LA SALLE COLLEGE ANTIPOLO Tertiary Education Unit Prof Ed. 109: Educational Technolo! 1 First Semester AY 2015-2016
Instructor: Asst. Prof. Dolores . !ira"ueno
I.
COU"SE #E #ESC"IPTION:
#$is is a %- unit course desi&ned to introduce introduce t$e "asic learnin& learnin& t$eories and 'rinci'les 'rinci'les as "ases in t$e desi&n( de)elo'ment( im'lementation and e)aluation of instruction usin& educational tec$nolo&y. Students are e*'ected to ac+uire s,ills in inte&ratin& tec$nolo& y in )arious content areas. ourse acti)ities are focused on t$e desi&n and de)elo'ment of I#-"ased instructional 'lans. II. II. COU" COU"SE SE C"E# C"E#IT IT:: % units % $ours 'er ee, III. III.
#ES #ESI"E# I"E# LE LEA" A"N NING ING "ES "ESULT ULTS
E$%ected La&allian Graduate Attri'ute& (ELGA&) Critical Thin*er
ELGA& tran&lated into Content and Tran&fer Goal& Learners Learners are able to: to:
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Co++itted to E$cellence
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Chri&t,li*e
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Lifelon Learner
I-. I-.
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/)al /)alua uate te curr curren entt "est "est 'rac 'racti tice cess in t$e t$e util utili iat atio ion n of tec$ tec$no nolo lo&y &y in educ educat atio ion n and and a''r a''rec ecia iate te t$e t$e role role t$at t$at tec$nolo&y 'lay in t$e teac$in& and learnin& 'rocess. Analye t$e im'lications of different &lo"al and local issues t$at s$a'e todays tec$nolo&y use in education. Pro)i Pro)ide de an o)er) o)er)ie ie of t$e t$e found foundat atio ions ns(( t$eo t$eori ries es(( "est "est 'ractices in inte&ratin& tec$nolo&y in education. De)el De)elo' o' a "roa "road d under underst stand andin in& & of t$e t$e foun foundat datio ions ns and and t$eories t$at su''orts tec$nolo&y inte&ration in education. De)elo'( a''ly and e)aluate systems( tec$ni+ues and aids in teac$in&. /*'erience and )alue t$e itness of self and ot$ers as &i)in& t$eir "est as c$ildren of od. 3no t$at t$e s'irituality of e*cellence is a s'irituality t$at &i)es o''ortunity for t$e self and ot$ers to &ro in maturity. Demonstrate a reflecti)e lifestyle t$at $a"itually discerns t$e 'lan of od in e)eryday life.
INAL INAL P"O#UC P"O#UCT/ T/ PE" PE"O" O"ANC ANCE E TA TAS • • •
4esson 'lan it$ tec$nolo&y inte&ration e-'ortfolio #eac$in& Aids an,
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ASSESSENT TA TASS
Preli+ Ter+ Ter+ • • • •
Prelim e*am------------------------------------------------------------------------e*am---------------------------------------------------------------------------------------%0 --------------%0 lass 'artici'ationindi)idual 'artici'ationindi)idual or &rou' 'resentation ----------------------------------------20 7uies'erformance-"ased 7uies'erformance-"ased assessment 8'roduct'rocess9---------------------------------%0 8'roduct'rocess9---------------------------------%0 Assi&nmentsseator,sot$er Assi&nmentsseator,sot$er out'uts-------------------------------------out'uts---------------------------------------------------------20 -------------------20
id Ter+ • • • •
!idterm e*am ------------------------------------------------------------------------------------% ------------------------------------------------------------------------------------%0 0 lass 'artici'ationindi)idual 'artici'ationindi)idual or &rou' 'resentation ----------------------------------------20 7uies'erformance-"ased 7uies'erformance-"ased assessment 8'roduct'rocess9---------------------------------%0 8'roduct'rocess9---------------------------------%0 Assi&nmentsseator,sot$er Assi&nmentsseator,sot$er out'uts-------------------------------------out'uts---------------------------------------------------------20 -------------------20
End Ter+ Ter+ • • • • • • •
/ndterm e*am 8on-line e*am9------------------------------------------------------------------%0 e*am9------------------------------------------------------------------%0 lass 'artici'ationindi)idual 'artici'ationindi)idual or &rou' 'resentation ----------------------------------------10 7uies'erformance-"ased 7uies'erformance-"ased assessment 8'roduct'rocess9---------------------------------10 8'roduct'rocess9---------------------------------10 Assi&nmentsseator,sot$er Assi&nmentsseator,sot$er out'uts-------------------------------------out'uts---------------------------------------------------------10 -------------------10 4esson Plan it$ tec$nolo&y inte&ration--------------------------------------------------inte&ration--------------------------------------------------- 10 e-'ortfolio -------------------------------------------------------------------------------------- 20 #eac$in& #eac$in& aids "an,-----------------------------------------------------------------"an,--------------------------------------------------------------------------------------- 10
I-. LEA"NING PLAN Time Frame Week 1-3
Content / Topics/ Inputs
Presentation of the course
&uided discussion
Understanding Relevant Concepts in Educational Technology
Relection!" What is the purpose of Educational technology or technology in education. What do you value in education and technology.
Chronology of the Use of Technology Technology in Education Theories influencing the use of Educational Technology Roles of Educational Technology in Learning enefits fro! Using Educational Technology The "ynergy of Technology #ith the asic Learning theories$ principles and practices% &eneral &uidelines in Using Educational'(nstructional Technology
Week 2-
Pedagogical and Andragogical Tools (Approaches, Methodologies, Strategies, Techniques)
Using and Evaluating (nstructional )aterials *+uestions to ask in evaluating instructional !aterials, (nternet 4ddiction 5igital 5ivide e-learning trends
Personal histor# of histor# of interaction #ith technology and ho# it affected o#n lifestyle and learning style'future teaching style ePortolio The contents should in accordance #ith the re/uire!ents 0ou can use any progra! that you are !ost co!petent #ith ho#ever it should e uploaded online% Requirement $Relection !% (ndividual philosophy of teaching and learning and ho# it affects their use or non-use of technology in teaching%
Case Stud# Case studies on the use of technology y teachers and students *i%e% the case of high school
61st century education
students7 use of logs in ashing the school principal,%
Poster Poster depicting current trends in !edia'technology use in education Relection!& Essential conditions and est practices for technology integration in education in regards #ith the students$ teachers$ ad!inistrators$ learning environ!ent and other stakeholders% Relection!' What possile effects #ill the ne# learning landscape have on our present educational syste!. 8o# do you plan to cope up. What do you think is !ost i!portant role of teachers in eLearning. 8o# do feel aout the changing role that teachers #ill play in the evolving learning environ!ent.
