LDRS 101 Course Notes – Course Assessment

Assessment Overview

Below you will find the assignment dropboxes for submitting your assignments in this course. Make sure to read the instructions carefully in both your syllabus and below. Additionally, take note of the grading rubrics for your assessments, which provide clear expectations for assignments and insight into how the instructor will evaluate your work.

Course Evaluation

The course grade will be determined by the satisfactory completion of all requirements.

Assessment	Assesses Course Learning Outcome	Suggested Due Date
Assignment 1: Reflective Journal	1-4	End of Unit 3
Assignment 2: Digital Citizenship Blog	1-7	End of Unit 5
Assignment 3: Digital Literacy Portfolio	1-7	End of Unit 6

Assignment Feedback & Competency-Based Assessment

Your progress in this course will be assessed based on how well you demonstrate competency in the course learning outcomes (CLOs), which are equally weighted. Rather than focusing on point-based grading, this course uses a competency-based assessment approach, which means:

You will complete a series of learning activities and assignments that provide opportunities to demonstrate your understanding of the CLOs.
Your work will be evaluated holistically, considering how well you meet the learning outcomes rather than simply accumulating points.
You will be asked to exercise evaluative judgment, meaning you will reflect on your own work, assess your level of proficiency, and provide evidence of your learning.
Your instructor will work with you to appraise your progress, offering feedback to help you deepen your understanding and refine your work.

To measure competency, we use a proficiency scale that helps both learners and instructors assess whether assignments are completed at an appropriate level. This scale includes five levels of proficiency: Not Demonstrated, Emerging, Developing, Proficient, and Extending. Each level reflects the depth of understanding and application of the course learning outcomes.

This approach ensures that assessment is focused on growth, reflection, and mastery rather than simply grading tasks.

Not Demonstrated	Emerging	Developing	Proficient	Extending
The learner does not demonstrate the outcome at a level that is assessable.	The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.	The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.	The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.	The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.

Feedback will be communicated with you in two different ways. First, and most important, there will be at least two assessment interviews that you will be required to attend with your instructor. During this assessment interview, you will need to highlight what you have learned and which artifacts from the course you use as evidence of your learning. You and your instructor will use the Competency Development Tracker to guide this conversation. By the end of the conversation, you will have a clear picture and record of your level of proficiency on each of the Course Learning Outcomes addressed in that particular assignment and you will have a plan for improving your level of proficiency on future assignments.

Second, your instructor will record your level of proficiency on each outcome in the Moodle gradebook. It will be your responsibility to ensure that the proficiency levels shown in the Competency Development Tracker align with what is shown in the gradebook. During the course, the Moodle Gradebook will be considered the correct record. However, your grade is not official until it is entered into the university Portal at the end of your course.

Grading System

Understanding Proficiency Levels and Final Grades

As we mentioned previously, your progress will be assessed based on how well you demonstrate competency on the Course Learning Outcomes (CLOs). Instead of focusing on points or percentages, this approach emphasizes your ability to apply what you’ve learned.

Your proficiency will be evaluated at different levels, and your final grade will be based on your performance across all seven CLOs.

You must complete all assignments to receive a grade in this course.

There are two steps to determining your final grade in the course.

Proficiency Levels: Determining Your Learning Progress

First, at the end of your course, you will have a record of your proficiency levels on each of the Course Learning Outcomes based on your work on each of the assignments. In LDRS 101, you will have three proficiency ratings for outcomes 1-7 and two proficiency ratings for outcomes 5-7. Based on that data, your instructor will determine a final rating for each outcome based on all of your attempts. The following guidelines outline how the final proficiency rating may be determined. Given the developmental nature of learning, your instructor may prioritise demonstrations of proficiency that come later in the course.

Extending – You must achieve an Extending rating on at least two assessments.
Proficient – You must achieve a Proficient rating on at least two assessments.
Developing – You must achieve a Developing rating on at least two assessments.
Emerging – You must achieve an Emerging rating on at least two assessments.
Not Demonstrated – If two or more CLOs are rated as Not Demonstrated, this level is assigned.

Final Letter Grade Aggregation

Second, based on their final rating for each of the outcomes, your instructor will use the following information to determine your final grade.

