• For full details on how the final exam is used in this course, read that section at the bottom of the syllabus.
• All LOs will be present on the final exam.
  • Core LOs will be clearly marked. See the syllabus for which LOs are considered core and how they are incorporated into your grade.
• When: Thursday 12/11, 9am – noon, Allen 226 (usual room)
• You may bring two standard-sized sheets of paper as a helper sheet, and you can put things on both sides.

All Rubrics

• • • LO1 – Lo2 rubric: checkpoint 9/11
    • LO3 – LO5 rubric: checkpoint 9/25
    • LO6 – LO7 rubric: checkpoint 10/9
    • LO8 – LO9 rubric: checkpoint 10/23 
    • LO10 – LO11 rubric: checkpoint 11/06 
    • LO12 – LO13 rubric: checkpoint 11/20

• Learning Objectives available for this checkpoint: LO1 – LO13
  • Reminder: You do not need to attempt any LO for which you have an E or are satisfied with your S grade on it.
  • Tell us which LOs you plan to do.
• When: Thursday 12/4, during regular class time
• You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

All Rubrics

• • • LO1 – Lo2 rubric: checkpoint 9/11
    • LO3 – LO5 rubric: checkpoint 9/25
    • LO6 – LO7 rubric: checkpoint 10/9
    • LO8 – LO9 rubric: checkpoint 10/23 
    • LO10 – LO11 rubric: checkpoint 11/06 
    • LO12 – LO13 rubric: checkpoint 11/20

• Learning Objectives available for this checkpoint: LO1 – LO13 (All of them!)
  • • Reminder: You do not need to attempt any LO for which you have an E or are satisfied with your S grade on it.
    • Tell us which LOs you plan to do.
  • When: Thursday 11/20, during regular class time
  • You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

Rubrics

Here are the rubrics that we will use to grade your answers to Learning Objectives 12 and 13. To see prior rubrics:

• • • LO1 – Lo2 rubric: checkpoint 9/11
    • LO3 – LO5 rubric: checkpoint 9/25
    • LO6 – LO7 rubric: checkpoint 10/9
    • LO8 – LO9 rubric: checkpoint 10/23 
    • LO10 – LO11 rubric: checkpoint 11/06 

LO12

1. Exemplary
   1. Correctly identifies a problematic behavior that does not support learning.
   2. If motivated reasoning is present, correctly identifies it. If it is not, correctly identifies an additional problematic behavior that does not support learning.
   3. Explanation for the identification is clear, thorough, and draws on concepts learned in class. The recommendations are reasonable and integrated with the explanation.
   4. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies a problematic behavior that does not support learning.
   2. May miss the motivated reasoning if it is present.
   3. Explanation for the identification is reasonable, but lacks some clarity or thoroughness. The recommendations are reasonable, but are not fully integrated with the explanation.
   4. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything that does not mean Satisfactory, such as:
   1. Incorrectly identifies problematic behaviors that do not support learning OR does not identify any of them.
   2. Claims that there is motivated reasoning when there is not.
   3. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   4. Key terminology is misused.

LO13

1. Exemplary
   1. Correctly identifies one issue in the prompt and provides two ways to improve the prompt.
   2. Explanation for the issue and the rationale for the improvements are clear, thorough, and draw on concepts learned in class. The improvements fix the issue, would improve the output, are reasonable, and are integrated with the explanation.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies one issue in the prompt and provides one way to improve the prompt.
   2. Explanation for the issue and the rationale for the improvements are reasonable, but lack some clarity or thoroughness. The improvement fixes the issue, is reasonable, but is not fully integrated with the explanation.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything that does not mean Satisfactory, such as:
   1. Does not identify an issue in the prompt.
   2. The improvements do not fix the issue.
   3. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   4. Key terminology is misused.

• • Learning Objectives available for this checkpoint: LO10 – LO11
    • Reminder: You do not need to attempt any LO for which you have an E or are satisfied with your S grade on it.
    • Tell us which LOs you plan to do.
  • When: Thursday 11/6, during regular class time
  • You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

  Rubrics

  Here are the rubrics that we will use to grade your answers to Learning Objectives 10 and 11. To see prior rubrics:

  • LO1 – Lo2 rubric: checkpoint 9/11
  • LO3 – LO5 rubric: checkpoint 9/25
  • LO6 – LO7 rubric: checkpoint 10/9
  • LO8 – LO9 rubric: checkpoint 10/23 

  LO10 (see 10/21 class slides for a concrete example)

  1. Exemplary
     1. Work fully demonstrates mastery of the concepts and procedures necessary for calculating the (conditional) probability of an event.
     2. Correctly uses relevant terminology.
  2. Satisfactory
     1. Arrives at the correct numerical answer, but without any accompanying work, or the accompanying work is vague and does not fully demonstrate mastery of the concepts.
     2. Uses relevant terminology with some occasional omissions or imprecisions.
  3. Not Yet – Anything that does not mean Satisfactory, such as:
     1. Incorrect numerical answer without work that fully demonstrates mastery.
     2. Incomplete work that does not answer all parts in the question.
     3. Key terminology is severely misused.