Week 9
5ire 5irect ct$$ Purp Purpos osef eful ul E:pe E:peri rien ence ces s and and ey eyon ond d
)ake )ake a sa!p sa!ple le of teac teachi hing ng aid aid repr repres esen enti ting ng direct$ purposeful e:periences ")4 teaching teaching applying the concepts learned
Week ;
Teaching #ith Contrived E:periences
Prelim am "u!it a sa!ple !ock-up or si!ulation for a certain topic
Teaching #ith 5ra!ati
5e!onstrations in Teaching
"elect a topic and de!onstrate the proper #ay of doing it *reading a poe!$ pronouncing a #ord$ decla!ation$ etc%,%
Week > Week 1@ Week 11-16
)aking the !ost of Co!!unity Resources and ?ield Trips The Po#er Po#er of of ?il!$ ?il!$ Aideo Aideo and and TA in in the Classro Classroo! o!
"u!it a field trip proposal
Teaching #ith Aisual "y!ols
"u!it "u!it a video video clip clip for a certai certain n topic topic in English')ath Production of pictures$ slides$ hand-outs$ videos$ !ock-ups$ etc% ")4 teaching teaching applying the concepts learned
Week 13
)a:i!i
Midterm am "hort teaching de!onstration using chalkoard and B8P
Week 12 Week
Proect-ased learning and )ulti!edia
"u!it prepared transparency Proect-ased proposal
Using Using Proect- Proect-ased ased Learning Learning )ulti!edi )ulti!edia a as a
)ulti!edi )ulti!edia a presentati presentation on of proect- proect-ased ased
1
Teaching "trategy
!ulti!edia learning Relection!' 5ifferent tradition and digital !edia for education #hich includes includes description of the !edia'technology$ !edia'technology$ its strengths and #eaknesses$ its possile applications or i!plication to teaching and learning E!erging technologies in the field of (CT$ (CT$ eLearning and other relevant field and its i!plications to education
Week 19
4ssess!ent in a Constructivist$ Constructivist$ Technolog Technologyy"upported Learning
Create visual tools As#nchronous *nline +iscussion TopicD Which for! of assess!ent fits a constructivist constructivist technology-supported learning environ!ent.
Week 1;-1=
Roles and ?unctions of an Educational )edia Center
Co!e up #ith a !etaphor or si!ile on the roles of an E)C P-Tech 4n instruction instruction plan using any o f the !odels discussed in class integrating technology in education% ")4 teaching teaching applying the concepts learned "u!it Teaching 4ids ank ?inali
-I.
"EE"ENCES
or'u( renda ( et. al. 82009( Educational 82009( Educational Technology 1, P$ili''ines: 4orimar Pu"lis$in&( Inc. !corric,( ;o"ert( et. al( 81<<%9 Teaching and Learning Technology ra"e( !ar,( te. al. 81<<<9( Integrating 81<<<9( Integrating Technology Technology for Meaningful Learning A"anador( Pedro 820129( Exploring 820129( Exploring New Trends Trends in Educational Technology Technology aro( andelaria 82009( Theories and Principles of Educational Technology Technology
University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree This ruric may e used for self-assessment and !eer feedac"#
EPortfolio EPortfolio (Digital Po Portfolio) rtfolio) Rubric Criteria
Unsatisfactory
Emerging
Proficient
Exemplary
Selection of Artifacts
The artifacts and $or" sam!les do not relate to the !ur!ose of the e!ortfolio#
Some of the artifacts and $or" sam!les sam!les are related to the !ur!ose of the e!ortfolio#
Descriptive Text
'o artifacts are accom!anied y a ca!tion that clearly e(!lains the im!ortance im!ortance of the item including title, author, and date#
Some of the %ost of the &ll artifacts artifacts are artifacts are artifacts are accom!anied y a accom!anied accom!anied ca!tion that y a ca!tion y a ca!tion clearly e(!lains that clearly that clearly the im!ortance of e(!lains the e(!lains the the item including im!ortance of im!ortance of title, author, and the item the item $or" date# including title, including title, author, and author, and date# date#
Reflective Commentary
The reflections do not e(!lain gro$th or include goals for continued learning#
& fe$ of the reflections e(!lain gro$th and include goals for continued learning#
%ost artifacts &ll artifacts artifacts and and $or" $or" sam!les sam!les are sam!les are clearly and related to the directly related to !ur!ose of the the !ur!ose of the e!ortfolio# e!ortfolio# & $ide variety of artifacts artifacts is included#
%ost of the reflections e(!lain gro$th and include goals for continued learning#
&ll reflections reflections clearly e(!lain ho$ the artifact demonstrates your gro$th, com!etencies, accom!lishments, and include goals for continued learning )long and short term*#
Rating
The reflections do not illustrate illustrate the aility to effectively criti+ue $or" or !rovide suggestions for constructive !ractical alternatives#
& fe$ reflections illustrate the aility to effectively criti+ue $or" and !rovide suggestions for constructive !ractical alternatives#
%ost of the reflections illustrate the aility to effectively criti+ue $or" and !rovide suggestions for constructive !ractical alternatives#
&ll reflections reflections illustrate the aility to effectively criti+ue $or" and !rovide !rovide suggestions for constructive !ractical alternatives#
Citations
'o images, media or te(t created y others are cited $ith accurate, accurate, !ro!erly formatted citations#
Some of the %ost images, images, media media or te(t or te(t created created y y others are are others are cited not cited $ith $ith accurate, accurate, accurate, !ro!erly !ro!erly formatted formatted citations# citations#
&ll images, media media or te(t created y others are cited $ith accurate, accurate, !ro!erly formatted citations#
avigation
The navigation lin"s are confusing, and it is difficult to locate artifacts and move to related !ages or a different section# There are significant !rolems $ith !ages connecting connecting to !receding !ages or the navigation menu# %any of the e(ternal lin"s do not connect to the a!!ro!riate $esite or file# file#
The navigation lin"s are some$hat confusing, and it is often unclear ho$ to locate an artifact or move to related !ages or a different section# Some of the !ages connect to the navigation menu, ut in other !laces the lin"s do not connect to !receding !ages or to the navigation menu# Some of the e(ternal lin"s do not connect to the a!!ro!riate
The navigation lin"s are intuitive# The various !arts of the !ortfolio are laeled, clearly organied and allo$ the reader to easily locate an artifact and move to related !ages or a different section# &ll !ages connect connect to the navigation menu, and all e(ternal lin"s connect to the a!!ro!riate $esite or file#
The navigation lin"s generally function $ell, ut it is not al$ays clear ho$ to locate an artifact or move to related !ages or different section# %ost of the !ages connect to the navigation menu# %ost of the e(ternal lin"s connect to the a!!ro!riate $esite or file# file#
$esite or file# file#
Usability an! Accessibility" Text Elements# $ayout# an! Color
The e!ortfolio is difficult to read due to ina!!ro!riate use of fonts, ty!e sie for headings, suheadings and te(t and font styles )italic, old, underline*#
The !ortfolio is often difficult to read due to ina!!ro!riate use of fonts and ty!e sie for headings, suheadings, te(t or long !aragra!hs#
The e!ortfolio is generally easy to read# onts and ty!e sie vary a!!ro!riately for headings, su-headings and te(t#
The e!ortfolio is easy to read# onts and ty!e sie vary a!!ro!riately a!!ro!riately for headings, suheadings and te(t#
.ac" of !aragra!hing im!edes scanning
/nconsistent use of font styles )italic, old, underline* distracts the reader#
/n general, use of headings, su-headings and !aragra!hs !romotes easy scanning#
Use of headings, su-headings and !aragra!hs !romotes easy scanning#
%any formatting tools are under or over-utilied and decrease the reader accessiility to the content#
Some formatting tools are under or over-utilied and decrease the readers0 accessi-ility to the content#
