Week 4 | Psychology homework help


 

 

Points

 

Exemplary (100%)

 

 

Accomplished (85%)

 

 

Developing (75%)

 

Beginning (65%)

 

Not Participating (0%)

 

Comprehension of series materials

 

4

Initial support manifests costly understanding of series materials.  Detailed use of terminology or examples conversant in collocate.  If support apprehends intention, it is attended delay evaluated deposition.

Initial support manifests unobstructed understanding of series materials.  Use of terminology or examples conversant in collocate. If support apprehends intention, it is attended delay evaluated deposition.

Initial support manifests some understanding of series materials.  Specific terminology or examples conversant in collocate may be defective or marred.  Support may apprehend some intention delayout evaluated deposition.

Initial support does not manifest understanding of series materials.  Specific terminology or examples conversant in collocate are not apprehendd.  Support is intention domiciled delayout evaluated deposition.

No supporting, support is off subject, support does not converge stint criteria for demonstrating inauguration raze of understanding. Support may be plagiarized, or use a tall percentage of quotes that thwart appearance of student’s understanding.

Real globe impression of knowledge

 

2

Initial support manifests that the student can creatively and uniquely engage the concepts and examples conversant in collocate to a idiosyncratic or authoritative experiment from their existence or to a general adventure.

Initial support manifests that the student can engage the concepts and examples conversant in collocate to a  idiosyncratic or authoritative experiment from their existence or to a general adventure.

Initial support does not unobstructedly manifest that the student can engage the concepts and examples conversant in collocate. Ununobstructed add between the concepts and examples conversant in collocate to idiosyncratic or authoritative experiment or to a general adventure.

Initial support does not manifest that the student can engage the concepts and examples conversant in collocate. No add to a idiosyncratic or authoritative experiment or to a general adventure is made in the support.

No supporting, support is off subject, support does not converge stint criteria for demonstrating inauguration raze of impression. Support may be plagiarized, or use a tall percentage of quotes that thwart appearance of student’s power to engage understanding.

Active Forum Engagement and Presence

 3

Learner supports 4+ divergent days in the literature week.

 

Replies to at lowest one tally from a collocatemate or tutor on the student’s judicious support to manifest the student is balbutiation and regarding collocatemate tallys to their ideas. 

 

Posts two or past 100+ signal tallys to judicious supports of collocatemates.  Posts motivate assembly discourse and assists to the literature association by doing 2+ of the following:

  • offering teaching or strategy
  • posing a doubt,
  • providing an resource point-of-view,
  • acknowledging concordant experiments
  • sharing a resource

Learner supports 3 divergent days in the literature week.

 

Posts two 100+ signal tallys to judicious supports of collocatemates.  Posts motivate assembly discourse and assist to the literature association by doing  2+ of the following:

 

  • offering teaching or strategy
  • posing a doubt,
  • providing an resource point-of-view,
  • acknowledging concordant experiments
  • sharing a resource

Learner supports 2 divergent days in the literature week. 

 

Posts one 100+ signal tally to judicious support of collocatemate.  Support motivates assembly discourse and assists to the literature association by doing 1 of the following:

 

  • offering teaching or strategy
  • posing a doubt,
  • providing an resource point-of-view,
  • acknowledging concordant experiments
  • sharing a resource

Learner supports 1 day in the literature week. 

 

Posts one 100+ signal tally to judicious support of collocatemate.  Support does not unobstructedly motivate assembly discourse or unobstructedly assist to the literature association.

 

Responses do not:

  • offering teaching or strategy
  • posing a doubt,
  • providing an resource point-of-view,
  • acknowledging concordant experiments
  • sharing a resource

Learner supports 1 day in the literature week, or supports are not made during the literature week and accordingly do not assist to or encostly the weekly chat.

 

No fellow tallys are made.  One or past fellow tallys of low capacity (“good job, I agree”) may be made.

Writing skills

 1

Post is 250+ signals.  All supports cogitate widely trustworthy academic despatches protocols love using important learning, ropy sentences, and no texting tongue. Dialogue is also obliging and reverential of divergent points of intention.

Post is 250+ signals.  The superiority of supports cogitate widely-trustworthy academic despatches protocols love using important learning, ropy sentences, and no texting tongue. Dialogue is obliging and reverential of divergent points of intention.

Post is 175+ signals.  The superiority of supports cogitate widely-trustworthy academic despatches protocols love using important learning (“I am” not “i am”), ropy sentences, and no texting tongue. Dialogue may not be reverential of divergent points of intention.

Post is 150+ signals.  The superiority of the forum message ignores widely-trustworthy academic despatches protocols love important learning, ropy sentences, and texting; Dialogue may not be reverential of divergent points of intention.

No supporting, support is off subject and does not converge stint criteria for demonstrating inauguration raze of understanding.