Iesha Liles_week 2_LearningTeamEvaluation-1.doc

Supported a majority of the team timeline and met the

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Supported a majority of the team timeline and met the assignment due date. Helped to establish and follow the goals, roles, and responsibilities of the team. Interacted with other members of the team with a respectful and professional tone. Communication was clear with minor typographical or grammatical errors. Fair (2) Moderate substantive involvement in team discussion. Supported some of the team timeline and met the assignment due date. Followed the goals, roles, and responsibilities of the team. Interacted with other members of the team with an informal tone. Communication was effective with minor typographical or grammatical errors. Poor (1) Minimal substantive involvement in team discussion. Did not support the team timeline but still met the assignment due date. Did not always follow the goals, roles, and responsibilities of the team. Interactions with other members of the team were disrespectful and inappropriate at times. Communication was poor with numerous typographical or grammatical errors. None (0) No substantive involvement in team discussion. Did not support the team timeline . Did not follow team goals, roles, or responsibilities. No communication.
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LEARNING TEAM EVALUATION This form is designed to help in evaluating Learning Team collaboration expectations and performance. Substantive involvement in the Learning Team Collaborative Discussion is defined as any posts or contribution that adds value to the overall discussion. This may include presenting new ideas, examples, perspective, or asking additional questions of team members that help to further the overall team discussion. Students attending class at local campuses are encouraged to use the Online Learning Forums available in the course eCampus page. They should also document any offline collaboration that is conducted in their Learning Teams. February 2011
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