Grading Policy

Attendance through active online and in-person participation is essential to learning, especially in this course. The following elements will be used in calculating the course grade:

1. Packback Journal Discussions - We will use Packback to generate ideas, and reflect on ourselves as learners. It will also allow us to explore a new tool recently added to our College Resources. Packback gives insight into their thought process and logic development while stimulating learning through student interaction.

2. The Time Management Project –You will monitor your use of time over the course of a week and compare it to how you estimated you would be using your time. The completed assignment includes your completed time monitor log and reflection paper.

3. Career Exploration Assignment – Students will complete the FOCUS2 online career assessment. You will submit your completed FOCUS2 Portfolio, your CareerLink Profile, and reflection questions related to two careers and majors. 

4. Learning Profile Paper – A paper describing your purpose for being in college, your educational experience, motivation and attitudes toward learning, your strengths, weaknesses, and academic/career goals. A detailed description is included in the syllabus.

5. Exams –Three exams will be given over the course of the semester; covering material from the textbook, PowerPoint presentations and handouts and activities.  

Extra Credit: 5 points of extra credit toward your final grade can be earned by completing a combination of the activities listed in the Extra Credit link on the course Blackboard site or in course announcements. Points are assigned based on thoroughness, quality, and depth of the work submitted.  Students can earn up to 5 points on top of their final grade.  Extra Credit work should be emailed to the Professor for credit.

The EDUC 1300 Learning Framework course grade for each student is determined by averaging the scores earned in each of the areas above and adjusting for attendance as appropriate. The final grade is based on the scale below:

A 90 – 100%

B 80 – 89%

C 70 – 79%
D 60 – 69%

F 59% and below

Students can check their grades on Blackboard and Google Classroom.  Total points for individual assignments will reflect only in Google Classroom, all grades, including extra credit and final course grade, will be in Blackboard under My Grades. All assignments are graded within one week (to the best of my ability) of the due date and grades are issued in Blackboard and Google Classroom. 

The following descriptions provide guidance on the standards of performance for grades earned in the Learning Framework course:

 “A” level work  

Responds fully and accurately to the requirements of the assignment; demonstrates excellence in thinking, creativity and performance throughout; is clear, thorough, and well-organized with ample supporting examples and details; is well-presented with very few, if any, errors of grammar, spelling, punctuation, and format.

“B” level work

Responds well to the requirements of the assignment; demonstrates sound thinking and competent performance throughout; is clear, fairly thorough, and well organized with sufficient supporting examples and details; is presented with few errors of grammar, spelling, punctuation, and format.

“C” level work

Responds to most of the requirements of the assignment; demonstrates mixed levels of thinking and only adequate performance throughout; is occasionally clear, lacks thoroughness, and has some organization with few supporting examples or details; is presented with several errors of grammar, spelling, punctuation, or format.

“D” level work

Responds to few of the requirements of the assignment; demonstrates poor levels of thinking and inadequate performance throughout; is unclear or incomplete, and is poorly organized with little or no supporting examples or details; is poorly presented and includes several major errors of grammar, spelling, punctuation, or format.

“F” level work

Fails to respond to the requirements of the assignment; does not demonstrate evidence of thinking or concern for performance; is thoroughly confusing, incomplete, and disorganized with significant flaws in grammar, spelling, punctuation, and format throughout. 

It is my responsibility as the instructor to determine the grade based on these criteria, but by evaluating and revising your work according to these standards prior to handing it in, you can increase its quality and the level of your success in all of your courses.

Adapted from work by Richard Paul and the Critical Thinking Consortium, Sonoma State University, CA