Use of font styles )italic, old, underline* is generally consis-tent#
Use of font styles )italic, old, underline* is consistent and im!roves readaility#
1oriontal and vertical $hite $hite s!ace alignment are used ina!!ro!riately, and the content a!!ears disorganied and cluttered#
1oriontal and vertical $hite $hite s!ace alignment are sometimes used ina!!ro!riately to organie content#
1oriontal and vertical $hite $hite s!ace alignment are generally used a!!ro!riately to organie content#
1oriontal and vertical $hite $hite s!ace alignment are used a!!ro!riately a!!ro!riately to organie content#
Color of ac"ground, fonts, and lin"s decrease the readaility of the te(t, are distracting distracting and used inconsistently throughout the e!ortfolio#
Color of ac"ground, fonts, and lin"s generally enhance the read-aility of the te(t, and are generally used consistently throughout the e!ortfolio#
Color of ac"ground, ac"ground, fonts, and lin"s generally enhance the read-aility of the te(t, and are generally used consistently throughout the e!ortfolio#
Color of ac"ground, fonts, and lin"s enhance the readaility and aesthetic +uality, and are used consistently throughout the e!ortfolio#
%riting Conventions
There are more than 2 errors in grammar, ca!italiation, !unctuation, and s!elling re+uiring ma3or editing and revision#
There are 4 or more errors in grammar, ca!italiation, !unctuation, and s!elling re+uiring editing and revision#
here are a fe$ errors in grammar, ca!italiation, !unctuation, and s!elling# These re+uire minor editing and revision#
There are no errors in grammar, ca!italiation, !unctuation, !unctuation, and s!elling#
&ultime!ia Elements ('ptional)
The gra!hic elements or multimedia do not contriute to understanding conce!ts, ideas and relationshi!s# The ina!!ro!riate use of multimedia detracts from the content#
Some of the gra!hic elements and multimedia multimedia do not contriute to understanding conce!ts, conce!ts, ideas and relationshi!s#
%ost of the gra!hic elements and multimedia contriute to understanding conce!ts, ideas and relationshi!s, enhance the $ritten material and create interest#
&ll of the !hotogra!hs, conce!t ma!s, s!readsheets, gra!hics, audio and5or video files effectively enhance understanding understanding of conce!ts, ideas and relationshi!s, create interest, and are a!!ro!riate a!!ro!riate for the chosen !ur!ose#
The gra!hics do not include alternate te(t in $e-ased !ortfolios#
Some of the gra!hics include alternate te(t in $e-ased !ortfolios#
%ost of the gra!hics include alternate te(t in $e-ased !ortfolios#
&ccessiility &ccessiility re+uirements using alternate te(t for gra!hics are included in $e-ased !ortfolios#
&udio and5or video artifacts artifacts are not edited or e(hiit inconsistent clarity or sound )too loud5too soft5garled*#
& fe$ of the audio and5or video artifacts artifacts are edited $ith inconsistent clarity or sound )too loud5too soft5garled*#
%ost of the audio and5or video artifacts artifacts are edited $ith !ro!er voice !ro3ection, a!!ro!riate language, and clear delivery#
&ll audio and5or video artifacts are are edited $ith !ro!er voice !ro3ection, !ro3ection, a!!ro!riate language, and clear delivery#
T'TA$
University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree 6eadings on &uthentic &ssessment 7(am!les of Other 6urics
8 COP96/G1T :;;<-:;<= >oan ?andervelde &ll 6ights 6eserved# 6eserved# 6evised@ Wednesday, Decemer A, :;<4
% Criteria Su.stantiation o Ideas 5escries ho# effectively effectively the student estalishes a purpose$ selects and integrates ideas$ and includes details to support$ develop and'or illustrate ideas%
*rgani1ation 5escries ho# effectively effectively the #riter creates an opening and provides closure estalishes and !aintains a focus orders and arranges events$ ideas$ and'or details #ithin each paragraph and #ithin the #ork as a #hole estalishes
0
Ru.ric or rading Relection Papers ' &
The writing is clear and strongly focused. Ideas and details support and enhance the central theme. The #riting de!onstrates an outstanding kno#ledge of the suect !atter The #riting includes ideas and details #hich are al#ays original and purposeful% The #riting reflects an outstanding control and develop!ent of content The #riting de!onstrates an outstanding aility to shape and connect ideas
The writing is clear and focused. Ideas and details support the central theme. The #riting de!onstrates a strong kno#ledge of the suect !atter% The #riting includes ideas and details #hich often original and purposeful% The #riting reflects a strong control and develop!ent of content% The #riting de!onstrates a highly developed aility to shape and connect ideas%
The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. The #riting de!onstrates a good kno#ledge of the suect !atter% The #riting includes ideas and details #hich tend to predictale and routine% The #riting reflects a good control and develop!ent of details% The #riting de!onstrates a good aility to shape and connect ideas%
%
"
The writing The writing lacks clarity lacks clarity but has and focus and discernable contains focus. sketchy Support for details. the central The #riting theme is de!onstrates sketchy and an either details are e:tre!ely repetitive li!ited or and/or unclear superficial. kno#ledge of The #riting the suect de!onstrates a !atter% li!ited The #riting kno#ledge of includes ideas the suect and details !atter% #hich are The #riting al#ays includes ideas superficial and and details unclear% #hich often are The #riting superficial and reflects an unclear% e:tre!ely The #riting li!ited control reflects a and li!ited control develop!ent of and content so that develop!ent of no central content$ ut still the!e !aintains a e!erges% se!lance of a The #riting central the!e% de!onstrates The #riting an e:tre!ely de!onstrates a li!ited aility to li!ited aility to shape and shape and connect ideas% connect ideas% The The The The The organization organization organization organization organization enhances the reinforces the develops the does not does not central idea or central idea or central idea or develop develop the theme. The theme. The theme. The central idea or central idea or order, order, order, theme theme. The structure and structure and structure and effectively. writing lacks presentation presentation presentation presentation The order, direction and are are purposeful purposeful are structure and flow because compelling. and clear. predictable. predictable. presentation ideas, details, The opening is The opening is The opening is are weak and or events are outstanding strong and generally clear inconsistent, presented in in and co!pelling% directive% and directive% resulting in random order. ?ocus and ?ocus and ?ocus and continual The opening is coherence coherence are coherence are interruptions unclear and allo# the consistently generally in flow. has no
relationships et#een events$ ideas$ and'or details #ithin each paragraph and #ithin the #ork as a #hole%
#riting to flo# s!oothly so that organi
!aintained% The #riting de!onstrates a clear and effective arrange!ent of events$ ideas$ and'or details% Transitions are effective and clearly connect events$ ideas$ and'or details% Closure reinforces unity and provides an e:tre!ely strong sense of resolution%
!aintained ut the flo# is so!eti!es interrupted% The #riting de!onstrates a clear ut so!eti!es !echanical arrange!ent of events$ ideas$ and'or details% Transitions generally #ork #ell ut so!eti!es the connections et#een ideas see! forced$ inappropriate$ or predictale% Closure contriutes to unity ut the resolution tends to e ovious%
2nit# 5escries ho# the #riting presents a central ideas$ opinion$ or thesis%
