelings,

or "I agree" or "Great

idea," without

supporting

statements

with concepts from

the readings, outside

resources, r

elevant

research, or specific

real

life application.

Discussion

postings

repeat and

summarize

basic, correct

information,

but do not

link readings

to outside

references,

relevant

research or

specific real

life

application

and do not

con

sider

alternative

erspectives

Discussion

postings display

understanding

of the required

readings and

underlying

concepts

including correct

use of

terminology

Discussion

postings display

an excellent

understanding of

the required

readings and

underlying

concepts

including correct

use of

terminology.

Postings

integrate an

outside resource,

or relevant

research, or

specific real

life

application.

Criteria

Unsatisfactory

= .5

Limited

= 1

Proficient

= 1.5

Exemplary

= 2

Score

Participation in

the Learning

Community

Discussion postings

do not contribute to

ongoing

conversations or

respond t

o peers'

postings. There is no

evidence of replies to

questions.

Discussion

postings

sometimes

contribute to

ongoing

conversations

as evidenced

—

affirming

statements or

references to

relevant

research or,

—

asking

questions or,

—

making a

oppositional

statement

supported by

any personal

experience or

Discussion

postings

contribute to the

class' ongoing

conversations

as evidenced by

—

affirming

statements or

references to

relevant

research or,

—

asking

questions

or,

—

making an

oppositional

statement

supported by

any personal

experience or

research.

Discussion

postings actively

stimulate and

sustain further

discussion by

building on

peers'

responses

including

—

building a

focused

argument around

a specific issue

—

asking a new