Assessment Rubrics

Course Assessment Rubric
Assessment Rubric for Class Participation
Sample Rubric for Research Papers
Sample Assessment Rubric for Group Presentation
Sample Rubric for Instructional Unit
Sample Rubric for Lesson Plan

Rubric On-line Workshop

 

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Course Assessment Rubric

Standard

Novice

Intermediate

Proficient

Power

Internet Use
Requires significant amounts of help to select, locate, download, start or use Internet resources.
Utilize electronic mail (e-mail) to send and receive messages.
Utilize gopher and veronica to search for and retrieve information.
Utilize listserv and newsgroup applications to post and retrieve information
Utilize web-browers (e.g., Netscape) and search engines to search for, access and organize information.
Search for, locate and summarize 5-10 WWW sites that may be useful to you and other educators in your discipline.
Utilize FTP and Telnet to upload and/or retrieve information.
Utilize IRC to communicate with others in real time.
Utilize desktop video applications (e.g., CuSeeMe) to send and receive real time audio, video and text.
Produce basic WWW page using HyperText Markup Language (HTML).
Search for, locate and summarize 11-20 WWW sites that may be useful to you and other educators in your discipline.
Create and maintains e-mail system, listserv and/or newsgroup, gopher, FTP, IRC site, or a reflector site for desktop video conferencing.
Create and maintains WWW site using HTML, Common Graphical Interface (CGI), and/or other related applications.
Internet Integration
Little to no knowledge of instructional strategies for integrating Internet resources with instruction.
Develop lesson plans and materials based on past practice, fads and opinions
Describe and categorizes various Internet activities for students.
Produce lesson plans and materials that integrate the use of Internet resources based on a combination of practical experience, learning theory, research and documented best practices.
Design and describe a student-centered, technology-rich learning environment based on a combination of practical experience, learning theory, research and documented best practices.
Develop, implement and evaluate a student-centered, technology-rich learning environment based on a combination of practical experience, learning theory, research and documented best practices.
Trends
&
Issues
Little to no knowledge of current trends and issues related to the use of the Internet.
Describe educational benefits associated with telecommunication technologies.
Describe, in general, the impact of telecommuni-cation technologies on society, and their role in transforming sectors of society such as education, business & industry, home or community.
Describe, in general, one issue related to the use of the Internet in education (e.g., right to privacy, pornography, freedom of speech, intellectual property right).
Describe National, State, and local policies that may influence the use of the Internet in education.
Discuss, in detail, the impact of the telecommunication technologies on society, and how they may be used to transform sectors of society such as education, business & industry, home or community.
Discuss, in detail, the impact of National, State, and local policies related to telecommunications on teachers, students, administrators and community members.
Discuss, in detail, one issue related to the use of the Internet in education (e.g., right to privacy, pornography, freedom of speech, intellectual property right).
Participate in the development and/or modification of National, State, and local policies that may influence the use of the Internet in education.
Hardware
&
Software
Little to no knowledge of current trends and issues related to the use of the Internet.
Little to no knowledge of the availability or the basic functions and features of telecommunication technologies
Describe functions and features of e-mail, gopher, listservs, newsgroups, file transfer protocol (FTP), Telnet, the WWW, Inter-Relay Chat (IRC), and Desktop Video applications
Describe basic hardware and software components of local and wide area networks.
Draw and label a diagram which properly illustrates key components of local and wide area networks and their relationships
Generate hardware and software specifications for local and wide area networks.


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Assessment Rubric for Class Participation

Distinguished (9-10 pts)

Very Good (7-8 pts)

Satisfactory (5-6 pts)

Unsatisfactory (<5 pts)

Attends all but one or two class sessions.
Always well prepared for class. Evident that individual has completed all reading assignments prior to class
Exhibits positive, supportive attitude toward course and class members
Consistently contributes to class discussion
Consistently contributes to in-class activities
Participation is as good as one receiving a distinguished rating, but one or two elements are not quite a distinguished level.
Participation is generally similar to one receiving a unsatisfactory rating, but there are one or two elements which are relatively well done.
Does not attend class on consistent basis.
Never prepared for class. Evident that individual has not completed reading assignments prior to class
Exhibits negative attitudes toward course and class members.
Does not contribute to class discussions or in-class activities


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Sample Rubric for Research Papers