Your final letter grade is determined by your proficiency across the seven CLOs:

A – At least 5 of the 7 CLOs must be at Extending, with no rating below Proficient.
B – At least 5 of the 7 CLOs must be at Proficient, with no rating below Developing.
C – At least 5 of the 7 CLOs must be at Developing, with no rating below Emerging.
D – At least 5 of the 7 CLOs must be at Emerging, with no Not Demonstrated ratings.
F – Assigned if 2 or more CLOs are rated as Not Demonstrated.

This grading structure ensures that your final grade reflects your overall competency across the course learning outcomes, rewarding both depth and consistency in your learning. It is designed to keep you actively engaged in your learning and focused on developing the skills necessary for success. If you have any questions about how your work is assessed, please reach out to your instructor.

University Standard Grading System

Letter Grade	Grade Description
A	Outstanding, 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
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. 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. 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. 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. Proficiency Scale: Not Demonstrated

For more information please see the University Standard Grading System website.

Assessment Conversations

Throughout the course, you will have several opportunities to elicit feedback from your instructor and/or your Success Coach. We will work together to appraise your work on learning activities and assignments in light of the course learning outcomes.

As part of this process, you will participate in an Assessment Conversation, a scheduled meeting where you will:

Demonstrate and discuss your work, showcasing how you have engaged with digital tools, built workflows, and applied digital literacy skills.
Explain your learning process, sharing insights into how you approached assignments and developed key competencies.
Defend your progress using the Competency Development Tracker, a shared document where you will assess your proficiency in relation to the course learning outcomes.
Exercise evaluative judgment, critically analyzing your strengths, areas for growth, and next steps in your digital learning journey.

These conversations are formative, meaning they are designed to support your learning and development. They may not result in a grade on your assignment, but you will receive valuable feedback that you can use to improve your standing in the course on your next assessment.

How to Prepare for Your Assessment Conversation

Use the Competency Development Tracker: This shared document between you and your instructor aligns course learning outcomes with proficiency indicators across assignments. It helps you track your progress, evaluate your learning, and practice evaluative judgment throughout the course. Keep it updated as you complete each assignment to prepare for the conversation.
Prepare specific questions about your work that you would like to discuss. Making a list ahead of time ensures we use our time efficiently.
Review the course learning outcomes and take notes on how you would explain your understanding of them. This is an opportunity for self-reflection and assessment.
Review your work: Assignments should demonstrate how you have met the targeted course learning outcomes.
Reflect on your work: Be prepared to show connections between concepts, apply them to your experiences or current events, and demonstrate personal reflection and critical thinking.

Before the Assessment Conversation

Test your video and audio in Microsoft Teams to ensure everything is working correctly.
Practice sharing your screen in Teams, as well as sharing links in the chat. (See Present content in Microsoft Teams meetings in MS Office 365 Support for guidance.)

During the Assessment Conversation

After a brief introduction, we will review your Competency Development Tracker to discuss your progress and address any concerns.
I will ask you the guiding questions, such as:
1. Overall, how are you feeling about the course and the content?
2. Are there any specific ways that I can better support your learning?
3. Do you need increased accountability?
4. How are you doing in meeting the goals that you set for yourself at the beginning of the course?
Use your Competency Development Tracker to explain how your assignments demonstrate progress toward proficiency. Highlight specific indicators of proficiency that you have met and areas where you continue to grow.
Clearly explain how your assignments provide evidence of your learning in relation to the course outcomes.
Your instructor will provide feedback to help you assess your progress, suggest improvements, and encourage further development.
Take notes on the feedback and reflect on how you can continue to grow in each of the learning outcome areas.

Key Points to Highlight During Your Conversation

Avoid simply reading your assignments or reflections. Instead, focus on key learning moments:

What do you want your instructor to notice?
Which indicators of proficiency have been met?
What are you especially proud of?
How does your journal demonstrate evidence of learning?

By preparing thoughtfully and engaging in meaningful discussion, you will gain valuable insights into your learning progress and receive guidance to strengthen your digital literacy skills.

Competency Development Tracker

The Competency Development Tracker is a structured tool designed to help you monitor your progress in achieving the course learning outcomes. This document serves as both a reflection tool and a progress log, allowing you to track how your work demonstrates competency across different assignments.

