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Models of Forgiveness 
Models of Forgiveness
Building on the VALUE Learning Rubrics ( Integrative learning, Critical & Creative Thinking) this design will effectively communicate the process of building across academic and life experience progressing from simple connections among ideas and experiences to synthesizing and transferring learning to new complex situations beyond the classroom in regards to the models of forgiveness presented in this class.
Rubric Code: T54XWA
By mengman
Ready to use
Public Rubric
Subject: Philosophy  
Type: (Other)  
Grade Levels: (none)

Powered by iRubric Intergrative Learning
This design will effectively communicate the process of building across academic and life experience progressing from simple connections among ideas and experiences to synthesizing and transferring learning to new complex situations beyond the classroom in regards to the models of forgiveness presented in this class.
  Beginning

10 pts

Developing

20 pts

Accomplished

30 pts

Exemplary

40 pts

Intergrative Learning
34 %
Connections to Experience

Connects relevant experience and academic knowledge
Beginning

Identifies connections between life experiences, case studies examined and academic texts and ideas perceived as similar and related to one's own interests.
Developing

Compares life experiences and academic knowledge to infer differences, as well as similarities and acknowledge perspectives other than one's own.
Accomplished

Effectively selects and develops examples of life experience drawn from a variety of contexts (family life, school, civic involvement, work experience) to illuminate concepts/theories/framework from the study of the field of the forgiveness models presented.
Exemplary

Meaningfully synthesizes connections among experiences outside the formal classroom (drawn from life experience and academic work) to deepen understanding of the four models of forgiveness presented and to broaden one's own points of view.
Transfer

Adapts and applies theories/methodologies in one situation to new situations.
Beginning

Uses and applies, in a basic way the theories or methodologies in one situation to a new situation.
Developing

Uses skills, abilities, theories and methodologies gained in one situation in a new situation to contribute to understanding of problems or issues.
Accomplished

Adapts and applies skills, abilities, theories and methodologies gained in one situation to new situations to solve problems or explore issues.
Exemplary

Adapts and applies, independently, skills, abilities, theories, methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.
Reflection and Self-Assessement

Demonstrates a developing sense of self as learner, building on prior experiences to respond to new and challenging contexts.
Beginning

Describes own performance with general descriptors of success and failure.
Developing

Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness).
Accomplished

Evaluates changes in own learning over time,recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).
Exemplary

Envisions a future self (and possibly makes plans that build on past experiences) that have occurred across multiple and diverse contexts.
Critical Thinking
A habit of mind characterized by the comprehensive exploration of issues, ideas, and events before accepting or formulating an opinion or conclusion.
  Beginning

20 pts

Developing

40 pts

Accomplished

60 pts

Exemplary

80 pts

Critical Thinking
33 %
Evidence

Selecting and using information to investigate a point of view or conclusion
Beginning

Information is taken from source(s) without any interpretation /evaluation. Viewpoints of experts are taken as fact, without question.
Developing

Information taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.
Accomplished

Information is taken from source(s) with enough interpretation/
evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.
Exemplary

Information is taken from source(s) with enough interpretation/
evaluation to develop a comprehensive analysis or synthesis.
Viewpoints of experts are questioned thoroughly.
Influence

of context & assumptions
Beginning

Shows an emerging awareness of present assumptions. Begins to identify some contexts when presenting a position.
Developing

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).
Accomplished

Identifies own and others assumptions and several relevant contexts when presenting a position.
Exemplary

Thoroughly (systematically and methodically) analyzes own and others assumptions and carefully evaluates the relevance of contexts when presenting a position.
Student's Position

perspective
thesis/hypothesis
Beginning

Specific position (perspective, thesis/
hypothesis) is stated, but is simplistic and obvious.
Developing

Specific position (perspective, thesis/
hypothesis) acknowledges different sides of an issue.
Accomplished

Specific position (perspective, thesis/
hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within student's position.
Exemplary

Specific position (perspective, thesis/
hypothesis) is imaginative, taking into account the complexities of an issue. Limits of student's position are acknowledged. Others' points of view are synthesized within student's position.
Conclusions

and related outcomes
(implications and consequences)
Beginning

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences implications) and are oversimplified.
Developing

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications are identified clearly.
Accomplished

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are clearly identified.
Exemplary

Conclusions and related outcomes (consequences and implications) are logical and reflect student's informed evaluation and ability to place evidence and perspectives discussed in priority order.
Creative Thinking
35 %
Taking Risks

May include personal risk ( fear of embarrassment or rejection of new theories) tackling controversial topics/theories, advocating non-conventional ideas or solutions
Beginning

Actively follows through on accepting non-traditional viewpoints of the theories and methodologies presented.
Developing

Remains open to to new approaches of application of models, theories and methodologies.
Accomplished

Demonstrates a willingness to move beyond one's comfort zone to incorporate new theories and methodologies.
Exemplary

Substantial movement towards embracing and incorporating new models, theories, methodologies or creates a new hybrid of their own design and successfully demonstrates its application.
Solving Problems

Beginning

Only a single approach is considered and is successfully documented and applied to resolve problem/issue.
Developing

Considers and rejects less acceptable approaches to resolve problem/issue.
Accomplished

Having selected from among alternatives, develops a logical, consistent plan to solve the problem/issue.
Exemplary

Not only develops a logical, consistent plan to solve problem/issue, but recognizes consequences of solution and can articulate reason for choosing solution.



Keywords:
  • intergrative learning rubric, models of forgiveness, fr. tim


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