The writing strongly expresses a clear central idea or opinion about the topic. Everything in the #riting goes together% The !ain idea of each paragraph goes #ith the central idea of the paper% The !ain idea and details #ithin each paragraph are related% The conclusion is aout the central idea%
The writing expresses a clear central idea or opinion about the topic. )ost parts of the #riting go together% The !ain idea of !ost paragraphs goes #ith the central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% )ost of the conclusion is aout the central idea%
The writing generally expresses a clear central idea or opinion about the topic. &enerally so!e parts of the #riting go together% The !ain idea of so!e paragraphs goes #ith the central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea%
e4el o Insight 5escries ho#
The writing reflects an
The writing reflects a
The writing reflects
The opening is not al#ays clear and has little direction% ?ocus and coherence falter fre/uently% The #riting de!onstrates a discernale$ ut #eak and inconsistent arrange!ent of events$ ideas$ and'or details% Transitions are rarely used and fe# connections are !ade% Closure$ although present$ is either too #eak to tie the piece together$ or only vaguely related to opening% The writing includes a topic, but the central idea or opinion is not clear 3 "o!e parts of the #riting go together% (n so!e paragraphs$ the !ain idea and details are related (n so!e paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea%
direction% ?ocus and coherence are lacking so that the flo# of the #riting is lost% The #riting de!onstrates an unclear or hapha
The writing reflects a
The writing lacks an
The writing includes many topics and does not express one central idea or opinion. ?e# paragraphs have a !ain idea or the !ain idea does not go #ith the central idea of the paper% ?e# paragraphs contain a !ain idea and related details% Fone of the conclusion is aout the central idea%
effectively effectively the #riter co!!unicates in a !anner that is individualistic$ e:pressive and engaging$ therey$ revealing the #riter7s stance to#ard the suect%
outstanding ability to communicate in an individualistic an, sincere and engaging voice. The #riting al#ays reflects the #riter7s conviction% The #riting al#ays rings the suect to life%
strong ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction is often apparent% The #riting fre/uently rings the suect to life%
developed ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction occasionally is apparent% The #riting occasionally rings the suect to life%
limited ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction rarely is apparent% The #riting rarely rings the suect to life%
apparent voice. The #riter7s conviction never is apparent% The #riting does not ring the suect to life%
Adapted rom5 Reid$ rom5 Reid$ G% *1>>@,% Evaluating Student Writing % The teaching of E"L #riting% #riting% Engel#ood Cliffs$ FGD Prentice 8all Regents "t% Paul7s Gunior 8igh "chool% Writing Analytic Scoring Rubric. "t% Rubric. "t% Gohn7s$ Fe#foundland
Criteria Content/Meaning The e:tent to #hich the presentation e:hiits sound understanding$ analysis and e:planation of the suect !atter%
+e4elopment o Ideas The e:tent to #hich ideas are elaorated using specific and relevant details and'or evidence to support the topic%
Ru.ric or rading the Teaching +emo 0 ' & Conveys an Conveys an Conveys an accurate and accurate and accurate in-depth co!plete although understanding understanding so!e#hat of the topic$ of the topic$ asic audience and audience and understanding the purpose for the purpose for of the topic$ the the audience and presentation presentation the purpose for Bffers Bffers clear the insightful and and e:plicit presentation thorough analysis and Bffers partial analysis and e:planation in analysis and e:planation in support of the e:planation in support of the topic support of the topic topic
% Conveys a partly accurate understanding of the topic$ audience and the purpose for the presentation Bffers li!ited analysis or superficial e:planation that only partially support the topic
5evelops ideas clearly and fully$ effectively integrating and elaorating on specific te:tual evidence fro! a variety of sources% Effectively discri!inates et#een
5evelops ideas riefly or partially$ using so!e te:tual evidence ut #ithout !uch elaoration% )ay contain a !i: of relevant and irrelevant infor!ation and'or confuse the difference
5evelops ideas clearly and consistently$ incorporating and e:plaining specific te:tual evidence fro! a variety of sources% 5iscri!inates et#een relevant and
5evelops ideas !ore fully than others$ using relevant te:tual evidence fro! a variety of sources% 4tte!pts to discri!inate et#een relevant and irrelevant
" Conveys a confused or largely inaccurate and in-depth understanding of the topic$ audience and the purpose for the presentation Bffers unclear analysis or un#arranted e:planations that fail to support of the topic 4tte!pts to offer so!e develop!ent of ideas$ ut te:tual evidence is vague$ repetitive or unustified% Contains irrelevant and'or inaccurate
relevant and irrelevant infor!ation and et#een fact and opinion% 8as co!plete Fluenc# The e:tent to fluency in the #hich the language such presenter uses the that his speech language #ith is fully ease #ith no accepted y lapses on gra!!ar educated native speakers% Fo gra!!atical lapses%
*4er$all Impact The e:tent to #hich the presenter pronounce the #ords$ voice /uality$ vocaulary$ and the utili
Criteria
E/uivalent to and fully accepted y educated native speakers% 8as a consistent #ell!odulated voice% 8as eyecontact all throughout the presentation and uses other non-veral cues precisely% precisely%
0
irrelevant infor!ation and et#een fact and opinion%
infor!ation and et#een fact and opinion%
et#een fact and opinion
4le to use the language fluently on all levels nor!ally pertinent to professional needs% Can participate in any conversation #ithin the range of this e:perience #ith a high degree of fluency% Errors in gra!!ar are /uite rare% Errors in pronunciation are /uite rare% 8as a #ell!odulated voice% With a high degree of precision of vocaulary 8as eyecontact and uses other nonveral cues fre/uently%
Can discuss particular interests of co!petence #ith reasonale ease% Rarely had to grope for #ords% Control of gra!!ar is good%
Can handle #ith confidence ut not #ith facility% Can usually handle ele!entary constructions /uite accurately ut does not have thorough or confident control of gra!!ar%
Errors in
4ccent is intelligile though often /uite faulty% 8as speaking vocaulary sufficient to e:press hi!self si!ply #ith so!e errors% The voice is soft to e heard y the audience% Li!ited use of non-veral cues%
pronunciation never interfere #ith understanding and accent !ay e oviously foreign% Aoice /uality is not consistent% Aocaulary is road enough that he rarely grope for #ords Utili
Ru.ric or rading the 6ournal ' &
%
infor!ation and'or confuse the difference et#een fact and opinion Bften has to grope for #ords% Errors in gra!!ar are fre/uent%
Errors in pronunciation are fre/uent% "peaking vocaulary inade/uate to e:press anything% The voice is very soft% 8as no eyecontact and deals #ith !anneris!s%
"
Content
4ll the ournal ournal )ost of the entries engage ournal entries the reader #ith engage the #orth#hile #orth#hile ideas reader #ith and an #orth#hile #orth#hile and interesting interesting presentation% presentation%
Rele4ance
4ll the ournal ournal entries are relevant and ti!ely% 4re stylistically stylistically sophisticated$ using language that is precise and engaging and effectively incorporate a range of varied sentence patterns to reveal syntactic fluency%
anguage 2se
e4el o Insight