How It Works

Aligns Assignments with Learning Outcomes: The tracker maps each assignment to the course learning outcomes and provides proficiency indicators to help you evaluate your level of understanding.
Encourages Evaluative Judgment: As you complete each assignment, you will self-assess your progress, identify areas of strength, and recognize opportunities for improvement.
Facilitates Reflection: You will use the tracker to document insights from your learning process, connect course concepts to real-world applications, and prepare for discussions with your instructor.
Supports the Assessment Conversation: This tracker is a shared document between you and your instructor, providing a structured way to demonstrate your growth, defend your progress, and receive targeted feedback during your scheduled assessment conversation.

How to Use It

Update your tracker as you complete each assignment, indicating your proficiency level and reflecting on your learning.
Use it as a guide to prepare for your assessment conversation, highlighting key learning moments and areas where you seek feedback.
Engage in meaningful reflection, considering how your skills are developing and how you can continue improving.

This tracker is not just a record of work—it’s a tool to help you take ownership of your learning, practice self-assessment, and develop competencies that extend beyond the course.

Course Discussions

Discussions are an integral part of this course as they provide opportunities for you to engage with the course material, share perspectives, and enhance your understanding through collaborative learning. The discussions are intended to be informal and to facilitate exploration of ideas.

Expectations:

Discussions are mandatory but ungraded. You will not be able to complete your final assignment if you do not engage in discussions.
Discussion prompts will be provided in the unit.
You are expected to actively participate in discussions throughout the course.

Ways to Discuss:

Discussions are not limited to formal online forums. They can take place in informal settings with peers, friends, or coworkers. The emphasis is on active engagement and critical reflection.

You may use platforms such as Discourse or other social media platforms.
You may use your conversations with friends and coworkers.

Instructions:

After working through each unit, refer to the specific discussion questions as posed by your instructor.

Online Discussions
- If discussing through an online chat platform, you may wish to write down your response first in your notes, as you can use this later in your assignments.
- Post your response and engage with others. Be sure to take note of others’ insights and feedback to use for your reflection paper.
In Person Discussions:
- If discussing with peers or coworkers, jot down your notes, including any context you may need to provide those you engage in discussion. (e.g., course topics or readings)
- Remember to follow ethical guidelines in interactions with those outside of your course:
  - Let participants know what course you are taking and the purpose of this discussion assignment.
  - Let participants know that participation is optional, and they can opt out at any time.
  - Assure them that you will not use any identifiable information in the Reflection Paper.
- During or after your conversation, jot down notes on any insights gathered through this academic discourse.

Why Discuss?

Taking an active role in discussions will allow you to:

Understand the course material more thoroughly by exploring different perspectives.
Sharpen your ability to think critically and develop well-reasoned arguments.
Learn from your peers, share resources, and build on each other’s ideas.
Improve your ability to express ideas clearly and respond respectfully.
Broaden your perspective and enhance your ability to appreciate different viewpoints.
Develop your evaluative judgment by identifying your strengths and areas for improvement.
Prepare for future professional challenges by simulating real-world collaboration and problem solving.

By actively participating in discussions you’ll not only meet course requirements but also develop skills that will benefit your academic and professional future.

Other Tips

Take the time to craft your responses with care, ensuring clarity and coherence.
Use concepts and resources from the course to back up your viewpoints.
Use professional language in your posts to maintain a respectful tone.
Engage with others’ posts thoughtfully, fostering meaningful discussions.
Encourage dialogue by asking questions that prompt critical thinking and reflection.

Privacy Reminder:

Confidentiality in discussions, whether online or in person, is essential. Participants often share personal or professional experiences to enrich dialogue. Please share discreetly, use pseudonyms when necessary, and refrain from sharing confidential or proprietary information about others. Remember, discussions are confidential to participants; distributing or verbalizing discussion contents to others is a violation. For questions or concerns, contact your instructor.

Additional Resources

Please see the following links and resources as you prepare for the assessment in this course:

The Learning Commons Resource Centre: See the quick guides and writing resources.
The Writing Centre: Book an appointment to get help with the writing process.