Grading+Rubrics

**Discussion Prompt Rubric**

 * ** Criteria ** ||  ** Proficient **  ||  ** Competent **  ||  ** Novice **  ||  ** Incomplete **  ||
 * || ** 5 Points **  ||  ** 3 Points **  ||  ** 1 Point **  ||  ** 0 Points **  ||
 * ** Initial Posting ** || First posting critically analyzes, synthesizes and/or evaluates the topic at hand, with reference to course readings and frameworks || First posting critically analyzes, synthesizes and/or evaluates the topic at hand, with no direct reference to course readings or frameworks || First posting only briefly addresses the topic at hand || Does not make an initial post ||
 * ** Responses to Others ** || Responses to other students are professional and supportive with additional ideas being presented. || Responses to other students are professional and supportive with no additional ideas being presented. || Brief statements are made in response to other students, such as "I agree" or "Good Point" || Does not respond to other students ||
 * ** Number of Responses ** || An initial post to the topic is made and at least 2 responses are made to other students. || An initial post to the topic is made and at least 1 response is made to another student. || An initial post to the topic is made but no responses are made to other students. || Does not participate in the discussion ||
 * ** Conventions ** || Posts have no grammatical or spelling errors. || Posts contains between 1-4 grammatical and/or spelling errors. || Posts contain 4 or more grammatical and/or spelling errors. || Does not participate in the discussion ||

**Learning Style Assessment/Concept Map Rubric**
Or Concept map was created but shows little thought with respect to design and layout. Design and layout only depicts how the individual learns personally or professionally. || ** Discussion **  || Discussion is concise and clearly summarizes how the individual learns both personally and professionally. Discussion addresses both how and why an educator or instructional designer should take ones preferred learning style(s) into consideration when designing formal or informal learning opportunities. || Discussion is not concise but clearly summarizes how the individual learns both personally and professionally. Discussion only addresses how or why an educator or instructional designer should take ones preferred learning style(s) into consideration when designing formal or informal learning opportunities. || Discussion is not clear or concise in summarizing how the individual learns both personally and professionally. Discussion only addresses how or why an educator or instructional designer should take ones preferred learning style(s) into consideration when designing formal or informal learning opportunities. || Discussion not existent. Or Discussion is not clear or concise in summarizing how the individual learns both personally and professionally. Discussion does not addresses how or why an educator or instructional designer should take ones preferred learning style(s) into consideration when designing formal or informal learning opportunities. ||
 * ** Criteria ** ||  ** Proficient **  ||  ** Competent **  ||  ** Novice **  ||  ** Incomplete **  ||
 * || ** 5 Points **  ||  ** 3 Points **  ||  ** 1 Point **  ||  ** 0 Points **  ||
 * ** Design ** || Concept map shows considerable thought with respect to design and layout. Design and layout clearly depicts how individual learns both personally and professionally. || Concept map shows some thought with respect to design and layout. Design and layout clearly depicts how individual learns both personally and professionally. || Concept map shows little thought with respect to design and layout. Design and layout attempts to depict how the individual learns both personally and professionally but the design is difficult to interpret. || Concept map not created.
 * ** Preferred Learning Style **
 * ** Conventions ** || Essay contains no grammatical or spelling errors. || Essay contains 1 -4 grammatical and/or spelling error(s). || Essay contains more than 4 grammatical and/or spelling errors. || Essay not submitted ||