The #riting al#ays reflects the #riter7s conviction and al#ays rings the suect to life%
"o!e of the #riting engages the reader #ith #orth#hile ideas and interesting presentation%
4 fe# of the The #riting does ournal entries not engage the engage the reader% reader #ith #orth#hile ideas and an interesting presentation )ost of the "o!e of the 4 fe# of the 4ll the ournal ournal entries ournal entries ournal entries entries are not are relevant and are relevant and are relevant relevant and ti!ely% ti!ely% and ti!ely% ti!ely% Use language Use appropriate Rely on asic Use language that is fluent language and vocaulary and that is i!precise and original and !ake so!e reveal a li!ited and unsuitale$ incorporate atte!pt to a#areness on incoherent and varied sentence include different ho# to vary inappropriate patterns that sentence sentence and reveal a reveal an patterns ut patterns and confused a#areness of #ith a#k#ard or rely on a li!ited understanding of different uneven range of ho# to #rite in syntactic success% syntactic co!plete structures% structures% sentences and little or no aility to vary sentence patterns% The #riter7s The #riter7s The #riter7s The #riter7s conviction is conviction conviction conviction never often apparent occasionally is rarely is is apparent and and the #riting apparent and apparent and the #riting does fre/uently the #riting the #riting not ring the rings the occasionally rarely rings suect to life% suect to life% rings the the suect to suect to life% life%
Ru.ric or rading the Term Paper
Criteria
0
'
&
%
"
Su.stantiation o Ideas 5escries ho# effectively effectively the student estalishes a purpose$ selects and integrates ideas$ and includes details to support$ develop and'or illustrate ideas%
The writing is clear and strongly focused. Ideas and details support and enhance the central theme. The #riting de!onstrates an outstanding kno#ledge of the suect !atter The #riting includes ideas and details #hich are al#ays original and purposeful% The #riting reflects an outstanding control and develop!ent of content The #riting de!onstrates an outstanding aility to shape and connect ideas
The writing is clear and focused. Ideas and details support the central theme. The #riting de!onstrates a strong kno#ledge of the suect !atter% The #riting includes ideas and details #hich often original and purposeful% The #riting reflects a strong control and develop!ent of content% The #riting de!onstrates a highly developed aility to shape and connect ideas%
The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. The #riting de!onstrates a good kno#ledge of the suect !atter% The #riting includes ideas and details #hich tend to predictale and routine% The #riting reflects a good control and develop!ent of details% The #riting de!onstrates a good aility to shape and connect ideas%
The writing lacks clarity but has discernable focus. Support for the central theme is sketchy and details are repetitive and/or superficial. The #riting de!onstrates a li!ited kno#ledge of the suect !atter% The #riting includes ideas and details #hich often are superficial and unclear% The #riting reflects a li!ited control and develop!ent of content$ ut still !aintains a se!lance of a central the!e% The #riting de!onstrates a li!ited aility to shape and connect ideas% The organization does not develop central idea or theme effectively. The order, structure and presentation are weak and inconsistent, resulting in continual interruptions in flow. The opening is not al#ays clear
The writing lacks clarity and focus and contains sketchy details. The #riting de!onstrates an either e:tre!ely li!ited or unclear kno#ledge of the suect !atter% The #riting includes ideas and details #hich are al#ays superficial and unclear% The #riting reflects an e:tre!ely li!ited control and develop!ent of content so that no central the!e e!erges% The #riting de!onstrates an e:tre!ely li!ited aility to shape and connect ideas%
*rgani1ation The The The 5escries ho# organization organization organization effectively effectively the enhances the reinforces the develops the #riter creates an central idea or central idea or central idea or opening and theme. The theme. The theme. The provides closure order, order, order, estalishes and structure and structure and structure and !aintains a presentation presentation presentation presentation focus orders are are purposeful are and arranges compelling. and clear. predictable. predictable. events$ ideas$ The opening is The opening is The opening is and'or details outstanding and strong and generally clear #ithin each co!pelling% directive% and directive% paragraph and ?ocus and ?ocus and ?ocus and #ithin the #ork coherence coherence are coherence are as a #hole allo# the #riting consistently generally estalishes to flo# s!oothly !aintained% !aintained ut relationships so that The #riting the flo# is
The organization does not develop the central idea or theme. The writing lacks direction and flow because ideas, details, or events are presented in random order. The opening is unclear and has no
et#een events$ ideas$ and'or details #ithin each paragraph and #ithin the #ork as a #hole%
organi
de!onstrates a clear and effective arrange!ent of events$ ideas$ and'or details% Transitions Transitions are effective and clearly connect events$ ideas$ and'or details% Closure reinforces unity and provides an e:tre!ely strong sense of resolution%
so!eti!es interrupted% The #riting de!onstrates a clear ut so!eti!es !echanical arrange!ent of events$ ideas$ and'or details% Transitions generally #ork #ell ut so!eti!es the connections et#een ideas see! forced$ inappropriate$ or predictale% Closure contriutes to unity ut the resolution tends to e ovious%
and has little direction% ?ocus and coherence falter fre/uently% The #riting de!onstrates a discernale$ ut #eak and inconsistent arrange!ent of events$ ideas$ and'or details% Transitions are rarely used and fe# connections are !ade% Closure$ although present$ is either too #eak to tie the piece together$ or only vaguely related to opening%
2nit# 5escries ho# the #riting presents a central ideas$ opinion$ or thesis%
The writing strongly expresses a clear central idea or opinion about the topic. Everything in the #riting goes together% The !ain idea of each paragraph goes #ith the central idea of the paper% The !ain idea and details #ithin each paragraph are related% The conclusion is aout the central idea%
The writing expresses a clear central idea or opinion about the topic. )ost parts of the #riting go together% The !ain idea of !ost paragraphs goes #ith the central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% )ost of the conclusion is aout the central idea%
The writing includes a topic, but the central idea or opinion is not clear 3 "o!e parts of the #riting go together% (n so!e paragraphs$ the !ain idea and details are related (n so!e paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea%
e4el o Insight 5escries ho# effectively effectively the #riter co!!unicates in a !anner that is
The writing reflects an outstanding ability to communicate in an
The writing reflects a strong ability to communicate in an
The writing generally expresses a clear central idea or opinion about the topic. &enerally so!e parts of the #riting go together% The !ain idea of so!e paragraphs goes #ith the central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea% The writing reflects developed ability to communicate in an
The writing reflects a limited ability to communicate in an
direction% ?ocus and coherence are lacking so that the flo# of the #riting is lost% The #riting de!onstrates an unclear or hapha
individualistic$ e:pressive and engaging$ therey$ revealing the #riter7s stance to#ard the suect%
