proficiency on 'F'

course_assessment.qmd

@@ -36,7 +36,7 @@ At the end of the course, your instructor will summarize all your writing, commu
 | **B** | **Good, competent work**; laudable performance with evidence of some original thinking, careful organization; satisfactory critical and analytical capacity; reasonably error-free expository written expression, with clear, focused thesis and well-supported, documented, relevant arguments; good problem-solving ability with few computational or conceptual errors in scientific subjects; reasonably good grasp of subject matter but an occasional lack of depth of discernment; evidence of reasonable familiarity with course subject matter in both concepts and key issues. Exhibits a serious, responsible engagement with the course content.<br/><br/>**Proficiency Scale: Proficient** |
 | **C** | **Adequate, reasonably satisfactory work**; fair performance but infrequent evidence of original thinking or the capacity to analyze, synthesize, or evaluate course material; undue reliance on rote memory; difficulty in applying knowledge in unfamiliar contexts; limited problem-solving ability in scientific subjects; fairly clear but quite uninspiring written expression with occasional problems in mechanics or syntax; weak in provision of documented, illustrative, or descriptive evidence; satisfactory grasp of basic elements of the course but frequent lapses in detailed understanding. Satisfies the minimum requirements of the course. <br/><br/>**Proficiency Scale: Developing** |
 | **D** | **Minimally acceptable work**; relatively weak performance with little evidence of original thinking or ability to analyze or synthesize course material; nominal or weak problem-solving ability in scientific subjects; written expression frequently exhibits difficulty in articulating a central thesis or sustaining a coherent argument; ideas are trite or juvenile without discernible development. Shows inadequate grasp of some basic elements of the course. <br/><br/>**Proficiency Scale: Emerging** |
-| **F** | **Inadequate work**; poor performance that indicates a lack of understanding or misunderstanding of essential subject matter; seems easily distracted by the irrelevant; written expression is poorly organized, often incoherent, and rife with mechanical and diction errors. Shows little evidence of even basic competency in the course content or skills. |
+| **F** | **Inadequate work**; poor performance that indicates a lack of understanding or misunderstanding of essential subject matter; seems easily distracted by the irrelevant; written expression is poorly organized, often incoherent, and rife with mechanical and diction errors. Shows little evidence of even basic competency in the course content or skills. <br/><br/>**Proficiency Scale: Not Demonstrated** |
 
 For more information please see the [University Standard Grading System](https://www.twu.ca/about-us/policies-guidelines/student-policies/university-standard-grading-system){target="_blank"} website.
 

docs/course_assessment.html

@@ -332,7 +332,7 @@ <h3 class="anchored" data-anchor-id="university-standard-grading-system">Univers
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 <td><strong>F</strong></td>
-<td><strong>Inadequate work</strong>; poor performance that indicates a lack of understanding or misunderstanding of essential subject matter; seems easily distracted by the irrelevant; written expression is poorly organized, often incoherent, and rife with mechanical and diction errors. Shows little evidence of even basic competency in the course content or skills.</td>
+<td><strong>Inadequate work</strong>; poor performance that indicates a lack of understanding or misunderstanding of essential subject matter; seems easily distracted by the irrelevant; written expression is poorly organized, often incoherent, and rife with mechanical and diction errors. Shows little evidence of even basic competency in the course content or skills. <br><br><strong>Proficiency Scale: Not Demonstrated</strong></td>
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docs/search.json