Novice

Intermediate

Proficient

Distinguished

Limited awareness of audience and/or purpose
Minimal idea development, limited and/or unrelated details
Few references
Random or weak organization
Incorrect or lack of topic and/or transition sentences
Incorrect and/or ineffective wording and/or sentence structure
Errors in grammar and format (e.g., spelling, punctuation, capitalization, headings)
An attempt to establish and maintain purpose and communicate with the audience
Unelaborated idea development; unelaborated and/or repetitious details
Some references
Lapses in focus and/or coherence
Simplistic and/or awkward sentence structure
Simplistic and/or imprecise language.
Some errors in grammar and/or format that do not interfere with communication
Focused on a purpose; evidence of voice and/or suitable tone
Depth of idea development support by elaborated, relevant details
Use of references indicate ample research
Logical organization
Controlled and varied sentence structure
Acceptable, effective language
Few errors in grammar or format relative to length and complexity
Establishes and maintains clear focus; evidence of distinctive voice and/or appropriate tone
Depth and complexity of ideas supported by rich, engaging, and or pertinent details; evidence of analysis, reflection and insight.
Use of references indicate substantial research
Careful and/or suitable organization
Variety of sentence structure and length
Precise and/or rich language
Control of surface features


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Sample Assessment Rubric for Group Presentation

Distinguished

Proficient

Intermediate

Novice

Presenters speak in a clear voice and show a flair for communicating with the audience.
Rates of speech are appropriate.
Speakers make eye contact with everyone and has no nervous habits, is appropriately dressed and has excellent posture.
Presentation involves audience, allowing time for audience to think and respond.
Presentation is well organized with a beginning, middle and end. There is a strong organizing theme, with clear main ideas and transitions.
Information is complete and accurate. Clear evidence of research.
Visual aids are well done and are used to make presentation more interesting and meaningful.
Handout(s) attractive, well organized and includes relevant information.
Appropriate length.
The presentation is as good as one receiving a distinguished rating, but there are one or two elements of the presentation which are less polished.
The presentation is generally similar to one receiving a novice rating, but there are one or two elements which are relatively well done.
Presenters are difficult to hear. The rates of speaking are too fast or too slow.
The speakers do not show much interest and/or enthusiasm in the topic. May sound like the speakers are reading the presentation.
Eye contact is made with only some of the audience.
The speakers may have nervous habits which distract form presentation. The speakers are not presentable.
Speakers do not involve audience.
Presentation shows little organization, unclear purpose, unclear relationship and/or transition between presenters, rambles or may seem like a list of facts. Lacks conclusion.
Details and examples are lacking or not well chosen for the topic or audience. Lacks evidence of research.
Very little use and/or poor use of visuals with no handouts.


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Sample Assessment Rubric for Instructional Unit

Excellent

Satisfactory

Unsatisfactory

Contains lesson plan that exhibits “excellent” characteristics as described in rubric for lesson plans.
Evidence of Research: Materials (e.g., articles, citations, reviews, annotated bibliographies) presented that demonstrate that you have researched your chosen topic.
Student Materials: All materials necessary for student to complete instructional unit included and well formatted.
Teacher Materials: All materials necessary for teacher to implement instructional unit included and well formatted.
Resources: Learners presented with additional references and resources for additional information and learning if desired.
Overall Organization and Presentation: Complete package presented in well organized and professional fashion. Can be given to a substitute teacher for ready use.
Instructional unit contains and/or exhibits most of the elements depicted under excellent performance
Instructional unit contains and/or exhibits few of the elements depicted under excellent performance


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Sample Assessment Rubric for Lesson Plan

Excellent

Satisfactory

Unsatisfactory

Instructional goals and objectives clearly stated. Learners have a clear understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction.
Relevance of goals and objectives depicted describing why it is important for learners to acquire targeted skills, knowledge, and/or attitudes.
Instructional strategies appropriate for learning outcome(s). Strategy based on a combination of practical experience, theory, research and documented best practice.
Method for assessing student learning and evaluating instruction is clearly delineated. Can be readily used for expert, peer, and/or self-evaluation.
Selection and application of technologies appropriate for learning environment and outcomes. Technologies applied to enhance learning.
Technology is “surrounded” by activities and methods for learners use; the &quothow" of usage are well-described and/or demonstrated.
Appropriateness to Target Audience: Reasonable and appropriate to those who would employ them, and likely be considered interesting and useful.
All materials necessary for student and teacher to complete lesson clearly listed.
Overall Organization and Presentation: Complete package presented in well organized and professional fashion.
Lesson plan contains and/or exhibits most of the elements depicted under excellent performance
Instructional unit contains and/or exhibits few of the elements depicted under excellent performance

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Copyright 1997.
University of Houston Clear Lake
Last Updated: January 10, 1997
Maintained by: Lee Gotcher

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