individualistic an, sincere and engaging voice. The #riting al#ays reflects the #riter7s conviction% The #riting al#ays rings the suect to life%
individualistic an, sincere and engaging voice. The #riter7s conviction is often apparent% The #riting fre/uently rings the suect to life%
individualistic an, sincere and engaging voice. The #riter7s conviction occasionally is apparent% The #riting occasionally rings the suect to life%
individualistic an, sincere and engaging voice. The #riter7s conviction rarely is apparent% The #riting rarely rings the suect to life%
never is apparent% The #riting does not ring the suect to life%
81<<09. Evaluating Student riting riting . #$e teac$in& of /S4 ritin&. /n&elood Adapted rom5 ;eid( =. 81<<09. Evaluating liffs( >=: Prentice ?all ;e&ents St. Pauls =unior ?i&$ Sc$ool. riting riting !nalytic Scoring "u#ric$ St. "u#ric$ St. =o$ns( >efoundland
Criteria Su.stantiation o Ideas 5escries ho# effectively effectively the student estalishes a purpose$ selects and integrates ideas$ and includes details to support$ develop and'or illustrate ideas%
Ru.ric or rading the Term Papers and Short Response Papers 0 ' & % The writing is clear and strongly focused. Ideas and details support and enhance the central theme. The #riting de!onstrates an outstanding kno#ledge of the suect !atter The #riting includes ideas and details #hich are al#ays original and purposeful% The #riting reflects an outstanding control and develop!ent of content The #riting de!onstrates an outstanding aility to shape and connect ideas
The writing is clear and focused. Ideas and details support the central theme. The #riting de!onstrates a strong kno#ledge of the suect !atter% The #riting includes ideas and details #hich often original and purposeful% The #riting reflects a strong control and develop!ent of content% The #riting de!onstrates a highly developed aility to shape and connect ideas%
The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. The #riting de!onstrates a good kno#ledge of the suect !atter% The #riting includes ideas and details #hich tend to predictale and routine% The #riting reflects a good control and develop!ent of details% The #riting de!onstrates a good aility to shape and connect ideas%
The writing lacks clarity but has discernable focus. Support for the central theme is sketchy and details are repetitive and/or superficial. The #riting de!onstrates a li!ited kno#ledge of the suect !atter% The #riting includes ideas and details #hich often are superficial and unclear% The #riting reflects a li!ited control and develop!ent of content$ ut still !aintains a se!lance of a central the!e% The #riting de!onstrates a
" The writing lacks clarity and focus and contains sketchy details. The #riting de!onstrates an either e:tre!ely li!ited or unclear kno#ledge of the suect !atter% The #riting includes ideas and details #hich are al#ays superficial and unclear% The #riting reflects an e:tre!ely li!ited control and develop!ent of content so that no central the!e e!erges% The #riting de!onstrates an e:tre!ely li!ited aility
li!ited aility to shape and connect ideas% *rgani1ation The The The The 5escries ho# organization organization organization organization effectively effectively the enhances the reinforces the develops the does not #riter creates an central idea or central idea or central idea or develop opening and theme. The theme. The theme. The central idea or provides closure order, order, order, theme estalishes and structure and structure and structure and effectively. !aintains a presentation presentation presentation presentation The order, focus orders are are purposeful are structure and and arranges compelling. and clear. predictable. predictable. presentation events$ ideas$ The opening is The opening is The opening is are weak and and'or details outstanding and strong and generally clear inconsistent, #ithin each co!pelling% directive% and directive% resulting in paragraph and ?ocus and ?ocus and ?ocus and continual #ithin the #ork coherence coherence are coherence are interruptions as a #hole allo# the #riting consistently generally in flow. estalishes to flo# s!oothly !aintained% !aintained ut The opening is relationships so that The #riting the flo# is not al#ays clear et#een events$ organi
The writing strongly expresses a clear central idea or opinion about the topic. Everything in the #riting goes together% The !ain idea
The writing expresses a clear central idea or opinion about the topic. )ost parts of the #riting go together% The !ain idea of !ost
The writing generally expresses a clear central idea or opinion about the topic. &enerally so!e parts of the #riting go together%
The writing includes a topic, but the central idea or opinion is not clear 3 "o!e parts of the #riting go together% (n so!e paragraphs$ the
to shape and connect ideas% The organization does not develop the central idea or theme. The writing lacks direction and flow because ideas, details, or events are presented in random order. The opening is unclear and has no direction% ?ocus and coherence are lacking so that the flo# of the #riting is lost% The #riting de!onstrates an unclear or hapha
e4el o Insight 5escries ho# effectively effectively the #riter co!!unicates in a !anner that is individualistic$ e:pressive and engaging$ therey$ revealing the #riter7s stance to#ard the suect%
of each paragraph goes #ith the central idea of the paper% The !ain idea and details #ithin each paragraph are related% The conclusion is aout the central idea%
paragraphs goes #ith the central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% )ost of the conclusion is aout the central idea%
The writing reflects an outstanding ability to communicate in an individualistic an, sincere and engaging voice. The #riting al#ays reflects the #riter7s conviction% The #riting al#ays rings the suect to life%
The writing reflects a strong ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction is often apparent% The #riting fre/uently rings the suect to life%
The !ain idea of so!e paragraphs goes #ith the central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea% The writing reflects developed ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction occasionally is apparent% The #riting occasionally rings the suect to life%
!ain idea and details are related (n so!e paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea%
!ain idea does not go #ith the central idea of the paper% ?e# paragraphs contain a !ain idea and related details% Fone of the conclusion is aout the central idea%
The writing reflects a limited ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction rarely is apparent% The #riting rarely rings the suect to life%
The writing lacks an apparent voice. The #riter7s conviction never is apparent% The #riting does not ring the suect to life%
81<<09. Evaluating Student riting riting . #$e teac$in& of /S4 ritin&. /n&elood Adapted rom5 ;eid( =. 81<<09. Evaluating liffs( >=: Prentice ?all ;e&ents St. Pauls =unior ?i&$ Sc$ool. riting riting !nalytic Scoring "u#ric$ St. "u#ric$ St. =o$ns( >efoundland
Ru.ric or rading the *ral Presentation
Criteria Content/Meaning The e:tent to #hich the presentation e:hiits sound understanding$ analysis and e:planation of the suect !atter%
0 Conveys an accurate and in-depth understanding of the topic$ audience and the purpose for the presentation Bffers insightful and thorough analysis and e:planation in support of the topic
' Conveys an accurate and co!plete understanding of the topic$ audience and the purpose for the presentation Bffers clear and e:plicit analysis and e:planation in support of the topic
& Conveys an accurate although so!e#hat asic understanding of the topic$ audience and the purpose for the presentation Bffers partial analysis and e:planation in support of the topic
