Distinguished - Thoroughly explains how awareness of one’s own learning patterns, skills, and experiences can help one be successful in his/her degree program and beyond.

Proficient - Explains how awareness of one’s own learning patterns, skills, and experiences can help one be successful in his/her degree program and beyond. The explanation is slightly underdeveloped.

Basic - Minimally explains how awareness of one’s own learning patterns, skills, and experiences can help one be successful in his/her degree program and beyond. The explanation is underdeveloped.

Below Expectations - Attempts to explain how awareness of one’s own learning patterns, skills, and experiences can help one be successful in his/her degree program and beyond; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of how awareness of one’s own learning patterns, skills, and experiences can help one be successful in his/her degree program and beyond is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Prioritizes five soft skills that will be most critical to one’s future success, and thoroughly describes why these soft skills are critical.

Proficient - Prioritizes four soft skills that will be most critical to one’s future success, and describes why these soft skills are critical. Minor details are missing.

Basic - Prioritizes three soft skills that will be most critical to one’s future success, and briefly describes why these soft skills are critical. Relevant details are missing.

Below Expectations - Prioritizes less than three soft skills that will be most critical to one’s future success, and attempts to describe why these soft skills are critical; however, significant details are missing.

Non-Performance - The five soft skills that will be most critical to one’s future success and description of why these soft skills are critical are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Chooses one behavior based on the self-assessment, and thoroughly explains what it means to have a growth mindset and how it can help develop one’s own critical thinking skills.

Proficient - Chooses one behavior based on the self-assessment, and explains what it means to have a growth mindset and how it can help develop one’s own critical thinking skills. The explanation is slightly underdeveloped.

Basic - Chooses one behavior based on the self-assessment, and minimally explains what it means to have a growth mindset and how it can help develop one’s own critical thinking skills. The explanation is underdeveloped.

Below Expectations - Chooses one behavior, and attempts to explain what it means to have a growth mindset and how it can help develop one’s own critical thinking skills; however, the behavior is not based on the self-assessment, and/or the explanation is significantly underdeveloped.

Non-Performance - The behavior based on the self-assessment and explanation of how it can help develop one’s own critical thinking skills are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly describes how critical thinking can contribute to academic integrity.

Proficient - Describes how critical thinking can contribute to academic integrity. Minor details are missing.

Basic - Briefly describes how critical thinking can contribute to academic integrity. Relevant details are missing.

Below Expectations - Attempts to describe how critical thinking can contribute to academic integrity; however, significant details are missing.

Non-Performance - The description of how critical thinking can contribute to academic integrity is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes one’s approach to the metacognitive forums.

Proficient - Describes one’s approach to the metacognitive forums. Minor details are missing.

Basic - Briefly describes one’s approach to the metacognitive forums. Relevant details are missing.

Below Expectations - Attempts to describe one’s approach to the metacognitive forums; however, significant details are missing.

Non-Performance - The description of one’s approach to the metacognitive forums is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how continuing to complete the reflective sentence starters can enrich one’s learning.

Proficient - Explains how continuing to complete the reflective sentence starters can enrich one’s learning. The explanation is slightly underdeveloped.

Basic - Minimally explains how continuing to complete the reflective sentence starters can enrich one’s learning. The explanation is underdeveloped.

Below Expectations - Attempts to explain how continuing to complete the reflective sentence starters can enrich one’s learning; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of how continuing to complete the reflective sentence starters can enrich one’s learning is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly reflects on one’s experience over the last five weeks of the course. The reflection addresses what was enjoyed, what should be changed, expectations of online learning, and whether they were met. The course content, online learning platform, and interactions with peers and instructor are carefully considered in the reflection.

Proficient - Reflects on one’s experience over the last five weeks of the course. The reflection addresses most of these items: what was enjoyed, what should be changed, expectations of online learning, and whether they were met. The course content, online learning platform, and interactions with peers and instructor are considered in the reflection.

Basic - Minimally reflects on one’s experience over the last five weeks of the course. The reflection addresses some of these items: what was enjoyed, what should be changed, expectations of online learning, and whether they were met. The course content, online learning platform, and interactions with peers and instructor are somewhat considered in the reflection.

Below Expectations - Attempts to reflect on one’s experience over the last five weeks of the course; however, the reflection does not address most of the following items: what was enjoyed, what should be changed, expectations of online learning, and whether they were met. The course content, online learning platform, and interactions with peers and instructor are not considered in the reflection.

Non-Performance - The reflection on one’s experience over the last five weeks of the course is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Paragraphs begin with clear and concise topic sentences. Subsequent sentences in the paragraphs follow a logical order (e.g., chronological, spatial, cause/effect). As a whole, the paragraphs are written in a controlled and direct manner, allowing the reader to completely understand their direction and purpose.

Proficient - Paragraphs begin with a clear topic sentence. Subsequent sentences in the paragraphs follow a logical order (e.g., chronological, spatial, cause/effect). There are some minor issues in the organization of the paragraphs that disrupt their flow and direction.

Basic - Paragraphs begin with a topic sentence, followed by sentences that mostly follow a logical order. There are some organizational issues throughout.

Below Expectations - Paragraphs are somewhat scattered and do not appear to have a clear direction or order. While content may focus on one topic, the logic and order of such content is unclear.

Non-Performance - The assignment is either nonexistent or completely lacks any form of logical paragraph construction.

Distinguished - The paper is double-spaced, written in Times New Roman 12-pt. font, and between two and three pages in length.

Proficient - The paper exhibits one or two formatting errors (i.e., errors in font, font size, font style, indentation, or spacing) and is between two and three pages in length.

Basic - The paper exhibits three or four formatting errors (i.e., errors in font, font size, font style, indentation, or spacing) and/or is about one and a half pages in length.

Below Expectations - The paper exhibits six or more formatting errors (i.e., errors in font, font size, font style, indentation, or spacing) and/or is about one page in length.

Non-Performance - The assignment is either nonexistent or lacks the components described in the assignment instructions.