cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com
Learning Styles Rubric
Criteria
% Value
No Submission
1: Unsatisfactory
0-75%
2: Less Than Satisfactory
76-80%
3: Satisfactory
81-88%
4: Good
89-92%
5: Excellent
93-100%
% Scaling
0%
75%
80%
88%
92%
100%
Content – 75%
Designed a 4 hour class that would accommodate the learning style of each of the students
15%
None
Barely designs a 4 hour class that does not accommodate the learning style of each student.
Minimally designs a 4 hour class that would accommodate the learning style of each student.
Designs a 4 hour class but does not clearly accommodate the learning style of each student.
Clearly designs a 4 hour class but does not clearly accommodate the learning style of each student.
Clearly designs a 4 hour class that would clearly accommodate the learning style of each student.
Composed the learner objectives for the course
15%
None
Incorrectly composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with many errors.
Minimally composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with some errors.
Composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with few errors.
Clearly composes the learner objectives for the class design. Uses Blooms taxonomy appropriately and the A, B, C, D format for objectives, but not expertly.
Clearly composes the learner objectives for the class design. Expertly uses Blooms taxonomy appropriately and the A, B, C, D format for objectives.
Outline the class content and agenda
10%
None
Barely outlines the class content and agenda – substantially unorganized.
Minimally outlines the class content and agenda – somewhat unorganized.
Outlines the class content and agenda, but neither is clear.
Clearly outlines the class content or agenda, but not both.
Clearly outlines the class content and agenda.
Describe the learning activities and the rationale for the learning activities selected for the group of students
15%
None
Barely describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.
Minimally describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.
Describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.
Clearly describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Description is not always comprehensive.
Clearly and comprehensively describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.
Describe the strategies to assess learning based on the learner objectives
15%
None
Barely describes the strategies to assess learning based on the learner objectives. There is no logical connection between the assessment strategies and the learner objectives.
Minimally describes the strategies to assess learning based on the learner objectives. There is little logical connection between the assessment strategies and the learner objectives.
Describes the strategies to assess learning based on the learner objectives. There is a logical connection between the assessment strategies and the learner objectives.
Clearly describes the strategies to assess learning based on the learner objectives. Description is not always comprehensive. There is a logical connection between the assessment strategies and the learner objectives, although the connection is not evident without description.
Clearly and comprehensively describes the strategies to assess learning based on the learner objective. There is a clearly evident logical connection between the assessment strategies and the learner objectives.
Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials
3%
None
Selected literature is irrelevant and insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials.
Weak selection of sufficient and relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials.
Fair selection of sufficient and relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available.
Partial selection of sufficient and relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available.
Excellent selection of sufficient and relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available.
Length
2%
None
Unacceptable adherence to assignment length criteria (less than or more than 50 percent of stated criteria).
Poor adherence to assignment length criteria (within 50 percent of stated criteria).
Weak adherence to assignment length criteria (within 25 percent of stated criteria).
Adequate adherence to assignment length criteria (within 10 percent of stated criteria).
Excellent adherence to assignment length criteria (within stated criteria).
Organization and Effectiveness – 20%
Thesis Development and Purpose
8%
None
Paper lacks any discernible overall purpose or organizing claim.
The main thesis claims are insufficiently developed and/or vague; purpose is not clear.
The main thesis claims are apparent and appropriate to purpose.
The main thesis claims are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.
The main thesis claims are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
Paragraph Development and Transitions
7%
None
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5%
None
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Format – 5%
APA Format
4%
None
Correct APA format is not evident in the paper.
Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA.
Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA.
Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA.
Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination.
Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
1%
None
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.
© 2015. Grand Canyon University. All Rights Reserved.
© 2015. Grand Canyon University. All Rights Reserved.
Assignment
Need help with my Computer Science question – I’m studying for my class.
Use the following table to answer questions 1 and 2.
1a.Identify a rule that has reasonably high support, but low confidence. Only state the rule; nothing more.
1b.Identify a rule that has low support and high confidence.Only state the rule; nothing more.
1c.Identify a rule that has high support and high confidence.Only state the rule; nothing more.
1d.Identify a rule that has low support and low confidence.Only state the rule; nothing more.
2a.By treating each transaction ID as a market basket, compute the support for each of the following itemsets:
s({e})=
s({b,d}) =
s({b, d, e}) =
2b.Compute the confidence for the following association rules:
c(b,d à e) =
c(e à b,d) =
2c.By treating each Customer ID as a market basket and treating each item as a binary variable where appearance of an item = 1 in which the customer bought the item (and a 0 otherwise), compute the support for each of the following itemsets:
s({e})=
s({b,d}) =
s({b, d, e}) =
2d.Use your results in 2c to the confidence for the following association rules:
c(b,d à e) =
c(e à b,d) =
Use the following market basket transactions to answer items in question 3.
3a.What is the maximum number of association rules that can be extracted from this data?
note: be sure to show your calculations
4.The following market basket transactions were used to create the itemset lattice that is next to the market basket.A candidate is discarded if any one of its subsets is found to be infrequent during the candidate pruning step.Support the Apriori algorithm is applied to the data set with minsup = 30%, any itemset occurring in less than 3 transactions is considered to be infrequent.
(a)
Complete the grid below in order to label each node in the lattice with the following letters:
Note: Begin by entering every itemset from the lattice into the table below.You may need to expand the grid in order to accommodate all of your responses.
N:
If the itemset is not considered to be a candidate itemsety the Apriori algorithm.Two reasons for an itemset not to be considered as a candidate itemset:a) it is not generated at all during the candidate generation step, or b) it is generated during the candidate generation step but is subsequently removed during the candidate pruning step because one of its subsets is found to be infrequent.
F:
If the candidate itemset is found to be frequent by the Apriori algorithm.
I: If the candidate itemset is found to be infrequent after support counting.
|
Itemset |
Assigned letter (N, F, or I) |
(b)
What is the percentage of frequent itemsets (with respect do all itemsets in the lattice)?
Answer:
(c)
What is the pruning ratio of the Apriori algorithm on this data set? (Pruning ratio is defined as the percentage of itemsets not considered to be a candidate because (1) they are not generated during candidate generation or (2) they are pruned during the candidate pruning step.)
Answer:
