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SW
6670 Menu
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Check
Your Grades
Students
can check their "unofficial" grade using the gradebook in WebCT. Please notify me immediately
if you spot any errors in your posted grades.
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| Students'
grades are determined by scores received on the following assignments. |
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Assignment
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Weight
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Active and Engaged Learning
Program Plan Presentation
Program Proposal
.......................................Total
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250
200
550
1000 |
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Grading
Scale
Grading
will be assigned in accordance with the following scale. Note
full points of the bottom range of scale must be accumulated
in order to receive corresponding letter grade.
.
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| Grade |
Range |
A
BA B
CB
C
DC
D
E
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940
- 1000
880 - 939
820 - 879
760 - 819
700 - 759
650 - 699
600 - 649
Less than 600 |
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Grading Rubric
In addition
to any instructions provided with a particular assignment, the
instructor will use the grading scheme below in conjunction
with the course learning objectives to mark all written assignments
in this course. |
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"A"
Paper
An "A" paper not only correctly identifies key program
planning concepts, but also shows insight into the concepts
discussed. The paper is sensitive to the program planning
process as it relates to social work. Written communication
is clear, precise, analytical, and well reasoned. The
paper consistently applies critical thinking. An "A" paper
gives analytical thought to the program planning process
used and the effect of this process on program performance
(generally) and client experience (specifically). Key
assumptions are clarified and language is in keeping with
educated usage. The paper shows insight when making conclusions
and creativity in raising important questions and issues
related to program planning. The paper effectively incorporates
ideas from the theoretical and professional literature
to bolster arguments or clarify positions. The paper demonstrates
excellent reasoning, problem-solving, creativity and communication
(including grammar and spelling) is consistently maintained
at an excellent level of intellectual performance. |
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"B"
Paper
A
"B" paper correctly identifies key program planning
concepts, but lacks some depth of insight into the concepts
discussed. The paper is sensitive to the program planning
process as it relates to social work. Written communication
is, on the whole, clear, precise, analytical, and well
reasoned, but the paper does not consistently apply
critical thinking. A "B" paper shows some evidence of
analytical thought to the program planning process used
and the effect of this process on program performance
(generally) and client experience (specifically). The
"B" paper sometimes clarifies key assumptions and typically
displays language in keeping with educated usage. The
paper effectively presents ideas from the theoretical
and professional literature related to the key ideas
presented. The paper draws logical conclusions and identifies
relevant questions and issues related to program planning.
The paper demonstrates good reasoning, problem-solving,
creativity and communication (including grammar and
spelling) is consistently maintained at a competent
level of intellectual performance.
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"C"
Paper
A
"C" paper may incorrectly identify key program planning
concepts, and lack depth of insight for concepts that
are correctly identified. The paper shows satisfactory
sensitivity to the program planning process as it relates
to social work. Written communication is not consistently
clear, precise, analytical, or well reasoned. The paper
does not consistently apply critical thinking. A "C"
paper shows some evidence of analytical thought to the
program planning process used and the effect of this
process on the program planning study's findings. The
"C" paper sometimes clarifies key assumptions but inconsistently
displays language that is in keeping with educated usage.
The paper incorporates ideas from the theoretical and
professional literature but their links to positions
argued in the paper are not obvious. The paper draws
logical conclusions but identifies questions and issues
that fall short in terms of their relevance or importance
to program performance (generally) and client experience
(specifically). The paper demonstrates satisfactory
reasoning, problem-solving, creativity and communication
(including grammar and spelling) is mostly maintained
at a competent level of intellectual performance.
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"D"
Paper
A "D" paper incorrectly identifies most key program planning
concepts, and lacks depth of insight for concepts that
are correctly identified. The paper lacks sensitivity
to the program planning process as it relates to social
work. Written communication is not consistently clear,
precise, analytical, or well reasoned. The paper does
not apply critical thinking. A "D" paper may show some
evidence of analytical thought to the program planning
process used but fails to indicate the effect of this
process on program performance (generally) and client
experience (specifically). The "D" paper sometimes clarifies
key assumptions and inconsistently displays language that
is in keeping with educated usage. The paper fails to
incorporates ideas from the theoretical and professional
literature. The paper draws illogical conclusions or identifies
questions and issues that are not relevant to program
planning. The paper demonstrates poor reasoning, problem-solving,
creativity and communication (including grammar and spelling)
is at a poor level of intellectual performance. |
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"E"
Paper
A "E" paper incorrectly identifies the majority of key
program planning concepts, and lacks insight. The paper
seriously lacks any sensitivity (or is insensitive) to
the program planning process as it relates to social work.
Written communication is consistently unclear, imprecise,
non-analytical, or poorly reasoned. The paper shows no
sign of critical thinking. An "E" paper shows little or
no evidence of analytical thought to program performance
(generally) and client experience (specifically).The paper
fails to incorporates ideas from the theoretical and professional
literature or plagarizes. The "E" paper does not clarify
key assumptions and does not display language that is
in keep or identifies questions and issues that are not
relevant to program planning. The paper demonstrates incompetent
reasoning, problem-solving, creativity and communication
(including grammar and spelling) is at an unacceptable
level of intellectual performance. |
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