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iRubric: Initial Communication from Instructor to student rubric

iRubric: Initial Communication from Instructor to student rubric

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Initial Communication from Instructor to student 
Rubric Code: F2WBC23
By nollaig
Ready to use
Public Rubric
Subject: Education  
Type: Assignment  
Grade Levels: Undergraduate

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  Excellent

4 pts

Proficient

3 pts

Approaches

3 pts

Incomplete

4 pts

Introduction Components

Excellent

Initial contact includes all components: Contact information, a letter, video/audio greeting, is culturally responsive and reflective with clarity and language that makes the new student feel part of a community of learners.
Proficient

Initial contact includes all components: Contact information, a letter, video/audio greeting, is culturally responsive and reflective
Approaches

Initial most includes all components: Contact information, a letter, video/audio greeting, is culturally responsive and reflective
Incomplete

Does not include all components: Contact information, a letter, video/audio greeting, is culturally responsive and reflective or components of the initial greeting are not culturally responsive or not clearly written.
Contact Information

Excellent

Includes a variety of ways for students to contact each other and the professor.
Includes the best times to reach the professor
Includes language encouraging students to reach out to each other and the professor for assistance when needed.
Offers students' choices as to how to communicate with each other, including Skype
Proficient

Includes a variety of ways for students to contact each other and the professor.
Includes the best times to reach the professor
Does not offer students' choices as to how to communicate.
Approaches

Includes professor's email address and suggests at least one way for students to contact each other.
Incomplete

Does not includes professors email address and suggests at least one way for students to contact each other. Assumes students know how to communicate in electronic learning environments because they are teaching e-learning courses, no mention of communication options is mentioned.
Welcoming Letter

Excellent

Shares personal Information
Includes clear and explicit expectations regarding assignments and participation. Indicates course objectives and outcomes.
Encourages frequent reflection.
Links course syllabus and/calendar.
Proficient

Shares personal Information
Includes information regarding assignments.
Includes course goals
Encourages reflection.
Links course syllabus and/calendar.
Approaches

Does not share personal Information
Lists assignments and participation.
Does not Indicate course objectives and outcomes.
Does not Encourages frequent reflection.
Does Links course syllabus and/calendar.
Incomplete

Does not share personal Information
Lists assignments and participation.
Does not Indicate course objectives and outcomes.
Does not encourages frequent reflection.
Does Links course syllabus and/calendar.
Is not welcoming and does not encourage collaboration.
Video/Audio

Excellent

Includes clear and explicit expectations regarding assignments and participation. Indicates course objectives and outcomes. Encourages frequent reflection. Incorporates a narrative story modeling the value of biography in the learning process.
Proficient

Includes expectations regarding assignments and participation. Indicates course objectives and outcomes. Encourages frequent reflection. Incorporates a narrative story modeling the value of biography in the learning process.
Approaches

Does not include expectations regarding assignments and participation.
Does not Indicate course objectives and outcomes.
Does not encourages frequent reflection. Incorporates a narrative story modeling the value of biography in the learning process.
Incomplete

Includes clear and explicit expectations regarding assignments and participation. Indicates course objectives and outcomes. Encourages frequent reflection. Incorporates a narrative story modeling the value of biography in the learning process.
Does not exist
Culturally Responsive

Excellent

Expresses awareness of multiple cultural, religious and regional practices.

Encourages students to express their cultural perspectives whenever appropriate.

Provides a variety of avenues, including anonymous venues such as surveys and journaling to promote cultural awareness.
Proficient

Expresses awareness of multiple cultural, religious and regional practices.

Encourages students to express their cultural perspectives whenever appropriate.

Provides a variety of avenues,
Approaches

Does no expresses awareness of multiple cultural, religious and regional practices.

Does not encourages students to express their cultural perspectives whenever appropriate.

Provides a variety of avenues,
Incomplete

Expresses awareness of multiple cultural, religious and regional practices.

Encourages students to express their cultural perspectives whenever appropriate.

Provides a variety of avenues,
Reflection

Excellent

Explains the value of reflection in the biographic story-telling process.

Encourages reflection frequently.

Includes opportunity for students to respond and reflect on the start to a new journey.

Demonstrates or provides examples of biographical narrative reflection
Proficient

Explains the value of reflection in the biographical story-telling process.

Encourages reflection frequently.

Includes opportunity for students to respond and reflect on the start to a new journey.
Approaches

Does not explains the value of reflection in the biographic story-telling process.

Does not encourages reflection frequently.

Does notAllows space for students to respond and reflect on the start to a new journey.
Incomplete

Explains the value of reflection in the biographic story-telling process.

Encourages reflection frequently.

Does not allow space for students to respond and reflect on the start to a new journey.

Does not exist




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