EDUCATIONAL TECHNOLOGY ASSESSMENT RUBRIC

Dr. David Shutkin

This rubric is designed to promote a definition of thinking that includes perception, feeling and the arising of thoughts and images. Thinking is distributed across four rubric domains:

View, Appreciation, Method, and Presence

These domains are meant to indicate general qualities of a wide variety of student works, such as nonfiction, fiction and works of the expressive arts.

The labels for the points on the scale (1 = Budding; 2 = Emerging; 3 = Maturing; 4 = Ready) refer to the JCU 4 point grading scale as they reflect a view that manifestations of student performance typically characterized as ‘weak,’ ‘unsatisfactory,’ etc. contain the seeds of more desirable qualities and should be seen as places to work from, energetic styles that contain possibilities of transformation, not qualities to be rejected or suppressed:
 

View, Appreciation, Method, and Presence.
These domains are meant to indicate general qualities of a wide variety of student works, such as nonfiction, fiction, conventional written text, hypertext, multimedia and other forms of expressive art.

View: The domain of view relates to the ability to see (perceive) clearly, or clarity of expression.          
1. Student work that is budding for this domain can leave the reader or audience confused about the purpose of the work or the logical arguments the author is trying to make.          
2. Student work that is emerging for this domain can leave the reader or audience uncertain about the purpose of the work or the argument(s) the author is trying to make. The author makes unsubstantiated assertions. 
3. Maturing evidence for this domain includes, for example, a well structured and organized piece of work where the reader can readily ascertain the author’s perspective and can follow the development of the author’s ideas, argument(s), etc.           
4. Evidence for readiness in this domain is principled work that may also include moments of insight (understanding and illumination).

Appreciation: The domain of appreciation relates to a sense of openness to and appreciation for the richness of diversity: diverse evidence, conclusions, points of view, attitudes, motivations, experiences, values, and cultures.  The domain of appreciation is about thinking about and with the ideas of colleagues and peers. It is about giving recognition to and honoring the scholarship of other people.        
1. Budding evidence for this domain may, for example, be a superficial presentation of source materials that seems poorly integrated with your own views.  No references are given.         
2. Emerging skills in this domain may include a resourceful inclusion of source materials.  However, references are partial and/ or in accurate.   
3. Maturing skills in this domain may include a resourceful inclusion of source materials and the drawing of some interesting connections between these sources and the your views.  References are complete and accurate.  
4. Readiness in this domain produces in the reader a feeling that difference and other views from source materials are valued and appreciated beyond being merely included: that these source materials have enriched the your own views. The work evokes a sense of satisfaction and expansiveness. References are complete and accurate.

Method: The domain of method relates to action and accomplishment: the ‘nuts and bolts’ of how a piece of work is carried forward and completed, as well as the skillful application of various modes of expression. The material elements (such as visual, textual, audio, videographic, animation, hypertextual information) of the work are effectively chosen, created, applied, and integrated.     
1. Budding evidence for this domain includes a sense of incoherence as well as works that seem an incomplete jumble. While some of the components of the work may be interesting and engaging, the reader or audience is left feeling imposed upon. Work contains an excessive number of distracting spelling, grammatical, mechanical and/or technical errors.        
2. Emerging evidence for this domain includes a sense of coherence throughout the work. It is selectively interesting and engaging, yet the reader/audience is left feeling unsatisfied. Work contains distracting spelling, grammatical, mechanical and/or technical errors.  
3. Evidence for maturing skill in this domain includes an appropriate and efficient use of method. Overall, the work seems accomplished yet conventional. Work contains few, if any, spelling, grammatical, mechanical and/or technical errors.        
4. In uses of effective method demonstrating readiness in this domain, the author uses a style that is rich, idiosyncratic and moving. Work contains few, if any, spelling, grammatical, mechanical and/or technical errors.  The author’s purpose has been convincingly accomplished through the author’s practical and effective writing style and his/her use of multimedia.

Presence: This central domain relates to a sense of wholeness and completeness based on the responsibility of the author/producer to the assigned task. For this project you are to:

A. present YOUR research into the digital literacies of students.

B. Informed by class discussions, readings and your research, emphasize student lived experiences and document their voices.

C. Give special attention to comparing and contrasting how students use digital technologies in and out of school.  

D. What are the literacy and communications implications?  

E. What are the pedagogic implications for the design of technologically enhanced learning environments?

F. The multimedia equivalent of 1200 words. 

1. Budding skills in this domain are evidenced by works that are undeveloped and/or points of view that are not informed by and fail to engage with other views. The author fails to engage fully with and/or complete the assigned task.    
2. Emerging skills in this domain are evidenced by ideas and perspectives that are unoriginal or points of view that are insensitive of other views. The author is selectively engaged with the assigned task and fails to complete the assigned task. 
3. Maturing skill in this domain is demonstrated by an accommodation of other views and a direct, simple approach. The author is engaged with the assigned task.    
4. Readiness in this domain is work that demonstrates a high degree of receptivity and a relaxed approach. The author is fully engaged with the assigned task.