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Research/Evaluation On Line
Casablanca, Morocco
Syllabus Introduction
This course will be offered On Line. In learning theory and pedagogy, it will follow a constructivist approach. The identifying
characteristics of a constructivist approach to learning are cited as Appendix A to this syllabus.
Objectives
Two lists of objectives are cited here. They are those that relate to the instructor and those that relate to you, the learners.
Instructor Objectives:
1. Facilitate with participants a consideration of the topic of research and evaluation in education.
2. Provide for an On Line learning environment and process that is consistent with a constructivist approach to learning.
3. Facilitate with participants a consideration of several concepts, terms and methods related to research and evaluation in
education.
4. Facilitate participant involvement in conducting research into either instructor identified issues, or to those issues
identified by individuals as well as small teams of participants.
Learner Objectives:
1. You will commit at least 40 clock hours to fulfilling the requirements of this course
2. Given an instructor provided list of topics and concerns common to research, in pairs you and a partner will research at
least three of the topics listed. You will Post your findings of FraminghamOnLineCasa and be prepared to engage in On
Line chat activity about your research with course colleagues. You will use one of the two research guides cited below in
conducting your research. They are either Creedon’s Approach to Action Research or Bloom’s Six Category Cognitive
Domain Taxonomy.
3. Given an instructor provided list of suggested research topics or identifying an issue of your own choosing, each
participant working independently will engage in research related to the topic of your choice..
4. You will develop a set of personal rubrics by which you will hold yourself accountable for personal achievement in the
course. Bloom’s cognitive taxonomy will be followed in developing the rubrics. Examples of Bloom based rubrics are
cited in Appendix B.
Course Grade
Your grade in the course will be accomplished in response to:
1. Completing all research assignments cited above
2. Evidence that you have followed one of the two research guides cited above.
3. Your participation in all On Line activities in the course as well as on site discussion sessions.
4. Your personal set of course expectations and the extent to which they have been met.
5. Your personal set of rubrics by which you will hold yourself accountable for course content.
Pre Course Assignments: Course Expectations and Personal Rubrics
Before the course begins you are to complete two assignments. Forward each of these ASAP to [email protected].
1. Develop a personal set of expectations for the course. Forward them at least 07 days before the course begins to the
instructor via personal e mail: [email protected]
2. Develop a personal set of rubrics that will be used by you to hold yourself accountable for performing at the graduate
level in the course. Forward them at least 07 days before the course begins to the instructor at :[email protected]. Your
rubrics are to follow the six categories in Bloom’s cognitive taxonomy. Appendix B is a listing of Bloom based rubrics
developed for other Creedon courses. Use them as a guide.
On Line Interactive Access
On Line Interactive Access will be maintained throughout the course by utilizing:
1. FraminghamOnLineCasa XXXXXXXXXXX. This Yahoo based site has been established specifically for this course as
well as the On Line Issues course. All participants must be affiliated with Framingham OnLineCasa.
2. The personal e mail account of each participant.
3. Creedon e mail account is: lpcreedon.com
4. Creedon’s website: www.larrycreedon.info.
Focus of Course: Conducting Research and Sharing Findings
The course will feature small group and individual research on matters related to research and evaluation. All research findings
will be shared with the entire cohort by being posted on FraminghamOn Line Casa. Interaction will take place as participants will
2
be required to comment on the research and findings conducted by course colleagues. Sharing and comments will be posted on
FraminghamOnLineCasa for all to read and benefit from.
Two Research Categories
Course participants will participate in two categories of research.
Category 1. Cited below is a listing of Questions Common for All. Participants, in pairs, will conduct research on at least three of
these questions and post their findings on FraminghamOnLineCasa. An effort should be made to have each of the questions cited
below considered; however, that is not an absolute requirement. More than one pair of participants can consider the same question.
There is research value in having the same, or a similar question, examined by different pairs of participants.
Category 2. From the list of possible topics cited below, each participant will engage in individual research on one of the topics. If
you do not find a topic of interest to you from the list cited below, then you are free to select your own topic. However, if you
choose to select your own topic, you must have it approved by the instructor. In seeking approval from the instructor use your
personal e mail account for this purpose.
Interaction and Sharing
At least three procedures will be followed for sharing research findings with all participants:
1. All research will be Posted on FraminghamOnLineCasa. As a result it will available for all course participants to read,
study and comment on.
