Assignment Rubrics

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

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

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