% Conveys a partly accurate understanding of the topic$ audience and the purpose for the presentation Bffers li!ited analysis or superficial e:planation that only partially support the topic
5evelops ideas clearly and fully$ effectively integrating and elaorating on specific te:tual evidence fro! a variety of sources% Effectively discri!inates et#een relevant and irrelevant infor!ation and et#een fact and opinion% Fluenc# 8as co!plete The e:tent to fluency in the #hich the language such presenter uses the that his speech language #ith is fully ease #ith no accepted y lapses on gra!!ar educated native speakers% Fo gra!!atical lapses%
5evelops ideas clearly and consistently$ incorporating and e:plaining specific te:tual evidence fro! a variety of sources% 5iscri!inates et#een relevant and irrelevant infor!ation and et#een fact and opinion%
5evelops ideas !ore fully than others$ using relevant te:tual evidence fro! a variety of sources% 4tte!pts to discri!inate et#een relevant and irrelevant infor!ation and et#een fact and opinion%
5evelops ideas riefly or partially$ using so!e te:tual evidence ut #ithout !uch elaoration% )ay contain a !i: of relevant and irrelevant infor!ation and'or confuse the difference et#een fact and opinion
4le to use the language fluently on all levels nor!ally pertinent to professional needs% Can participate in any conversation #ithin the range of this e:perience #ith a high degree of fluency% Errors in gra!!ar are /uite rare% Errors in pronunciation are /uite rare% 8as a #ell-
Can discuss particular interests of co!petence #ith reasonale ease% Rarely had to grope for #ords% Control of gra!!ar is good%
Can handle #ith confidence ut not #ith facility% Can usually handle ele!entary constructions /uite accurately ut does not have thorough or confident control of gra!!ar%
Errors in
4ccent is intelligile though often /uite faulty%
+e4elopment o Ideas The e:tent to #hich ideas are elaorated using specific and relevant details and'or evidence to support the topic%
*4er$all Impact The e:tent to #hich the presenter
E/uivalent to and fully accepted y educated
pronunciation never interfere #ith
" Conveys a confused or largely inaccurate and in-depth understanding of the topic$ audience and the purpose for the presentation Bffers unclear analysis or un#arranted e:planations that fail to support of the topic 4tte!pts to offer so!e develop!ent of ideas$ ut te:tual evidence is vague$ repetitive or unustified% Contains irrelevant and'or inaccurate infor!ation and'or confuse the difference et#een fact and opinion Bften has to grope for #ords% Errors in gra!!ar are fre/uent%
Errors in pronunciation are fre/uent% "peaking
pronounce the #ords$ voice /uality$ vocaulary$ and the utili
native speakers% 8as a consistent #ell!odulated voice% 8as eyecontact all throughout the presentation and uses other non-veral cues precisely% precisely%
Criteria
0
Su.stantiation o Ideas 5escries ho# effectively effectively the student estalishes a purpose$ selects and integrates ideas$ and includes details to support$ develop and'or illustrate ideas%
The writing is clear and strongly focused. Ideas and details support and enhance the central theme. The #riting de!onstrates an outstanding kno#ledge of the suect !atter The #riting includes ideas and details #hich are al#ays original and purposeful% The #riting reflects an outstanding control and develop!ent of content The #riting de!onstrates an outstanding aility to shape and connect ideas
!odulated voice% With a high degree of precision of vocaulary 8as eyecontact and uses other nonveral cues fre/uently%
understanding and accent !ay e oviously foreign% Aoice /uality is not consistent% Aocaulary is road enough that he rarely grope for #ords Utili
Ru.ric or rading the Term Papers ' & The writing is clear and focused. Ideas and details support the central theme. The #riting de!onstrates a strong kno#ledge of the suect !atter% The #riting includes ideas and details #hich often original and purposeful% The #riting reflects a strong control and develop!ent of content% The #riting de!onstrates a highly developed aility to shape and connect ideas%
The writing is generally clear and focused. Support for the central theme is attempted but details may be general, not directly related to the theme, or limited in scope. The #riting de!onstrates a good kno#ledge of the suect !atter% The #riting includes ideas and details #hich tend to predictale and routine% The #riting reflects a good control and develop!ent of details% The #riting de!onstrates a good aility to shape and connect ideas%
8as speaking vocaulary sufficient to e:press hi!self si!ply #ith so!e errors% The voice is soft to e heard y the audience% Li!ited use of non-veral cues%
vocaulary inade/uate to e:press anything% The voice is very soft% 8as no eyecontact and deals #ith !anneris!s%
%
"
The writing lacks clarity but has discernable focus. Support for the central theme is sketchy and details are repetitive and/or superficial. The #riting de!onstrates a li!ited kno#ledge of the suect !atter% The #riting includes ideas and details #hich often are superficial and unclear% The #riting reflects a li!ited control and develop!ent of content$ ut still !aintains a se!lance of a central the!e% The #riting de!onstrates a li!ited aility to shape and
The writing lacks clarity and focus and contains sketchy details. The #riting de!onstrates an either e:tre!ely li!ited or unclear kno#ledge of the suect !atter% The #riting includes ideas and details #hich are al#ays superficial and unclear% The #riting reflects an e:tre!ely li!ited control and develop!ent of content so that no central the!e e!erges% The #riting de!onstrates an e:tre!ely li!ited aility to shape and connect ideas%
connect ideas% *rgani1ation The The The The 5escries ho# organization organization organization organization effectively effectively the enhances the reinforces the develops the does not #riter creates an central idea or central idea or central idea or develop opening and theme. The theme. The theme. The central idea or provides closure order, order, order, theme estalishes and structure and structure and structure and effectively. !aintains a presentation presentation presentation presentation The order, focus orders are are purposeful are structure and and arranges compelling. and clear. predictable. predictable. presentation events$ ideas$ The opening is The opening is The opening is are weak and and'or details outstanding and strong and generally clear inconsistent, #ithin each co!pelling% directive% and directive% resulting in paragraph and ?ocus and ?ocus and ?ocus and continual #ithin the #ork coherence coherence are coherence are interruptions as a #hole allo# the #riting consistently generally in flow. estalishes to flo# s!oothly !aintained% !aintained ut The opening is relationships so that The #riting the flo# is not al#ays clear et#een events$ organi
The writing strongly expresses a clear central idea or opinion about the topic. Everything in the #riting goes together% The !ain idea of each paragraph goes
The writing expresses a clear central idea or opinion about the topic. )ost parts of the #riting go together% The !ain idea of !ost paragraphs goes #ith the
The writing generally expresses a clear central idea or opinion about the topic. &enerally so!e parts of the #riting go together% The !ain idea of so!e
The writing includes a topic, but the central idea or opinion is not clear 3 "o!e parts of the #riting go together% (n so!e paragraphs$ the !ain idea and details are
The organization does not develop the central idea or theme. The writing lacks direction and flow because ideas, details, or events are presented in random order. The opening is unclear and has no direction% ?ocus and coherence are lacking so that the flo# of the #riting is lost% The #riting de!onstrates an unclear or hapha
