assessment

The last day that you will be able to make project revisions and edits is **__Wednesday, May 12. __** By **__Friday, May 14th__**, you should submit to me by email ( holly.hassel@uwc.edu ) a self-assessment and an assessment of two of your classmates’ semester projects. It should look like this:  1. ** Using the rubric below, write __two full paragraphs__ in which you self-assess your project. To what degree does your semester project demonstrate and what level the features below **. Be specific in your assessment, identifying examples from your semester project that support your assessment—the comprehension, ability to apply ideas, use of evidence, analysis, and writing quality of your project.  2. ** Using the rubric below, write __two full paragraphs__ in which you assess __two classmates’ projects__. How effectively do their semester projects meet the criteria below? Be specific, use evidence to support your response. ** This means that the final self and peer assessment portions of the project should be six solid paragraphs total. Note that submission of the assessment portion of the project is worth **20% OF YOUR FINAL COURSE GRADE TOTAL.** ** Semester Project  ** ** Evaluation Rubric  ** ||  All of the project entries demonstrate a clear and accurate understanding of the assigned readings. ||  Most of the project entries demonstrate a clear and accurate understanding of the assigned readings. ||  Some of the project entries suggest inaccurate, confused, or incomplete understanding of the readings  || Many project entries suggest inaccurate, confused, or incomplete understanding of the readings || All project entries are able to accurately apply appropriate ideas, concept(s), or theoretical lenses from readings to the selected artifacts. ||  Most project entries are able to accurately apply appropriate ideas, concept(s), or theoretical lenses from readings to the selected artifacts. ||  Some project entries inaccurately or inappropriately apply ideas, concepts, or theoretical lenses from the readings to the new artifact. ||  Many project entries inaccurately or inappropriately apply ideas, concepts, or theoretical lenses from the readings to the new artifact. || Project entries incorporate multiple, appropriate textual examples from the readings and the artifact(s) to illustrate claims. ||  Project entries incorporate multiple textual examples from the readings and the artifacts(s) to illustrate claims. ||  Project entries rely primarily on generalizations or minimal supporting examples to illustrate claims. ||  Project entries inadequately or inappropriately incorporate textual and other supporting evidence to support claims. || Project entries insightfully examine multiple layers of meaning in the selected artifact, consider alternative perspectives or interpretations, and critically discuss implicit and explicit meaning in the artifact. ||  Most project entries insightfully examine layers of meaning in the artifact, consider an alternative perspective or interpretation, and identify implicit and explicit meaning in the artifact. ||  Most project entries identify multiple layers of meaning in the artifact, offer alternative perspective or interpretation, and can recognize implicit and explicit meaning in the artifact. ||  Some project entries identify more than one layer of meaning, can identify more than one perspective or interpretation, and can recognize implicit and explicit meaning in the artifact. || The project entries make choices appropriate for formal academic writing including formal tone, standard written English, and mechanical and grammatical correctness. ||  Project entries make appropriate choices for formal academic writing with some minor problems in formal tone, standard written English, and mechanical and grammatical correctness that do not detract from the overall quality. ||  Project entries generally make appropriate choices for formal academic writing but may have distracting problems with formality, standard written English, and mechanics or grammar. ||  The project entries have significant distracting problems with formality, standard written English, and mechanics or grammar. || Includes all required entries. ||  Includes all required entries. ||  Includes all required entries. ||  May be short of required entries. ||
 * WOM 203 Peer and Self Assessment instructions **
 * Strong ** ||
 * Good ** ||
 * Intermediate ** ||
 * Developing ** ||
 * Comprehension ** ||
 * Comprehension ** ||
 * Application ** ||
 * Application ** ||
 * Supporting Evidence ** ||
 * Supporting Evidence ** ||
 * Analysis ** ||
 * Analysis ** ||
 * Writing Quality ** ||
 * Writing Quality ** ||
 * Completeness ** ||
 * Completeness ** ||