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description of two variables that have a positive linear relationship and two variables that have a negative linear relationship in the research articles you reviewed. Then, explain the implications on the studies if each of those variables had a curvilinear relationship instead.
DISCUSSION POSTING AND RESPONSE RUBRIC
I. RESPONSIVENESS TO DISCUSSION QUESTION
(Did the student answer/respond to the Discussion or prompt, to what is being asked for?)
4 Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. They:
• Respond to the question being asked, or the prompt provided;
• Go beyond what is required in some meaningful way (e.g., contribute a new dimension, unearth something unanticipated, etc.);
• Are substantive, reflective, and evidence based;
• Demonstrate that the student has read, viewed, and considered the Learning Resources and a sampling of colleagues’ postings; and
• Are posted by the due date.
3 Discussion postings and responses are responsiveto and meet the requirements of the Discussion instructions. They:
• Respond to the question being asked or the prompt provided;
• Are substantive, reflective, and evidence based;
• Demonstrate that the student has read, viewed, and considered the Learning Resources and a sampling of colleagues’ postings; and
• Are posted by the due date.
2 Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. They:
• Somewhat miss the point of the question or prompt; and/or
• May lack in substance, rely more on anecdotal than scholarly evidence; and/or
• Do not adequately demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or
• Are posted by the due date at least in part.
1 Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They:
• Miss the point of the question or prompt; and/or
• Provide responses that are insubstantial and anecdotal; and/or
• Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or
• Are posted past the late deadline defined as 11:59 p.m. MST on the due date.
II. CONTENT KNOWLEDGE
(Did the student “get the right answer”? That is, does the answer show that the student learned the information/skills presented? Is the information presented, or are the skills demonstrated, accurate?)
4 Discussion postings and responses demonstrate:
• In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions), showing that the student has absorbed the general principles and ideas presented; postings/responses that are well supported by pertinent research/evidence from a variety of and multiple peer-reviewed books and journals, where appropriate; and
• Mastery and thoughtful/accurate application of skills or strategies presented in the course.
3Discussion postings and responses demonstrate:
• Understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; and postings/responses that are supported by research/evidence from peer-reviewed books and journals, where appropriate; and
• Mastery and application of skills or strategies presented in the course.
2 Discussion postings and responses demonstrate:
• Minimal understanding of concepts and issues presented in the course, and, while generally accurate, display some omissions and/or errors; and postings/responses are not supported by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or
• A lack of mastery of skills and/or numerous errors when using the skills or strategies presented in the course.
1 Discussion postings and responses demonstrate:
• A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and
• Many critical errors when performing skills or strategies presented in the course.
III. QUALITY OF WRITING
4Discussion postings and responses exceed graduate-level writing expectations. They:
• Use language that is clear, concise, and appropriate;
• Make few if any errors in spelling, grammar, and syntax;
• Provide adequate information about a source when citing or paraphrasing it;
• Use a preponderance of original language and only directly quote when necessary and/or appropriate; and/or
• Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
3Discussion postings and responses meetgraduate-level writing expectations. They:
• Use language that is clear;
• Make a few errors in spelling, grammar, and syntax;
• Provide adequate information about a source when citing or paraphrasing it;
• Use original language wherever possible and only directly quote when necessary and/or appropriate; and/or
• Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
2Discussion postings and responses aresomewhat below graduate-level writing expectations. They:
• Use language that is unclear and/or inappropriate;
• Make more than occasional errors in spelling, grammar, and syntax;
• Provide inadequate information about a source when citing or paraphrasing it;
• Under use original language, and overuse direct quotes and paraphrases; and/or
• Are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.
1 Discussion postings and responses are well below graduate-level writing expectations. They:
• Use unclear and inappropriate language;
• Make many errors in spelling, grammar, and syntax;
• Do not provide information about a source when citing or paraphrasing it;
• Directly quote from original source materials and/or consistently paraphrase rather than use original language; and/or
• Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.
IV. CONTRIBUTION TO THE DISCUSSION
(The student’s participation in the Discussion forwards it; the student’s participation makes a difference to the Discussion.)
4Discussion postings and responses significantly contribute to the quality of the Discussion/interaction and thinking and learning by providing:
• Rich and relevant examples;
• Discerning and thought-provoking ideas;
• Stimulating thoughts and probes;
• New perspectives; and
• Original and critical thinking.
3Discussion postings and responses contributeto the quality of the Discussion/interaction and thinking and learning by providing:
• Relevant examples;
• Thought-provoking ideas and interpretations; and
• Critical thinking.
2 Discussion postings and responses do little to contribute to the quality of Discussion interaction and thinking and learning by providing:
• Few and/or irrelevant examples; and/or
• Few if any thought-provoking ideas; and/or
• “Regurgitated” knowledge rather than critical thinking.
1 Discussion postings and responses do not contribute to the quality of interaction/Discussion and thinking and learning as they do not:
• Provide examples or irrelevant examples; and/or
• Include interesting thoughts or ideas; and/or
• Demonstrate critical thinking.
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