** Lesson Plan Rubric **
|| Prerequisites are clearly articulated and appropriate. || Prerequisites are clearly articulated and somewhat appropriate. || Prerequisites are articulated but not appropriate || Prerequisites are not articulated || || Instructional Objectives are clearly articulated and realistic/obtainable. || Instructional Objectives are clearly articulated but meeting objectives will may challenging || Instructional Objectives are not clearly articulated and/or objectives are not realistic. || Instructional Objectives are not articulated || || Instructional Procedures are thorough and clearly articulates the roll of the workshop presenter, how the material will be introduced, what instructional techniques will be utilized and how closure will be brought to the lesson. || Instructional Procedures are somewhat thorough but the roll of the workshop presenter and how the material will be introduced along with what instructional techniques will be utilized and how closure will be brought to the lesson is not always clearly articulated. || Instructional Procedures are not thorough and the roll of the workshop presenter, how the material will be introduced, what instructional techniques will be utilized and how closure will be brought to the lesson are not clearly articulated. || Instructional Procedures along with the roll of the workshop presenter, how the material will be introduced, what instructional techniques will be utilized and how closure will be brought to the lesson are not articulated. || || A list all materials, equipment and costs is provided along with a clearly articulated description of how the materials and equipment will be utilized. || A partial list of the materials, equipment and/or costs is provided along with a description of how the materials and equipment will be utilized is articulated. || A partial list of the materials, equipment and/or costs is provided but a description of how the materials and equipment will be utilized is not articulated clearly. || A list of the materials, equipment and/or costs along with a description of how the materials and equipment will be utilized is not provided or articulated. || ** Evaluation ** || A description and a rubric (if appropriate) of how the workshop presenter will determine the extent to which workshop participant have attained the instructional objective was clearly articulated and provided. || A description of how the workshop presenter will determine the extent to which workshop participant have attained the instructional objective was articulated and but a rubric (while appropriate) was not provided. || A description of how the workshop presenter will determine the extent to which workshop participant have attained the instructional objective was not clearly articulated and a rubric (while appropriate) was not provided. || A description of how the workshop presenter will determine the extent to which workshop participant have attained the instructional objective was not articulated and a rubric (while appropriate) was not provided. || ** /Modifications ** || Accommodations or modifications needed for workshop participants with disabilities or ESOL (English for Speakers of Other Languages) was clearly articulated by indicating how other activities/materials would be used to reinforce and extend the workshop and for whom. If accommodations or modifications were not needed, it was clearly articulated why not. || Accommodations or modifications needed for workshop participants with disabilities or ESOL (English for Speakers of Other Languages) was articulated but did not indicate how other activities/materials would be used to reinforce and extend the workshop and for whom. If accommodations or modifications were not needed, it was somewhat articulated why not. || Accommodations or modifications needed for workshop participants with disabilities or ESOL (English for Speakers of Other Languages) was somewhat articulated but did not indicate how other activities/materials would be used to reinforce and extend the workshop and for whom. If accommodations or modifications were not needed, it was somewhat articulated why not. || Accommodations or modifications for participants with disabilities or ESOL (English for Speakers of Other Languages) were not articulated. || || A description of the technology to be utilized in the workshop was provided along with a clearly articulated description as to how the technology will assist learning. || A description of the technology to be utilized in the workshop was provided along with a somewhat articulated description of how the technology will assist learning. || A list (not a description) of the technology to be utilized in the workshop was provided and a description as to how the technology will assist learning was not clearly articulated or missing. || Neither a description nor list of the technology to be utilized in the workshop was provided. || ** Conventions **  || The workshop design was written in standard English with no spelling or grammatical errors. || The workshop design was written in standard English with 1-4 spelling and/or grammatical errors. || The workshop design was written in standard English with 5 – 8 spelling and/or grammatical errors. || The workshop design was written in standard English with more than 9 spelling and/or grammatical errors. ||
 * ** Criteria ** ||  ** Proficient **  ||  ** Competent **  ||  ** Novice **  ||  ** Incomplete **  ||
 * || 5 Points  ||  3 Points  ||  1 Point  ||  0 Points  ||
 * ** Needs Statement **  ** or **   ** Purpose of The Lesson **  || Needs statement/purpose was clearly articulated and appropriate. || Needs statement/purpose was clearly articulated and somewhat appropriate. || Needs statement /purpose was articulated but not appropriate || Needs statement/purpose was not articulated ||
 * ** Standards ** || Aligns to 3 or more Standards (District, Institution, Organization or ISTE NETS) || Aligns to 2 Standards (District, Institution, Organization or ISTE NETS) || Aligns to 1 Standards (District, Institution, Organization or ISTE NETS) || Does not align to any Standard ||
 * ** Prerequisites **
 * ** Instructional Objectives **
 * ** Instructional Procedures **
 * ** Materials, Equipment and Budget **
 * ** Assessment/ **
 * ** Accommodations **
 * ** Technology **
 * ** Self-Assessment ** || A clearly articulated realistic plan as to how the presenter will collect information that will be useful for planning future workshops/lessons or redesigning this workshop/lesson was provided. || A plan as to how the presenter will collect information that will be useful for planning future workshops/lessons or redesigning this workshop/lesson was provided but not clearly articulated. || A plan as to how the presenter will collect information that will be useful for planning future workshops/lessons or redesigning this workshop/lesson not provided or an unrealistic plan was provided. || A plan as to how the presenter will collect information that will be useful for planning future workshops/lessons or redesigning this workshop/lesson was not provided ||

**Individual Technology Portfolio Rubric**
 * || **8** || **5** || **2** || 0 ||
 * **Submission** || Portfolio was submitted/posted on or prior to the stated deadline. || Portfolio was submitted/posted after the stated deadline. ||  || Portfolio was not posted. ||
 * **Format** || Portfolio format with respect to the stating of standards met was followed (as outlined on the class Wiki). || Portfolio format with respect to the stating of standards met (as outlined on the class Wiki) was somewhat followed. || Portfolio format with respect to the stating of standards met (as outlined on the class Wiki) was not followed. || Portfolio was not posted. ||
 * **Evidence of meeting a standard** || Evidentiary support of having met the standard was detailed and/or verifiable. || Evidentiary support of having met the standard was not detailed, vague and/or not verifiable. ||  || Portfolio was not posted. ||
 * **Grammar & Spelling** || Spell-checked or proof read as evident as there are no grammar or spelling errors. || Spell-checked or proof reading was not evident as the result of between 1 and 3 grammar or spelling errors being present. ||< Spell-checked or proof reading was not evident as the result of between 4 and 6 grammar or spelling errors being present. || Portfolio was not posted. ||

** Reflective Essay Rubric (Final) **

 * ** Criteria ** ||  ** Proficient **  ||  ** Competent **  ||  ** Novice **  ||  ** Incomplete **  ||
 * || 5 Points  ||  3 Points  ||  1 Point  ||  0 Points  ||
 * ** Understanding ** || Clearly demonstrates an understanding of the material presented. || Demonstrate some understanding of the material presented. || Demonstrates a limited understanding of the material presented. ||  Essay not submitted  ||
 * ** Analysis and Application ** || Essay provides an insightful concise analysis of the material covered and offers numerous examples as to how the presented material could be applied in the writer’s present or future professional or personal life. || Essay provides an analysis of the material covered and offers limited examples as to how the presented material could be applied in the writer’s present or future professional or personal life. || Essay provides a limited analysis of the material covered. Writer does not offer examples as to how the presented material could be applied in their present or future professional or personal life. ||  Essay not submitted  ||
 * ** Scope of Reflection ** || Writer makes reference to material presented in each of the first 7 Modules of this course. || Writer makes reference to material presented in 5 or 6 of the first 7 Modules of this course. || Writer makes reference to material presented in 4 (or less) of the first 7 Modules of this course. ||  Essay not submitted  ||
 * ** Conventions ** || Essay contains no grammatical or spelling errors. || Essay contains 1 -4 grammatical and/or spelling error(s). || Essay contains more than 4 grammatical and/or spelling errors. || Essay not submitted ||