Assessment rubrics

Assessment Rubrics 7840

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Research analyses

In assessing your research analyses, I will be marking according to the following rubric.

Criterion Unsatisfactory Satisfactory Good Very good Excellent
Understanding of issues Little evidence of knowledge or understanding of issues relating to the topic being analysed. Extensive confusion about the topic. General or vague comments on issues with little evidence of close understanding of the topic being analysed. Some confusion about the topic. General comments on issues, backed up with some reference to specific aspects of the topic being analysed. No significant confusion about the topic. Commentary on specific aspects of the issues with evidence of close understanding (e.g., examples and cases) of the topic being analysed. Clear comprehension of the topic. Evidence of careful, broad and deep understanding of the detail of the issues relating to the topic being analysed. Inconsistencies
and differing
positions or approaches are noted and accounted for.
Critical engagement with issues Does not identify key issues related to the topic being analysed. Champions personal views rather than those backed up research. Identifies key issues but provides
limited
critique of the topic being analysed. Tendency towards description  rather than analysis. Little reference to the research.
Demonstrates an adequate level of critique on the topic being analysed with some analysis of opinions related to the topic being analysed. Some reference to the research. Responds to
issues raised by the topic being analysed, presents arguments and
opinions on
the topic based on the research.
Demonstrates broad and deep analytical
engagement
with the topics
being analysed.
Presents arguments
and opinions based on the research and
demonstrates
an ability to
relate the
material to
different
contexts.
Technical and pedagogical knowledge of ICTs appropriate for educational purposes Does not analyse the potential educational  efficacy or implications  of the technology under discussion. Demonstrates lack of understanding of ICT as it relates to the topic being analysed. Hints at the potential educational  efficacy or implications of the technology under discussion but does not position it as regards the issues at hand. Basic understanding of ICT as it relates to the topic being analysed. Adequate knowledge of  potential educational  efficacy or implications of the technology under discussion and provides moderate engagement with the pedagogy. Acceptable understanding of ICT as it relates to the topic being analysed. Significant engagement with both the technical and pedagogical issues relating to the potential educational  efficacy of the technology under discussion. Good  understanding of ICT as it relates to the topic being analysed. Full intellectual, pedagogical  and technical engagement with issues relating to the potential educational  efficacy of the technology under discussion. Extensive  understanding of ICT as it relates to the topic being analysed.
Scholarly communication style Poor spelling and grammar. Points or arguments relating to the topic are unclear. Refers to fewer than 4 sources. It is
difficult to
understand
the analysis.
Some mistakes in spelling and/or grammar; lack of clarity in the writing. Sometimes
difficult to
understand the
analysis. Refers to at least 4 sources.
Adequate spelling and grammar; Analysis understandable. Refers to at least 4 sources. Clear presentation of points of view, concisely expressed. Refers to at least 4 sources. Clear, concise, articulate, enjoyable to read. Refers to at least 4 sources.

Research journal (includes research journal entries)

In assessing your research journal, I will be marking your entries and the whole journal according to the following rubric.

