Please consult these rubrics when preparing or revising assignments.

The rubrics may be modified to add clarity or otherwise refine an assignment.

TBTE 415 - Technology in school settings - Fall 2007 : Assignment Rubrics      
    No effort
(0%)

Developing
(10-60%)

 Mastery
(70-80%)		 Exemplary
(90-100%)		 Points
 1 Attendance
 Criterion-graded: For each class session, you receive either a
1 if you were present & on-time

0.5 if you were late or absent (but visited the instructor outside of class time)

0 if you were absent and did not visit the instructor or otherwise make accommodations to address missed class material
These points are added up and divided by the total number of class sessions
 5
2 Participation Criterion-graded: For each class session you attend, you receive either a
1 if you were an active participant

0.5 if you off-task or un-communicative

0 if you did not participate
These points are added up and divided by the total number of class sessions you attended		 5
3 Quizzes     (grade assigned by score)
 5
4 Personal blogging (e.g., did not set up a blog!) __  Made all required posts on your blog?
__  All required posts made on time?
__  Made all required posts on classmates'' blogs?
__  All required posts on classmates' blogs made on time?
__  Made any additional posts?

 10
5 Class blogging   Did not respond to all required threads Responded to all required threads

Some responses are perfunctory and/or late 		Responded to all required threads

All responses thoughtful and on-time		 10
6 Presentations

6.a = tool
6.b = design or literature present		   No visual or no handout Both visual and handout present, but either poorly executed (e.g., overloaded powerpoint or handout is merely slide outline) or provide incomplete information (see next column for specification of complete information)

 Both visual and handout well-executed, provide complete information

6.a
  • Describes technical aspects of tool (e.g., what technical infrastructure
  • Presents an example of a finished product
  • Describes at least one (potential or actual) use in K-12 classroom instruction
  • Addresses trade-offs (affordances and constraints for K-12 use)
6.b
  • Provides an overview of the concept
  • Provides some depth (but not exhaustive) for each sub-component
  • Provides resources / links for further reference
Presentation and handout posted to class blog		 5 each, total = 10
7 Podcasting / vodcasting

7.a = experiment
7.b = midterm 'cast
7.c = final 'cast
   Podcasts not posted


7.a:
Less than 60 seconds, or posted in wrong format (e.g., project format, such as .aup)

7.b & 7.c:
  • Posted in wrong format
  • Poor production values (e.g., muddy or poorly balanced audio)
  • Information violates confidentiality
Podcasts posted to personal blog but not to iTunesU

7.a:
60 seconds or more, posted in final format (i.e., mp3, wav, etc.)

7.b & 7.c

  • Correct format
  • Clean, clear production values
  • Incomplete instructional information
Podcasts posted to personal blog and to iTunes U

7.a:
60 seconds or more, posted in a universal format (i.e., mp3, unless you want to argue for something different)

7.b & 7.c
  • Correct format
  • Clean, clear production values--use of sound effects / natural sound is encouraged
  • Complete instructional information
    • Context (grade level, content area, topic, tools)
    • Description of process (plan of instruction / scaffolding)
    • Critique/evaluation
5 each, total = 15
8 Field project   Missing or incomplete components All components present and complete:
  • Description of context (grade level & class size; content area & curricular expectations; instructor demographics; available infrastructure; relevant characteristics of learners, instructor, curriculum & assessment)
  • Specification of learning objectives
    • local standards, with descriptives
    • national standards, with descriptives
  • Description of assessments to be used to determine whether objectives are being met
  • Description of materials to be used
    • Tools
      • supporting infrastructure
      • entry behaviors--what does the teacher need to know or be able to do before-hand? Any previous knowledge or experience required of the students?
    • Reference materials (e.g., instructional supports)
    • Supplies (e.g., USB drives or network accounts)
  • Description of instructional plan
    • Sequence of activities to be taken
    • Scaffolds / supports to be provided
    • Feedback provided along the way
  • Presentation of aggregrated  assessment data
  • Final evaluation of the project
    • Based on student performance data
    • Based on teacher report
    • Based on your own informed judgment
All components present and complete (see previous column); writing and supporting materials are at a professional level (i.e., well-written, APA formatting, references the literature base)
 40

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