  LO11

  1. Exemplary
     1. Correctly identifies the school of probability thought
     2. Correctly identifies any hidden/implicit assumptions
     3. Correctly identifies any fallacies/paradoxes
     4. Explanations for all three above are clear, thorough, and draw from the evidence provided in the scenario
     5. Proposes an appropriate fix for the fallacies/paradoxes part, if applicable
     6. Correctly uses relevant terminology
  2. Satisfactory
     1. Correctly identifies the school of probability thought
     2. Correctly identifies any hidden/implicit assumptions
     3. Correctly identifies any fallacies/paradoxes
     4. Some explanations are unclear, not thorough, or do not draw from the evidence provided in the scenario.
     5. Uses relevant terminology with some occasional omissions or imprecisions.
  3. Not Yet – Anything that does not mean Satisfactory, such as:
     1. Incorrect school of probability thought
     2. Hidden/implicit assumptions not identified or incorrectly identified
     3. Fallacies/paradoxes not identified or incorrectly identified
     4. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
     5. Key terminology is misused.

• Learning Objectives available for this checkpoint: LO1 – LO9
  • Reminder: You do not need to attempt any LO for which you have an E or are satisfied with your S grade on it.
  • Tell us which LOs you plan to do.
• When: Thursday 10/23, during regular class time
• You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

Rubrics

Here are the rubrics that we will use to grade your answers to Learning Objectives 8 and 9. To see prior rubrics:

• LO1 – Lo2 rubric: checkpoint 9/11
• LO3 – LO5 rubric: checkpoint 9/25
• LO6 – LO7 rubirc: checkpoint 10/9

LO8

1. Exemplary
   1. Fully identifies a “spot” on the graph without requiring understanding the chart and without any ambiguity as to what the spot is.
   2. Fully explains the chosen “spot” on the graph, including:
      1. X-axis value and its meaning
      2. Y-axis value(s) and its meaning
      3. Color/Mark, if present, and its meaning
      4. Anything else pertinent for that particular chart, as follows:
         1. Scatter plot – describe a single point
         2. Line chart – describe all values associated with a single x-axis value, including confidence interval values if present
         3. Bar chart – describes all values associated with a single bar, including confidence interval values if present and, if stacked, all values in the bar
         4. Box plot – describes all values associated with a single x-axis value, including 25th percentile, median, 75th percentile, whiskers (and whether they are the min/max or 1.5*IQR the inter-quartile range), and outliers
         5. Histogram – describes all values associated with a single bar, including what is left/right inclusive/exclusive if applicable and, if stacked, all values in that bar
         6. Heatmap – describes all values associated with a single square/rectangle, including what is left/right inclusive/exclusive if applicable
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Is missing one piece of information to identify a “spot” on the graph OR uses one piece of data from the chart to identify the “spot.”
   2. Is missing one of the x-axis, y-axis, or color/mark when explaining the “spot” on the graph OR has all of these, but is missing some of the needed information for any other pertinent information for this particular chart.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything that does not mean Satisfactory, such as:
   1. Is missing more than one piece of information to identify a “spot” on the graph.
   2. Is missing more than one piece of primary information OR omits most of the needed information for any other pertinent information for this particular chart.
   3. Key terminology is misused.

LO9

1. Exemplary
   1. Correctly identifies two main ways the chart is poorly designed.
   2. Explanation for why the chart is poorly designed is clear, thorough, and draws on concepts learned in class. The fixes are reasonable, clear how they resolve the problems, and are integrated with the explanation.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies one main way the chart is poorly designed.
   2. Explanation for why the chart is poorly designed is reasonable, but lacks some clarity or thoroughness. The fix(es) is reasonable, but the explanation of how it resolves the problem is not clear or it is not fully integrated with the explanation.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything that does not mean Satisfactory, such as:
   1. Does not identify any of the main ways the chart is poorly designed.
   2. The suggested fix does not reasonably solve the identified problem(s).
   3. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   4. Key terminology is misused.

• Learning Objectives available for this checkpoint: LO1 – LO7
  • Reminder: You do not need to attempt any LO for which you have an E or are satisfied with your S grade on it.
  • Tell us which LOs you plan to do.
• When: Thursday 10/9, during regular class time
• You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

Rubrics

Here are the rubrics that we will use to grade your answers to Learning Objectives 6 and 7. To see prior rubrics:

• LO1 – Lo2 rubric: checkpoint 9/11
• LO3 – LO5 rubric: checkpoint 9/25

LO6

1. Exemplary
   1. Correctly identifies how each of competence, autonomy, and relatedness is present in the scenario.
   2. Explanation for the identification is clear, thorough, and draws on concepts learned in class. The suggestion to improve motivation is reasonable, integrated with the explanation, and is motivated by at least one need from self-determination theory.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies how each of competence, autonomy, and relatedness are present in the scenario.
   2. Explanation for the identification is reasonable, but lacks some clarity or thoroughness. The suggestion to improve motivation is reasonable, but not fully integrated with the explanation.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything that does not mean Satisfactory, such as:
   1. Incorrectly identifies at least one of how competence, autonomy, and relatedness are present in the scenario.
   2. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   3. Key terminology is misused.