2. On site in Casablanca at specified times all participants under peer leadership will come together and engage in discussion
sessions related to the research conducted by colleagues. During these sessions Bloom’s Six Category Cognitive Domain
will be used as a discussion guide. At the conclusion of each discussion session a summary of the discussion will be
Posted on FraminghamOnLineCasa. Participants will volunteer for these tasks orgthe instructor will assign responsibility.
3. Using FraminghamOnLineCasa as the vehicle on line chat sessions will be undertaken. Bloom will be followed to guide
the discussion.
Topics: Common for All
Common For All
The issues cited immediately below will be considered by all participants working in pairs. One report from you and your
partner will be posted on FraminghamOnLine Casa. You and your partner are to consider at least three of the topics cited here.
The common topics are:
1. What is meant by the term “research in education?”
2. What are the characteristics of and standards for research?
3. How does research in education compare with that in other professions?
4. What is meant by the term “Selected Research?” Does it apply to education?
5. To what extent is the process of learning guided by research? Cite examples.
6. What is meant by “Qualitative and Quantitative” research? Cite examples.
7. What is meant by “Validity and Reliability?” Cite examples.
8. What are the different types of tests used in schools? Cite examples.
9. How many different kinds of research are there? Cite examples.
10. Relate the concept of intuition as considered in the book Blink by Malcolm Gladwell to education.
11. What is the history of the testing and research movement in education?
12. What do teachers need to know about educational research and statistics?
13. We practice our profession at a time when testing is center stage. It is expressed in grades being given to students, the
“College Boards,” the NCLB law, and others. What do scholars and commentators say about each of these. What does
research say? What do you say?
Suggested Individual Research Topics:
You are required to conduct individual research in one of the below cited areas, or to select a topic of your own choosing. You are
not obligated to choose one of the below. With the instructor’s approval you may research an issue of your choosing. If you choose
another topic:
1. Clearly identify the topic you wish to consider via personal e mail to [email protected]
2. Offer a statement of rationale for doing so.
3. Include your rubrics as to how you will hold yourself accountable.
4. Indicate the type of research you will be conducing and the research method you will follow
Suggested Topics: If you do not choose to select your own topic, choose one of these.
1. How do cultural differences influence learning?
2. Consider NCLB from a deconstructivist point of view (not constructivist, but deconstructivist). What doesn’t NCLB say
about learning? (Phi Delta Kappan. 3-04).
3. Advocates of NCLB, including the US Department of Education, assert that NCLB is based on research. What research is
being referenced? To what extent can the assertion be substantiated? What of the critics and criticism that claim NCLB is
based on selected research? Can that assertion be substantiated
3
4. For decades innovation in the practice of education has been cited as the cause of school failure. Can this assertion be
supported? (Creedon: “Innovation as the Cause of School Failure”).
5. What is meant by the term “Selected Research?” How can it be recognized? What are its effects? Cite examples.
6. Define, analyze, and compare and contrast research in education with that of other professions. Offer your evaluation and
make recommendations. Cite examples.
7. Consider several alternative approaches to second language learning. Use Bloom’s taxonomy as a procedural guide. Cite
examples.
8. To what extent has research in education affected the process of education and especially second language learning?
9. Compare and contrast the provisions of the Elementary and Secondary Education Act of the 1960s with those of NCLB.
Include your opinion.
10. Design a research based program in teacher education for in-service professional development.
11. Make an extensive list of words and terms about education and learning used in the professional literature and verbal
discourse. Define each term, including if relevant, its contrasting and conflicting definitions. Render an opinion as to the
impact varying definitions have on the practice of education.
12. Classroom management and discipline is a reoccurring theme in education. Using Bloom’s taxonomy as a guide to
consider several alternatives. Include your opinion. (See Robert Tauber: Classroom Management).
13. In the United States opinion polls are a reality. To what extent are they used in education? To what extent do they
influence practice? To what extent ought they to influence practice?
15. Annually in September the Phi Delta Kappan publishes a report concerning the public’s attitude toward the public schools.
The report contains a section devoted to a statistical analysis of the findings. Develop a mini opinion poll based on the PDK model
and data, and conduct the survey among your classmates or other colleagues. Compare your finding with the PDK survey and Post
your findings on FraminghamOnLineCasa
16. In the past half century countless research studies have been conducted related to the public school. At least three have stood
the test of time. They are the National Assessment of Educational Progress (NAEP), the Colman Study, and A Nation at Risk.
Using Bloom’s cognitive taxonomy as a guide, consider these three studies. Consider them in relationship to their reliability and
validity, and as examples of qualitative and quantitative research. Render an opinion as to how much each has influenced public
education.
