Personnel Management for the Fire and Emergency Services

How You Will Be Evaluated

---

Final Course Evaluation

Final course evaluation will be based on the following percentage weight of each type of learning activity:

Participation in Course Discussion Area	20%
Written Assignments	80%
Total	100%

The numerical average of the four groups of grades will determine your final course grade:
90-100 = A; 80-89 = B; 70-79 = C; 60-69 = D; and 59 and under = F


Criteria used to evaluate performance of written assignment —
Hierarchy of evaluation categories from the Vermont Portfolio Project

Exceptional Achievement: The student produces convincingly argued evaluation or proposal; identifies a subject, describes it appropriately, and asserts a judgment of it; gives reasons and specific evidence to support the argument; engages the reader immediately, moves along logically and coherently, and provides closure; reflects awareness of reader's questions or alternative evaluations. Assignment demonstrates extensive mastery of facts, skills, and concepts, including concepts from different readings and authorities whose ideas are examined. Quality of writing in terms of grammar, punctuation, usage, structure, etc., as well as reader engagement, is excellent. Evidence of originality, creative thinking. Evidence of mastery of course content—including readings and other resources. Commendable Achievement: The student produces well-argued evaluation; identifies, describes, and judges his/her subject; gives reasons and evidence to support the argument; is engaging, logical, attentive to the reader's concerns; is more conventional or predictable than the writer of an exceptional assignment. Evidence of mastery of course content. Adequate Achievement: The student produces adequately argued evaluation; identifies and judges its subject; gives at least one moderately developed reason to support the argument; lacks the authority and polish of the writer of an exceptional or commendable assignment; produces writing that, although focused and coherent, may be uneven; usually describes the subject more than necessary and argues a judgment less than necessary. Less evidence of mastery of course content. Weak in terms of analysis and dealing conceptually and critically with ideas.

Source: Vermont State Department of Education (1991). This Is My Best: Vermont's Writing Assessment Program. Montpelier, VT

---