LO7

1. Exemplary
   1. Correctly identifies the AI system’s category and type.
   2. Explanation for the identification is clear, thorough, and draws on concepts learned in class. The anthropomorphism evaluation is reasonable and integrated with the explanation.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies the AI system’s category and type.
   2. Explanation for the identification is reasonable, but lacks some clarity or thoroughness. The anthropomorphism evaluation is reasonable, but is not fully integrated with the explanation.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything that does not mean Satisfactory, such as:
   1. Incorrectly identifies the AI system’s category or type.
   2. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   3. Key terminology is misused.

• Learning Objectives available for this checkpoint: LO1 – LO5
• When: Thursday 9/25, during regular class time
• You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

Rubrics

Here are the rubrics that we will use to grade your answer to each learning objectives 3-5. To see LO1 – Lo2’s rubrics see checkpoint 9/11.

LO3

1. Exemplary
   1. Correctly identifies which scenario needs a bigger strategy adjustment.
   2. Explanation for the identification is clear, thorough, and draws on concepts learned in class. The suggested strategy change(s) are reasonable and integrated with the explanation.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies which scenario needs a bigger strategy adjustment.
   2. Explanation for the identification is reasonable, but lacks some clarity or thoroughness. The strategy change(s) are reasonable, but are not fully integrated with the explanation.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything incomplete or that does not mean Satisfactory, such as:
   1. Incorrectly identifies which scenario needs a bigger strategy adjustment.
   2. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   3. Key terminology is misused.

LO4

1. Exemplary
   1. Correctly identifies where the learner is in the 3P model.
   2. Explanation for the identification is clear, thorough, and draws on concepts learned in class. The recommendations are reasonable, are for the phase identified, and are integrated with the explanation.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies where the learner is in the 3P model.
   2. Explanation for the identification is reasonable, but lacks some clarity or thoroughness. The recommendations are reasonable and are for the phase identified, but are not fully integrated with the explanation.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything incomplete or that does not mean Satisfactory, such as:
   1. Incorrectly identifies where the learner is in the 3P model.
   2. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   3. Key terminology is misused.

LO5

1. Exemplary
   1. Correctly identifies what is intrinsic and extraneous load and evaluates the level of germane load.
   2. Explanation for the identification is clear, thorough, and draws on concepts learned in class. The germane load evaluation is reasonable and integrated with the explanation.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Correctly identifies most of what is intrinsic and extraneous load, and the germane load evaluation is only slightly inaccurate.
   2. Explanation for the identification is reasonable, but lacks some clarity or thoroughness. The germane load evaluation is reasonable, but it is not fully integrated with the explanation.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything incomplete or that does not mean Satisfactory, such as:
   1. Incorrectly identifies a key part of what is intrinsic or extraneous load OR the germane load evaluation is very inaccurate.
   2. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the concepts from class.
   3. Key terminology is misused.

• Learning Objectives available for this checkpoint: LO1 and LO2
• When: Thursday 9/11, during regular class time
• You may bring one piece of standard-sized paper as a helper sheet and can put things on the front and back.

Rubrics

Here are the rubrics that we will use to grade your answer to each learning objective.

LO1

1. Exemplary
   1. Accurately identifies a LO in each zone of the ZPD framework.
   2. Explanation for the identification is clear and thorough, including a discussion of the learning objectives and how it is supported.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Accurately identifies a LO in two of the zones of the ZPD framework.
   2. Explanation for the identification is reasonable, but lacks some clarity, thoroughness, or discussion about how the learning is supported.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything incomplete or that does not mean Satisfactory, such as:
   1. Only identifies a LO in one of the zones of the ZPD framework OR incorrectly identifies an instance that is inside/outside of ZPD.
   2. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands ZPD.
   3. Key terminology is misused.

LO2

1. Exemplary
   1. Accurately identifies the specific knowledge dimension and cognitive process dimensions.
   2. Explanation for the identification is clear and thorough, including a discussion on why it is not at other potential levels.
   3. Correctly uses relevant terminology.
2. Satisfactory
   1. Accurately identifies either the specific knowledge dimension or cognitive process dimensions. The other is only slightly inaccurate.
   2. Explanation for the identification is reasonable, but lacks some clarity or thoroughness.
   3. Uses relevant terminology with some occasional omissions or imprecisions.
3. Not Yet – Anything incomplete or that does not mean Satisfactory, such as:
   1. Either slightly incorrectly identifies the specific knowledge dimension and cognitive process dimensions OR at least one identification is very inaccurate.
   2. Explanation is vague, incomplete, or incorrect, such that it is not clear how well the author understands the knowledge dimensions or cognitive process dimensions.
   3. Key terminology is misused.