Criterion Unsatisfactory Satisfactory Good Very good Excellent
Understanding of issues Little evidence of knowledge or understanding of issues relating to the topic being researched. Extensive confusion about the topic. General or vague comments on issues with little evidence of close understanding of the topic being researched. Some confusion about the topic. General comments on issues, backed up with some reference to specific aspects of the topic being researched. No significant confusion about the topic. Commentary on specific aspects of the issues with evidence of close understanding (e.g., examples and cases) of the topic being researched. Clear comprehension of the topic. Evidence of careful, broad and deep understanding of the detail of the issues relating to the topic being researched. Inconsistencies
and differing
positions or approaches are noted and accounted for in the journal entries.
Critical engagement with issues Does not identify key issues related to the topic being researched. Champions personal views rather than those backed up research. Identifies key issues but provides
limited
critique of the topic being researched. Tendency towards description  or personal reflection rather than analysis. Little reference to the research.
Demonstrates an adequate level of critique on the topic being researched with some analysis of opinions related to the topic being researched. Some reference is made to  research reports or studies. Responds to
issues raised by the topic being researched, presents arguments and
opinions on
the topic based on research reports and studies.
Demonstrates broad and deep analytical
engagement
with the topics
being researched.
Presents arguments
and opinions based on the research and
demonstrates
an ability to
relate the
material to
different
contexts.
Technical and pedagogical knowledge of ICTs appropriate for educational purposes Does not engage with the potential educational  efficacy or implications of the technology under discussion. Demonstrates lack of understanding of ICT as it relates to the topic being researched. Hints at the potential educational  efficacy or implications of the technology under discussion but does not position it as regards the issues at hand. Basic understanding of ICT as it relates to the topic being researched. Adequate knowledge of  potential educational  efficacy or implications of the technology under discussion and provides moderate engagement with the pedagogy. Acceptable understanding of ICT as it relates to the topic being researched. Significant engagement with both the technical and pedagogical issues relating to the potential educational  efficacy of the technology under discussion. Good  understanding of ICT as it relates to the topic being researched. Full intellectual, pedagogical  and technical engagement with issues relating to the potential educational  efficacy of the technology under discussion. Extensive  understanding of ICT as it relates to the topic being researched.
Development of thinking Critique, opinion or general ideas do not move past the initial understanding of the topic. Issues are not explored. Critique, opinion or general ideas begin to move past the initial understanding of the topic but show no significant evolution over time. Critique, opinion or general ideas mature past the initial understanding of the topic. Some degree of intellectual evolution as it relates to the topic under study. Critique, opinion or general ideas mature and grow well beyond initial understandings. Noticeable intellectual evolution and expansion as it relates to the topic under study. The current end point of the thinking provides for extension and movement into a higher intellectual engagement with the topic under study. Links to related areas are made explicit in terms of future research.
Navigability of journal
Almost impossible to access and navigate journal content. No use of tags or other organising devices. Titles poorly used or meaningless. Difficult to access journal content. Limited use of tags or other organising devices. Titles poorly used or almost meaningless. Links and media (e.g., videos) are poorly embedded. Journal content can be accessed via tags or other organising devices. Titles used well. Links and media (e.g., videos) are adequately embedded. Easy access to journal content. Good use of tags or other organising devices. Links and media (e.g., videos) are adequately and accurately embedded and show a good understanding of web authoring etiquette. Excellent access to journal content of all descriptions. Extended, relevant, and sensible use of tags or other organising devices. Links and media (e.g., videos) are intelligently and accurately embedded and show an excellent understanding of web authoring etiquette.

Professional magazine opinion piece

In assessing your professional opinion piece, I will be marking according to the following rubric.

Criterion Unsatisfactory Satisfactory Good Very good Excellent
Understanding of issues Little evidence of knowledge or understanding of issues relating to the topic under consideration. Extensive confusion about the topic. General or vague comments on issues with little evidence of close understanding of the topic under consideration. Some confusion about the topic. Commentary on issues refers to specific aspects of the topic under consideration. No significant confusion about the topic. Commentary on specific aspects of the issues with evidence of close understanding (e.g., examples and cases) of the topic under consideration. Clear comprehension of the topic. Evidence of careful, broad and deep understanding of the detail of the issues relating to the topic under consideration. Inconsistencies
and differing
information or approaches are noted and accounted for.
Justification of your position Fails to present and justify own opinion or forward hypothesis. Makes sweeping statements of personal opinion that aren’t backed up. Presents own position without fully addressing other views, or does so superficially. Tendency towards personal, not scholarly, opinion. Poor use of evidence and/or draws support from low-level sources. Identifies own scholarly position on the issue, drawing support from academically  reliable research and studies. Good use of evidence. Identifies own scholarly position on the issue, drawing support from academically  reliable research and studies. Begins to integrate contrary views or interpretations. Clearly presents and justifies own view or hypothesis while qualifying or integrating contrary views or interpretations. Position demonstrates ownership for constructing knowledge or framing original hypothesis/ questions, integrating objective analysis and intuition.
Critical engagement with key issues Does not identify key issues related to the topic being researched. Identifies key issues but provides
limited
critique of the topic being presented. Tendency towards description  or personal opinion rather than analysis. Does not recognise context and surface assumptions and underlying key implications, or does so superficially.
Demonstrates an adequate level of critique on the topic being researched with adequate analysis of opinions related to the topic being researched. Provides some recognition of context and consideration of assumptions and their implications. Responds to
issues raised by the topic being researched, presents arguments and
opinions on
the topic based on research reports and studies. Position includes some original thinking, and/or acknowledging, refuting, synthesising or extending other assertions.
Demonstrates broad and deep analytical
engagement
with the topic
being presented.
Presents arguments
and opinions based on the research and
demonstrates
an ability to
relate the
material to
different
contexts. Identifies influence of context and questions assumptions, addressing key dimensions that underlie the issue.
Communication style appropriate for a professional publication. Your style and tone should be semi-formal.
Poor spelling and grammar. Points or arguments relating to the topic are unclear. Refers to fewer than 2 sources. It is
difficult to
understand
the article.
Some mistakes in spelling and/or grammar; lack of clarity in the writing. Paragraphs are not unified and/or not coherent. Sometimes
difficult to
understand the
article. Refers to at least 2 sources.
Adequate spelling and grammar; article understandable. Paragraphs unified and coherent. Refers to at least 2 sources. Clear presentation of points of view, concisely expressed. Refers to at least 2 sources. Clear, concise, articulate, enjoyable to read. Refers to at least 2 sources.