e4el o Insight 5escries ho# effectively effectively the #riter co!!unicates in a !anner that is individualistic$ e:pressive and engaging$ therey$ revealing the #riter7s stance to#ard the suect%
#ith the central idea of the paper% The !ain idea and details #ithin each paragraph are related% The conclusion is aout the central idea%
central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% )ost of the conclusion is aout the central idea%
The writing reflects an outstanding ability to communicate in an individualistic an, sincere and engaging voice. The #riting al#ays reflects the #riter7s conviction% The #riting al#ays rings the suect to life%
The writing reflects a strong ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction is often apparent% The #riting fre/uently rings the suect to life%
paragraphs goes #ith the central idea of the paper% (n !ost paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea% The writing reflects developed ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction occasionally is apparent% The #riting occasionally rings the suect to life%
related (n so!e paragraphs$ the !ain idea and details are related% "o!e parts of the conclusion are aout the central idea%
#ith the central idea of the paper% ?e# paragraphs contain a !ain idea and related details% Fone of the conclusion is aout the central idea%
The writing reflects a limited ability to communicate in an individualistic an, sincere and engaging voice. The #riter7s conviction rarely is apparent% The #riting rarely rings the suect to life%
The writing lacks an apparent voice. The #riter7s conviction never is apparent% The #riting does not ring the suect to life%
81<<09. Evaluating Student riting riting . #$e teac$in& of /S4 ritin&. /n&elood Adapted rom5 ;eid( =. 81<<09. Evaluating liffs( >=: Prentice ?all ;e&ents St. Pauls =unior ?i&$ Sc$ool. riting riting !nalytic Scoring "u#ric$ St. "u#ric$ St. =o$ns( >efoundland
Ru.ric or rading the 6ournal
Criteria Content
0 ' 4ll the ournal ournal )ost of the entries engage ournal entries the reader #ith engage the #orth#hile #orth#hile ideas reader #ith and an #orth#hile #orth#hile and interesting interesting presentation% presentation%
Rele4ance
4ll the ournal ournal entries are relevant and ti!ely% 4re stylistically stylistically sophisticated$ using language that is precise and engaging and effectively incorporate a range of varied sentence patterns to reveal syntactic fluency%
anguage 2se
e4el o Insight
The #riting al#ays reflects the #riter7s conviction and al#ays rings the suect to life%
& "o!e of the #riting engages the reader #ith #orth#hile ideas and interesting presentation%
% " 4 fe# of the The #riting does ournal entries not engage the engage the reader% reader #ith #orth#hile ideas and an interesting presentation )ost of the "o!e of the 4 fe# of the 4ll the ournal ournal entries ournal entries ournal entries entries are not are relevant and are relevant and are relevant relevant and ti!ely% ti!ely% and ti!ely% ti!ely% Use language Use appropriate Rely on asic Use language that is fluent language and vocaulary and that is i!precise and original and !ake so!e reveal a li!ited and unsuitale$ incorporate atte!pt to a#areness on incoherent and varied sentence include different ho# to vary inappropriate patterns that sentence sentence and reveal a reveal an patterns ut patterns and confused a#areness of #ith a#k#ard or rely on a li!ited understanding of different uneven range of ho# to #rite in syntactic success% syntactic co!plete structures% structures% sentences and little or no aility to vary sentence patterns% The #riter7s The #riter7s The #riter7s The #riter7s conviction is conviction conviction conviction never often apparent occasionally is rarely is is apparent and and the #riting apparent and apparent and the #riting does fre/uently the #riting the #riting not ring the rings the occasionally rarely rings suect to life% suect to life% rings the the suect to suect to life% life%
Ru.ric or rading roup Tas7s/Class Acti4ities
Criteria Contri.ution
Cooperation
*n$Tas7
Communication
rade 9$":
' emplar# 4ll !e!ers contriute e/ually$ and so!e even contriute !ore than #as re/uired% 4ll !e!ers #ork #ell together all of the ti!e assist others #hen needed%
)e!ers #ork #ell together !ost of the ti!e%
)e!ers #ork #ell together so!e of the ti!e% "o!e teacher intervention needed% Tea! is on task so!e of the ti!e% Feeds teacher re!inders
Teacher intervention needed often to help group cooperate%
Each !e!er listens #ell to other !e!ers% Each !e!er speaks in friendly and encouraging tones%
4ll !e!ers listen to each other and speak to each other in e/ual a!ounts
•
• •
• • • • •
• • • • •
&$'
" 8eginning Bne or !ore !e!ers do not contriute%
Tea! is on task !ost of the ti!e% 5oes not need any teacher re!inders%
•
0$=
% +e4eloping 4ll !e!ers contriute$ ut so!e contriute !ore than others%
Tea! is on task all of the ti!e% 5oes not need any teacher re!inders%
•
;$<
& Accomplished 4ll !e!ers contriute e/ually%
• • • • •
)e!ers need so!e teacher intervention to e ale to listen to each other and speak to each other appropriately% appropriately%
Tea! Tea! needs ne eds fre/uent teacher re!inders to get on task% )e!ers need fre/uent teacher intervention to listen to each other and speak to each other appropriately% appropriately%
Ru.ric or rading Class Recitation Criteria/+escriptors 4ctively supports$ supports$ engages$ and listens listens to peers% 4rrives fully fully prepared at every class class session% Plays an active role in ongoing discussions% Co!!ents advance level and depth of dialogue% &roup dyna!ics and level of discussion are often etter ecause of student7s presence% )akes a sincere effort to interact #ith peers% 4rrives !ostly$ !ostly$ if not fully$ fully$ prepared% Participates constructively constructively in ongoing discussions% Relevant co!!ents are ased on assigned !aterial% &roup dyna!ics and level of discussion are occasionally etter ut not #orse ecause of student7s presence% Li!ited interaction #ith peers% Preparation is inconsistent% When prepared$ participates constructively in discussions% When prepared$ relevant co!!ents are ased on assign!ents% &roup dyna!ics and level of discussion are so!eti!es disrupted y candidate7s presence% Airtually Airtually no interaction #ith peers% Rarely or never prepared% Co!!ents vague if given$ fre/uently de!onstrates lack of interest% 5e!onstrates a noticeale lack of interest on occasion% &roup dyna!ics and level of discussion are often disrupted y student7s presence% Ru.ric or rading Assignments
Criteria
Content
Technical
0 emplar#
' & Meet +e4eloping pectations &ives very Contains specific 8as so!e specific infor!ation% specific infor!ation% 4ddressed all of infor!ation% 4ddressed all of the assign!ent 4ddressed the assign!ent co!ponents% (s !any of the co!ponents% relatively assign!ent Clearly detailed% "ho#s co!ponents% illustrates critical so!e critical and Fot detailed% and reflective reflective Poorly thought thinking% thinking% out response% Well thought out Relatively #ell response% thought out response E:ecution is Well e:ecuted% E:ecution is e:cellent% Fo ?e# gra!!ar or poor% )any gra!!ar or #riting errors% gra!!ar or #riting errors% Reads easily% #riting errors% Reads easily% (s (s fairly #ell 8ard to read% #ell organi
% Poor
: >ot Apparent
(s vague and does not address all assign!ent co!ponents% Fo evidence of having given the assign!ent real thought%
Fo assign!ent su!itted or su!itted late%
?alls short of the re/uired length for the assign!ent% Aery poorly #ritten% Aery difficult to read% Fo organi
Fo assign!ent su!itted or su!itted late%
