Assignment Rubrics
From Hc Edtech
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The rubrics are also available as a word document via the HC EDTECH Weblog.
Technology presentation: Peer Version
Peer marking: for presentation
Evaluate the presenter on a scale of 1 to 4, with:
4 = Strongly agree
3 = Somewhat agree
2 = Somewhat disagree
1 = Strongly disagree
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Strongly agree |
Somewhat agree |
Somewhat disagree |
Strongly disagree |
The presenter planned the presentation time carefully, and was prepared to use the time fully |
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The presenter spoke clearly and confidently, and worked to make the presentation engaging |
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The presenter gave an effective overview and definition of the technology, and placed it in an educational context |
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The presenter was able to explain the technology in a straightforward and interesting way, without too much jargon |
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The objective for the activity (hands-on or demo) was well-defined, and these goals were realized in what followed |
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The instructions given to structure the activity (hands-on or demo) were clear and helpful |
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The lesson plan provided was useful and complete, and could be used to re-deliver this activity |
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The handout provided is well-written and well-organized, and will serve as a future resource |
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The presenter provided pointers to further resources on this topic, and where to go to learn more |
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Technology presentation: Instructor's Version
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.
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)
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handout is legibly formatted (readable structure of points and subpoints)
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handout is poorly formatted (jumbled structure of points and subpoints)
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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 |
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
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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
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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
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group has some issues with flow of presentation, and read too much from the page
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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)
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discussion page stresses some positive or negative aspects of technology used, and some relation to the student’s cone of experience
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discussion page overemphasizes either positive or negative aspects of technology used, and only some connection to different learning modes
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discussion page does not state many pluses or minuses for technology, or connect to how technology might assist learning
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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)
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discussion page and outline are legibly formatted (readable structure of points and subpoints)
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discussion page and outline are poorly formatted (jumbled structure of points and subpoints)
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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
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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 |