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Assessment Rubrics
Course Assessment Rubric
Standard
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Novice
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Intermediate
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Proficient
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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)
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Satisfactory (5-6 pts)
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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
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Intermediate
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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
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Unsatisfactory
|
| Contains lesson plan that exhibits ÒexcellentÓ 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 |
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| 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
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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 ÒsurroundedÓ by activities and methods for
learners use; the "how" 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 |
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| 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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