17. Many organizations conduct research in education and report their findings. Consider research done by the National Education
Association, the American Federation of Teachers, Phi Delta Kappa, the Association of Supervision and Curriculum Development,
and the American Educational Research Association. Using Bloom’s cognitive taxonomy as a guide, compare and contrast the
approach, validity and reliability of the research methodology used by each. In that this is a large task, a group of four people may
form the research team for this topic.
18. Malcolm Gladwell in his recent book Blink focuses on the frequently discredited use of intuition as a valid way in coming to
know. Conduct a search of the literature on this concept and report your findings. Include reference to how intuitive learning is
used, discouraged and/or applied in schools.
Research Guides
In conducting your research and in reporting your findings on FraminghamOnLine Casa you are required to use one of the two
research guides cited below.
1. The Creedon monograph on Action Research. You were provided with a copy of the monograph in our earlier course
together.
2. Bloom’s Six Category Cognitive Domain Taxonomy. You were provided with a copy of Bloom’s Six Category Cognitive
Taxonomy in our earlier course together.
Appendix A
Identifying Characteristics of Constructivism
Learning is student centered
Learning is an interactive process
Learning begins in doubt
Learning is the result of doing and undergoing experience
Learning is experience based
Discovery learning
Exploratory learning
Participatory decision making
The teacher as a facilitator of learning as opposed to a dispenser of knowledge
The characteristics of constructivism cited below are not comprehensive, but they do suggest major components of a constructivist
platform.
4
1. Learners construct their own knowledge beginning with what they already know, exploring what needs to be known next
and determining the quality and effectiveness of their pursuit through authentic assessment and application.
2. All learning begins in doubt about the validity of an idea. The goal of doubt is the restoration of belief. (Pierce, James).
3. Learning takes place in the personal zone of cognitive development between what is already known, what is not known
and what is desired to be known (Vygotsky).
4. Learning is achieved best through a socially interactive process (Dewey, Vygotsky).
5. Learning is best achieved when the undertaking is consistent with the stages of human development (Rousseau, Piaget).
6. Learning is an experience based process of inquiring, discovering, exploring, doing and undergoing (Dewey).
7. The process of coming to know is neither random nor eclectic, it has structure
(Bruner, Bloom).
8. Learning proceeds in spiraling fashion including laddering, scaffolding, weaving, and dialogism (Bruner, Rogoff).
9. Cognitive development occurs in a socio-cultural context - the social milieu of individual achievement and the interaction
between the learner and adults as well as his/her peers in culturally valued activities. (Riordan - Karlsson, p.18).
10 The interactive process in coming to know needs to be guided by structured cognitive and affective taxonomies (Bloom,
Krathwohl).
Reference: Creedon, Constructivism Theory and Application.
Appendix B
Examples of Bloom based rubrics. Many of these were developed by former students in courses with Creedon. Use these
rubrics as a guide in developing your own rubrics.
Examples of Three Types of Rubrics
Those Developed by Instructor, by You, and used in Peer Assessment
Below are three examples of rubrics used for different purposes: 1.Developed the by Instructor, 2 Developed By you or
3.Used in assessment by a peer.
The first and third examples are consistent with the six categories in Bloom=s cognitive taxonomy as modified by Creedon.
In the examples Bloom’s cognitive domain levels are identified by number. They are::
1 Information 4. Synthesis
2. Comprehension 5. Evaluation
3. Compare and Contrast 6. Application
The second example relates to a rubric used in assessment by a peer.
A four point scale is used in assessment. The fourth point indicates exemplary work. The meaning of exemplary must be
defined and defended by the person awarding it. The fourth point is named after Monica, a student from San Roberto
Institute in Monterrey, Mexico who suggested it.
An Example of Instructor Generated Rubrics B Consistent with Bloom
Activity No points One Point Two Points Three Points 1. Pre Course
Reading: Text,
monographs and
other material.
No evidence oft having read the
assigned material. No reference
to text, monographs or other or
materials in assignments, class
discussion, or interaction with
Limited understanding of
text or assigned materials in
written or oral assignments.
Mostly limited to Bloom
levels 1 and 2 Little at 3 to
Comprehension
adequate at Bloom
levels 1 and 2.
Limited at Bloom
Clear and distinct
critique at all six
levels of Bloom.
5
instructor 6. levels 3 to 6. 2. Creedon
Monograph(s).
Considered are:
_________________
No evidence of monograph(s)
having been read. No reference
to in class assignments,
discussion or interaction with
instructor.
Same as above
Same as above
Same as above
3.Learning Theory
1. Bloom
2. