The areas of your diagram, Student is not secure about Student is secure about Student is secure about especially the quantitative content that has been content that has been content that has been aspects, which you feel most covered in the course or covered in the course, but covered in the course, and secure about (i.e. which do a student responses are not overestimates how well connects knowledge from good job of representing consistent with the level of certain aspects of the other aspects of the course what they are trying to detail provided in the diagram represent the or other courses into his/her represent). discussion (i.e. students content. diagram. report comfort with level of detail in an area that contains little detail). The areas of your diagram Student responses are not Student responses are Student provides a which you feel least secure consistent with the of consistent with the level of sophisticated assessment of about (i.e. which do a poor detail provided in the detail provided in the which aspects of the job of representing what you discussion (i.e. students discussion, and at least 5 diagram could be are trying to represent or report comfort with level of areas are identified. represented more clearly or which you do not fully detail in an area that in more detail in the understand). At least 5 contains little detail). discussion. specific areas should be Student does not list the identified in this section. required number of areas. The type of knowledge you Student cannot identify the Student identifies sufficient Student provides an believe would be necessary of information that additional types of acceptable answer and to gain to improve the areas would help answer the knowledge that would allow shows a clear understanding of the diagram you are least questions he/she identified. the diagram to be more of the variety of additional secure about, and some detailed and correctly types of knowledge that thoughts about who identifies the type of person might be required to further generates this type of who would generate the elucidate aspects of the knowledge (i.e. geologist, knowledge. diagram. chemist, political scientist, etc.).
The areas of your diagram, especially the quantitative aspects, which you feel most secure about (i.e. which do a good job of representing what they are trying to represent). Student is not secure about content that has been covered in the course or student responses are not consistent with the level of detail provided in the discussion (i.e. students report comfort with level of detail in an area that contains little detail). Student is secure about content that has been covered in the course, but overestimates how well certain aspects of the diagram represent the content. Student is secure about content that has been covered in the course, and connects knowledge from other aspects of the course or other courses into his/her diagram. The areas of your diagram which you feel least secure about (i.e. which do a poor job of representing what you are trying to represent or which you do not fully understand). At least 5 specific areas should be identified in this section. Student responses are not consistent with the of detail provided in the discussion (i.e. students report comfort with level of detail in an area that contains little detail). Student does not list the required number of areas. Student responses are consistent with the level of detail provided in the discussion, and at least 5 areas are identified. Student provides a sophisticated assessment of which aspects of the diagram could be represented more clearly or in more detail in the discussion. The type of knowledge you believe would be necessary to gain to improve the areas of the diagram you are least secure about, and some thoughts about who generates this type of knowledge (i.e. geologist, chemist, political scientist, etc.). Student cannot identify the of information that would help answer the questions he/she identified. Student identifies sufficient additional types of knowledge that would allow the diagram to be more detailed and correctly identifies the type of person who would generate the knowledge. Student provides an acceptable answer and shows a clear understanding of the variety of additional types of knowledge that might be required to further elucidate aspects of the diagram.
writing_about_complexity_assignment.v3.docx