@@ -634,7 +634,7 @@
     "href": "course_assessment.html#assignment-feedback-grading",
     "title": "Course Assessment",
     "section": "Assignment Feedback & Grading",
-    "text": "Assignment Feedback & Grading\nYou will be evaluated in this course based on how well you meet the course learning outcomes, which are equally-weighted. This will involve you completing a series of learning activities and assignments. We will work together to appraise your work on the course assignments in light of the course learning outcomes. You will be required to exercise evaluative judgment with respect to how you have met each of the outcomes.\nIn this course we use a proficiency scale as a gauge to help learners and the instructor ensure that assignments are completed at an appropriate level.\n\n\n\n\n\n\n\n\n\n\n\n\nNot Demonstrated\nEmerging\nDeveloping\nProficient\nExtending\n\n\n\n\nThe learner does not demonstrate the outcome at a level that is assessable.\nThe student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.\nThe student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.\nThe student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.\nThe student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.\n\n\n\n\n\n\nGrading System\nAt the end of the course, your instructor will summarize all your writing, communicating, collaborating, presenting, reflecting, questioning, evaluating, and learning using one single letter (and maybe a + or –). This grade will be determined by examining your work in relation to the outcomes and through discussions with you.\n\n\nUniversity Standard Grading System\n\n\n\n\n\n\n\n\n\nLetter Grade\nGrade Description\n\n\n\n\nA\nOutstanding, excellent work; exceptional performance with strong evidence of original thinking, good organization, meticulous concern for documented evidence, and obvious capacity to analyze, synthesize, evaluate, discern, justify, and elaborate; frequent evidence of both verbal eloquence and perceptive insight in written expression; excellent problem-solving ability in scientific or mathematical contexts with virtually no computational errors; demonstrated masterful grasp of subject matter and its implications. Gives evidence of an extensive and detailed knowledge base. (Note: The A+ grade is reserved for very rare students of exceptional intellectual prowess and accomplishment, especially in lower-level courses.)  Proficiency Scale: Extending\n\n\nB\nGood, competent work; laudable performance with evidence of some original thinking, careful organization; satisfactory critical and analytical capacity; reasonably error-free expository written expression, with clear, focused thesis and well-supported, documented, relevant arguments; good problem-solving ability with few computational or conceptual errors in scientific subjects; reasonably good grasp of subject matter but an occasional lack of depth of discernment; evidence of reasonable familiarity with course subject matter in both concepts and key issues. Exhibits a serious, responsible engagement with the course content.Proficiency Scale: Proficient\n\n\nC\nAdequate, reasonably satisfactory work; fair performance but infrequent evidence of original thinking or the capacity to analyze, synthesize, or evaluate course material; undue reliance on rote memory; difficulty in applying knowledge in unfamiliar contexts; limited problem-solving ability in scientific subjects; fairly clear but quite uninspiring written expression with occasional problems in mechanics or syntax; weak in provision of documented, illustrative, or descriptive evidence; satisfactory grasp of basic elements of the course but frequent lapses in detailed understanding. Satisfies the minimum requirements of the course. Proficiency Scale: Developing\n\n\nD\nMinimally acceptable work; relatively weak performance with little evidence of original thinking or ability to analyze or synthesize course material; nominal or weak problem-solving ability in scientific subjects; written expression frequently exhibits difficulty in articulating a central thesis or sustaining a coherent argument; ideas are trite or juvenile without discernible development. Shows inadequate grasp of some basic elements of the course. Proficiency Scale: Emerging\n\n\nF\nInadequate work; poor performance that indicates a lack of understanding or misunderstanding of essential subject matter; seems easily distracted by the irrelevant; written expression is poorly organized, often incoherent, and rife with mechanical and diction errors. Shows little evidence of even basic competency in the course content or skills.\n\n\n\n\n\nFor more information please see the University Standard Grading System website.",
+    "text": "Assignment Feedback & Grading\nYou will be evaluated in this course based on how well you meet the course learning outcomes, which are equally-weighted. This will involve you completing a series of learning activities and assignments. We will work together to appraise your work on the course assignments in light of the course learning outcomes. You will be required to exercise evaluative judgment with respect to how you have met each of the outcomes.\nIn this course we use a proficiency scale as a gauge to help learners and the instructor ensure that assignments are completed at an appropriate level.\n\n\n\n\n\n\n\n\n\n\n\n\nNot Demonstrated\nEmerging\nDeveloping\nProficient\nExtending\n\n\n\n\nThe learner does not demonstrate the outcome at a level that is assessable.\nThe student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.\nThe student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.\nThe student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.\nThe student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.\n\n\n\n\n\n\nGrading System\nAt the end of the course, your instructor will summarize all your writing, communicating, collaborating, presenting, reflecting, questioning, evaluating, and learning using one single letter (and maybe a + or –). This grade will be determined by examining your work in relation to the outcomes and through discussions with you.\n\n\nUniversity Standard Grading System\n\n\n\n\n\n\n\n\n\nLetter Grade\nGrade Description\n\n\n\n\nA\nOutstanding, excellent work; exceptional performance with strong evidence of original thinking, good organization, meticulous concern for documented evidence, and obvious capacity to analyze, synthesize, evaluate, discern, justify, and elaborate; frequent evidence of both verbal eloquence and perceptive insight in written expression; excellent problem-solving ability in scientific or mathematical contexts with virtually no computational errors; demonstrated masterful grasp of subject matter and its implications. Gives evidence of an extensive and detailed knowledge base. (Note: The A+ grade is reserved for very rare students of exceptional intellectual prowess and accomplishment, especially in lower-level courses.)  Proficiency Scale: Extending\n\n\nB\nGood, competent work; laudable performance with evidence of some original thinking, careful organization; satisfactory critical and analytical capacity; reasonably error-free expository written expression, with clear, focused thesis and well-supported, documented, relevant arguments; good problem-solving ability with few computational or conceptual errors in scientific subjects; reasonably good grasp of subject matter but an occasional lack of depth of discernment; evidence of reasonable familiarity with course subject matter in both concepts and key issues. Exhibits a serious, responsible engagement with the course content.Proficiency Scale: Proficient\n\n\nC\nAdequate, reasonably satisfactory work; fair performance but infrequent evidence of original thinking or the capacity to analyze, synthesize, or evaluate course material; undue reliance on rote memory; difficulty in applying knowledge in unfamiliar contexts; limited problem-solving ability in scientific subjects; fairly clear but quite uninspiring written expression with occasional problems in mechanics or syntax; weak in provision of documented, illustrative, or descriptive evidence; satisfactory grasp of basic elements of the course but frequent lapses in detailed understanding. Satisfies the minimum requirements of the course. Proficiency Scale: Developing\n\n\nD\nMinimally acceptable work; relatively weak performance with little evidence of original thinking or ability to analyze or synthesize course material; nominal or weak problem-solving ability in scientific subjects; written expression frequently exhibits difficulty in articulating a central thesis or sustaining a coherent argument; ideas are trite or juvenile without discernible development. Shows inadequate grasp of some basic elements of the course. Proficiency Scale: Emerging\n\n\nF\nInadequate work; poor performance that indicates a lack of understanding or misunderstanding of essential subject matter; seems easily distracted by the irrelevant; written expression is poorly organized, often incoherent, and rife with mechanical and diction errors. Shows little evidence of even basic competency in the course content or skills. Proficiency Scale: Not Demonstrated\n\n\n\n\n\nFor more information please see the University Standard Grading System website.",
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