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Advanced Policy: Critical and Practical Perspectives on Aging, Spr Main Menu Contents Introduction Introduction About Suzanne E. England About Pa Thor, Teaching Assistant to the Course Teaching Assistant A Word About This Course by Suzanne England Learning Goals for Policy Practice: Based on Required Competencies of CSWE Accreditation Approach to Teaching and Learning in This Course Syllabus Nuts and Bolts Course Technology Tools Grading Scheme Adapted from https://justtv.wordpress.com/2016/02/16/rethinking-grading-an-in-progress-experiment/ Using the Course Technology for Activities and Assignments Instructions Weekly Lessons/Team Activities Team Exercises Readings, Watchings, Listenings Individual Assignments (Required) These are the required individual assigments Schedule of Individual Graded Assignments Guidelines for Optional Individual Projects Team Pages: Team Activities Individual Student Pages: Assignments etc. Each student has a separate page Additional Resources Tech and Career Reources

Self-Grading Guidelines

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For the three assignments in the Your Social Policy series, you'll have the opportunity to hone your evaluation skills by grading your own work. The ability to evaluate one's work - both on the level of content and style - is an important aspect of constructing social policies, so that they are successful in provoking change. As you've seen so far, different policies serve different needs - some are larger in scope, while others serve basic and vital functions. Likewise, what each of you have wanted to get out of this course varies, as does the grade you are aiming for.

Handing over the grading reins to you is also an attempt to provide you with more freedom as you complete this larger series of assignments. What would you do if you didn't have to worry about grades? Consider delving into an issue or trying an approach you're unfamiliar with. If you normally feel more comfortable working with textual news articles, look at visual media. If you're already well versed in certain social welfare policies, pick a topic that's less familiar to you but may be relevant for the group(s) you want to work with. As you complete each Step, ask yourself:

What grade do I need or want for this series of assignments?
What would I like to get out of this portion of the class?
What do I need to do to get an "S" or a "4" or a "3" in the context of these assignments?

For the first two Steps, you will grade yourself using S/U. For the final Step, you will use the Sample Scale to give yourself a grade. You may provide annotations to each Scalar page with reflections of how you think you did and explanations of the grades, but this is not required.