Appendix D
Below, you will find the evaluation rubrics used in KIN 377.
Online Discussions
| Criteria | Pts |
|---|---|
| Understanding | 5 |
| Response | 5 |
| Empirically based | 5 |
| Contribution | 5 |
| APA Style Citation | 5 |
| Reference Format | 5 |
Understanding 5: Comprehensive understanding, insightful analysis. 3: Solid understanding, evidence of engagement. 2: Limited understanding, incomplete analysis. 0: No understanding demonstrated.
Response 5: Replied to 3 other students 3: Replied to 2 other students 2: Replied to 1 other students
Empirically based 5: Consistently uses reliable sources, well-supported responses. 3: Generally uses reliable sources, occasional personal opinions. 2: Largely based on personal opinions, limited use of sources. 0: Consistently relies on personal opinions, no reliable sources used.
Contribution 5: Substantial: Response provides most of the content required by the prompt, but does not require further analysis of the subject. 3: Superficial: Response provides obvious information without further analysis of the concept; lacks depth of knowledge or reasoning. 2: Not acceptable: 0: Information is minimal.
APA Style Citation 5: All sources are consistently and correctly cited and referenced in APA format. The student provides clear and relevant examples to support their arguments, demonstrating a thorough understanding of the material. 3: Most sources are cited and referenced in APA format, with occasional minor errors. The student provides some relevant examples to support their arguments, but may not always connect them to the larger topic or provide sufficient analysis. 2: Some attempt is made to cite sources in APA format, but they may not be consistently or correctly cited. The student provides few or irrelevant examples to support their arguments, and may not demonstrate a clear understanding of the material. 0: No sources are cited or referenced in APA format, or sources are improperly cited. The student provides no examples to support their arguments, or provides only irrelevant or factually incorrect examples.
Reference Format 5: The reference list is correctly formatted according to APA style, with all sources cited in the text included and vice versa. The reference list is organized alphabetically by the author’s last name, with appropriate indentation and formatting for each citation. 3: The reference list mostly follows APA style, but may contain occasional errors or inconsistencies. Some sources cited in the text may be missing from the reference list or vice versa. The reference list may be somewhat disorganized or lack proper indentation/formatting. 2: Attempt is made to follow APA style for the reference list, but there are frequent errors or inconsistencies. Many sources cited in the text may be missing from the reference list or vice versa. The reference list may be disorganized and lack proper indentation/formatting. 0: The reference list does not follow APA style at all, or is missing altogether. Many sources cited in the text are missing from the reference list or vice versa. The reference list may be disorganized and difficult to read.
LT - Update 2
| kinCriteria | Score 1: Early Cognitive | Score 2: Late Cognitive | Score 3: Early Associative | Score 4: Late Associative |
|---|---|---|---|---|
| Attention Demands | High cognitive demand | Moderate cognitive demand | Low cognitive demand | Minimal cognitive demand |
| Control of Movement | Conscious control | Mixed conscious & automatic | Mostly automatic control | Mostly automatic control |
| Execution Speed | Slow and hesitant | Increased speed | Moderate speed | Faster speed |
| Fluidity & Efficiency | Slow, inconsistent, inefficient | Improved fluidity & efficiency | Greater fluidity & efficiency | Reliable, efficient |
| Precision & Consistency | Low precision & consistency | Developing precision & consistency | Links precision & consistency with performance | Consistent precision & performance |
| Tactical Decision Making | Limited tactical awareness | Basic tactical awareness | Developing tactical awareness | Good tactical awareness |
Attention Demands: This criterion evaluates the amount of cognitive effort required by the student to perform the motor skill. In the early stages of learning, a significant amount of cognitive activity is needed to understand and execute the skill. As the student progresses, the cognitive demand decreases, allowing them to perform the skill more automatically.
Control of Movement: This criterion assesses the level of conscious and automatic control over the motor skill. In the initial learning stages, students rely heavily on conscious control. As they gain experience, the control of movement transitions to being more automatic, allowing for smoother execution.
Execution Speed: This criterion evaluates the speed at which the student can perform the motor skill. Early in the learning process, students may perform the skill slowly and hesitantly. As they become more proficient, their execution speed increases, ultimately reaching an optimal or exceptional level.
Fluidity & Efficiency: This criterion measures the smoothness, consistency, and efficiency of the student’s movements. In the beginning stages, students may struggle with fluidity and efficiency, but as they progress, their movements become more reliable and efficient, eventually reaching a superior level.
LT - Update 3
Same rubric used in Section 1.1.
LT - Video Performance
| Criteria | Mastery (Autonomous) | Near Mastery (Late Associative) | Near Mastery (Early Associative) | Below Mastery (Late Cognitive) | Below Mastery (Early Cognitive) |
|---|---|---|---|---|---|
| Attention Demands | 5 | 4 | 3 | 2 | 1 |
| Control of Movement | 5 | 4 | 3 | 2 | 1 |
| Fluidity & Efficiency | 5 | 4 | 3 | 2 | 1 |
| Precision & Consistency | 5 | 4 | 3 | 2 | 1 |
| Time | 5 | 4 | 3 | 2 | 1 |
Attention Demands: This criterion evaluates the amount of cognitive effort required by the student to perform the motor skill. In the early stages of learning, a significant amount of cognitive activity is needed to understand and execute the skill. As the student progresses, the cognitive demand decreases, allowing them to perform the skill more automatically.
Control of Movement: This criterion assesses the level of conscious and automatic control over the motor skill. In the initial learning stages, students rely heavily on conscious control. As they gain experience, the movement control transitions to be more automatic, allowing smoother execution.
Fluidity & Efficiency: This criterion measures the smoothness, consistency, and efficiency of the student’s movements. In the beginning stages, students may struggle with fluidity and efficiency, but their movements become more reliable and efficient as they progress, eventually reaching a superior level.
Precision & Consistency: This criterion assesses the student’s ability to perform the motor skill accurately and consistently. Early learners often struggle with precision and consistency. Still, as they progress, they develop the ability to link these elements with their performance, ultimately achieving high accuracy and consistency.
Time: Juggling: you must juggle 3 objects continuously for at least 5 seconds. Cup Stacking: you must complete the “up and down” in under 10 seconds.
LT - Reflection Paper
