Appendix E Rubric for Grading Oral Reflection Reflection Grade A Reflection Grade A Reflection Grade A Reflection Grade A Content The content of the article The content of the It is not clear if the There is barely any is summarized. paper is barely article was read due noticeable content in summarized. to lack of content. the presentation from the article. Logical Flow There is a logical flow to The student Difficult to follow Cannot follow what the presentation. jumps around, but the student is can still be followed. presenting. Effort is There is no doubt The preparation It is doubtful the The student was not regarding preparedness is not obvious, but student was prepared. Obvious of the student, he/she does use some prepared. engages the classroom engagement tools. (e.g. using blackboard tools, offers relevant quotes, takes a poll, uses humor, highlights) Offers a The student is able to The student barely The student does not The student does not connect content of the indicates his/her own his/her provide/offer his/her perspective article to an experience ability to relate the viewpoint or viewpoint or at work, is able to topic of the article to perspective. perspective. their perception based any experience they upon their experience in have had or cannot general as a safety identify a way it could professional and/or can be of use to them. connect it to their dissertation topic and explain to us how it relates. Discussion The student provides an The student provides The student is late The student’s excellent question to the a good question to posting their question question was not Board Topic class via the discussion the glass, interaction/ to the discussion appropriate. It was board. The question gets engagement is board, engagement is late to the discussion a lot of engagement/ mediocre. limited. and/or no interaction. from class
Appendix E Rubric for Grading Oral Reflection Reflection Grade A Reflection Grade A Reflection Grade A Reflection Grade A Content The content of the article is summarized. The content of the paper is barely summarized. It is not clear if the article was read due to lack of content. There is barely any noticeable content in the presentation from the article. Logical Flow There is a logical flow to the presentation. The student jumps around, but can still be followed. Difficult to follow Cannot follow what the student is presenting. Effort is Obvious There is no doubt regarding preparedness of the student, he/she engages the classroom (e.g. using blackboard tools, offers relevant quotes, takes a poll, uses humor, highlights) The preparation is not obvious, but does use some engagement tools. It is doubtful the student was prepared. The student was not prepared. Offers a perspective The student is able to connect content of the article to an experience at work, is able to their perception based upon their experience in general as a safety professional and/or can connect it to their dissertation topic and explain to us how it relates. The student barely indicates his/her own ability to relate the topic of the article to any experience they have had or cannot identify a way it could be of use to them. The student does not his/her viewpoint or perspective. The student does not provide/offer his/her viewpoint or perspective. Discussion Board Topic The student provides an excellent question to the class via the discussion board. The question gets a lot of engagement/ interaction. The student provides a good question to the glass, interaction/ engagement is mediocre. The student is late posting their question to the discussion board, engagement is limited. The student’s question was not appropriate. It was late to the discussion and/or no from class