Assignment Rubrics
From Hc Edtech
(→Technology presentation 1) |
(→Technology presentation 1) |
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<b>Peer marking: for presentation</b> | <b>Peer marking: for presentation</b> | ||
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Evaluate the presenter on a scale of 1 to 4, with: <br> | Evaluate the presenter on a scale of 1 to 4, with: <br> | ||
4 = Strongly agree <br> | 4 = Strongly agree <br> | ||
Revision as of 12:54, 30 January 2006
Technology presentation 1
Strongly
agree Somewhat
agree Somewhat disagree Strongly
disagree The
presenter planned the presentation time carefully, and was prepared to use
the time fully The
presenter spoke clearly and confidently, and worked to make the presentation
engaging The
presenter gave an effective overview and definition of the technology, and
placed it in an educational context The
presenter was able to explain the technology in a straightforward and
interesting way, without too much jargon The
objective for the activity (hands-on or demo) was well-defined, and these
goals were realized in what followed The
instructions given to structure the activity (hands-on or demo) were clear
and helpful The
lesson plan provided was useful and complete, and could be used to re-deliver
this activity The
handout provided is well-written and well-organized, and will serve as a
future resource The
presenter provided pointers to further resources on this topic, and where to
go to learn more
Peer marking: for presentation
<p>
Evaluate the presenter on a scale of 1 to 4, with:
4 = Strongly agree
3 = Somewhat agree
2 = Somewhat disagree
1 = Strongly disagree
</p>
<p class=MsoNormal style='text-autospace:none'> </p>
Technology presentation 2
<p class=MsoNormal style='text-autospace:none'>
Instructor marking: for handout and learning plan
A learning plan should include a topic or theme; a set of objectives; a set
of activities with times; a list of materials and equipment required; and a
note on any accommodation to learning styles
</p>
|
Element |
4 points |
3 points |
2 points |
1 point |
|
learning plan |
learning plan is detailed and comprehensive, with helpful points provided for all sections |
learning plan is complete, with some detail for all sections of the plan |
learning
plan is mainly complete, with some sections needing more detail |
learning
plan is incomplete or unclear |
|
handout structure |
handout is creatively formatted (interesting structure of points and subpoints) |
handout is clearly and precisely formatted (direct structure of points and subpoints)
|
handout is legibly formatted (readable structure of points and subpoints)
|
handout is poorly formatted (jumbled structure of points and subpoints)
|
|
handout content |
handout
will help to further the learning of students who receive it (pointers to
additional resources) |
handout will serve students as a resource, in re-delivering or remembering this presentation |
handout briefly outlines the content introduced in the presentation |
handout
is either incomplete, not relevant, or not provided |
|
posting resources |
presenter
posted learning plan and handout to Weblog |
presenter
posted learning plan and handout to Weblog, with guidance |
presenter
made efforts to have learning plan and handout posted (e-mail to instructor) |
no
learning plan or handout available in digital format |
<p class=MsoNormal style='text-autospace:none'> </p>
Creative presentation on reading
|
Element |
4 points |
3 points |
2 points |
1 point |
|
use of technology |
presentation
uses technology in a highly creative way, relating to points expressed but
conveying the idea in a very different mode (visual, auditory) |
presentation uses technology in an interesting way, restating the points expressed and conveying similar idea in a different medium
|
presentation uses technology in an effective way, as another expression of similar points (i.e.
powerpoint outline) |
presentation
uses technology in a partially effective way, somewhat overshadowing content
with presentation |
|
group organization |
group pre-organizes presentation to seamlessly involve all speakers in group, and presents in a smooth, practiced fashion
|
group divides presentation between all speakers, and present with eye contact, referring to notes |
group splits presentation equally between all speakers, and present right from a script
|
group has some issues with flow of presentation, and read too much from the page
|
|
discussion page, criticism of technology |
discussion page takes a critical look at the technology used, and locates decisions within the class’ cone of experience (different learning modes)
|
discussion page stresses some positive or negative aspects of technology used, and some relation to the student’s cone of experience
|
discussion page overemphasizes either positive or negative aspects of technology used, and only some connection to different learning modes
|
discussion page does not state many pluses or minuses for technology, or connect to how technology might assist learning
|
|
formatting of discussion page, outline |
discussion
page and outline are creatively formatted (interesting structure of points
and subpoints) |
discussion page and outline are clearly and precisely formatted (direct structure of points and subpoints)
|
discussion page and outline are legibly formatted (readable structure of points and subpoints)
|
discussion page and outline are poorly formatted (jumbled structure of points and subpoints)
|
|
quality of outline |
outline emphasizes article’s major points, with brief but descriptive detail |
outline suggests article’s major points, without any accompanying detail |
outline only selects certain
of the article’s major points, missing other major points |
outline only incompletely
sketches certain of the article’s major points |
|
quotations in outline |
outline
builds in several key, short quotations, with page references (where
available) |
outline has one or two important, short quotations, with page references (where available) |
outline includes quotations, either too long for their importance or too short to suggest context
|
outline either does not have
quotations, or the relevance and references of those included is unclear |
|
definition of terms in outline |
outline
contains a helpful definition of 2 or 3 key terms, translating them into
plain and understandable words |
outline determines key terms, and offers a paraphrased and condensed definition |
outline emphasizes key
terms, without any further working definition |
outline does not determine or explain some of the key terms in the article |
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