ICT integration task

In assessing your ICT integration task, I will be marking according to the following rubric.

Criterion Unsatisfactory Satisfactory Good Very good Excellent
Selection of ICT  appropriate for your planned teaching episode based on the technical characteristics of the tech/tool (e.g., user management, comments systems, video recording, drag-and-drop interface, privacy settings)
Does not identify appropriate ICT for the task. Identifies  ICT for the task but does not explain the technical characteristics of the tech/tool that have influenced your choice. Identifies appropriate ICT for the task and provides an explanation of the technical characteristics of the tech/tool that have influenced your choice. Identifies appropriate ICT for the task and provides an explanation of the technical characteristics of the tech/tool that have influenced your choice. Identifies potential problems with implementation but offers ways around such problems. Identifies and explains selection of appropriate ICT for the task based on your technical requirements and presents solutions for potential problems with implementation. It is clear that you understand the finer elements of system, device or other settings and have perhaps considered risk management issues, also.
Justification of decision to use ICT, i.e., Why are you using ICT at all? No justification is given for ICT use. Justification for ICT use in this teaching episode is inadequate or superficial. Does not point to the benefits of using the tech/tool in your particular context. Decision to use of ICT may be inappropriate when considered in relation to your purpose. Justifies decision to use ICT by pointing to the benefits of the tech/tool in your particular teaching context. Decision to use ICT is clearly related to your purpose for the teaching episode. Justifies decision to use ICT by pointing to the benefits of the tech/tool in your context. Decision to use ICT is clearly related to your purpose. Points to examples of use in similar contexts and evaluates their effectiveness. Justifies decision to use ICT by pointing to the benefits of the tech/tool in your context. Decision to use ICT is clearly related to your purpose. Points to examples of use in similar contexts and evaluates their effectiveness. A sound pedagogy is described and underlies your justification.
Educational design (constructive alignment of learning outcomes, teaching and learning activities, and assessment/ evaluation)
No evidence that educational design considerations have gone into your integration planning. ICT integration plan is not constructively aligned. Learning outcomes are poorly written or confusing. Teaching and learning activities are inconsistent or confused. No sense of how you would evaluate students’ performance. ICT integration plan is constructively aligned. ICT integration plan is constructively aligned. An assessment rubric is provided, and you have justified your design by linking it to your overall pedagogy, educational purpose and your choice of ICT tech/tool. ICT integration plan is constructively aligned. An assessment rubric is provided and you have justified your design by linking it to your overall pedagogy, educational purpose and your choice of ICT tech/tool. You have extended the design to include support materials for students, risk management, and you discuss potential impediments to their learning.
Communication style appropriate for a public audience (NB: your plan does not have to be public, but your style and tone should be semi-formal, as if you were writing for a public audience.)
Poor spelling and grammar. Refers to fewer than 2 sources. It is
difficult to
understand
your plan.
Some mistakes in spelling and/or grammar; lack of clarity in the writing. Sometimes
difficult to
understand your plan. Refers to at least 2 sources.
Adequate spelling and grammar; plan is clear. Refers to at least 2 sources. Diagrams and/or rich media used. Clear presentation of your plan, concisely expressed. Refers to at least 2 sources. Diagrams and/or rich media used  and you integrate them clearly into your plan. Clear, concise, articulate, easy to follow your plan.  Refers to at least 2 sources. Diagrams and/or rich media used and you integrate them clearly into your plan. Articulate and thoughtful writing.

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2 Responses to Assessment rubrics

  1. Hi Megan,

    I don’t know if its just my computer but the “very Good” sections in the rubrics are half cut off. I can make out some sentences but in order for me to achieve a “very good” grade then i need to know what i must do but unfortunately can not read it.
    Is there any possibilty it can be changed or is there another link i can follow to view the whole rubric?

    Thanks
    Tristan

    • Megan Poore says:

      Hi, Tristan,

      Thanks for your question. There’s a display problem with the theme, not with your computer. You should be able to see a direct link to a pdf version to the rubrics at the top of the page. I have provided the pdf version to assist you in reading the whole rubric.

      I hope this information helps. Cheers.

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