Prose (Technical)

Spelling and grammatical errors are so rare as to be almost non-existent.

Spelling and grammatical errors are infrequent and non-distracting.

Spelling and grammatical errors are frequent and distracting.

Spelling and grammatical errors are frequent enough to cause understanding to be lost.

Prose (Clarity)

Prose is logically organized and self-consistent and thus clearly delivers a message.

Prose suffers from minor organizational or self-consistency problems but retains clarity of message.

Prose suffers from major organizational or self-consistency problems which negatively impacts message clarity.

Prose lacks clear organization and self-consistency and has no clear message.

Prose (Voice)

Prose uses audience-appropriate diction and examples to enhance readability, relatability, and level of reader engagement.

Prose diction and examples are somewhat esoteric or inappropriate but readability, relatability, and reader engagement are retained.

Prose diction and examples are audience-inappropriate and negatively impact readability, relatability, and reader engagement.

Prose diction and examples are completely inappropriate and render the text a chore to read.

Information Exposure

The student’s model of information exposure and its relationship with control over information are clearly defined.

The student’s model of information exposure hints at its relationship with control over information.

The student’s model of information exposure is unclear or circular in its definition.

The student’s model of information exposure shows no thought or attempt to internalize ideas from the activity.

Student Reaction

Student’s reaction is elucidated clearly and well-justified with a chain of causality.

Student’s reaction is elucidated clearly and partially justified with supporting evidence.

Student’s reaction is unclear, inconsistent, xor unjustified.

Student’s reaction is unclear, inconsistent, and unjustified.

Risk Assessment

The potential risks described by the student are realistic, have clearly stated causality, and are supported by evidence and well defined passive and active information exposure scenarios.

The potential risks described by the student are realistic, have some defined causality, and have weak evidence or scenario support.

The potential risks described by the student are not very realistic, have poorly defined causality, and have little to no evidence or scenario support.

The potential risks described by the student are completely unrealistic and have no supporting arguments.

Risk Value Model

The risk-value relationship model is clearly described and accompanied by helpful illustrative examples.

The risk-value relationship model is defined and an attempt is made to provide examples.

The risk-value relationship model is not well-defined and examples are not clear or absent.

The risk-value relationship model is convoluted, unintelligible, or circular and examples (or the lack thereof) compound the problem.

Student Reaction

Student’s reaction is elucidated clearly and well-justified with a chain of causality.

Student’s reaction is elucidated clearly and partially justified with supporting evidence.

Student’s reaction is unclear, inconsistent, xor unjustified.

Student’s reaction is unclear, inconsistent, and unjustified.

Narrative

Narrative establishes a structured plan of action, incorporates relevant points from the activities in an additive way, and provides ample justification for the decisions made.

Narrative establishes a plan of action, touches on relevant points from activities in an additive way, and provides some justification for the decisions made.

Narrative sketches a plan of action in a vacuum without clear justification or an attempt to relate back to lessons from the activities.

Narrative fails to establish an action plan and is a disjointed listing of random points culled from the WebQuest or other sources.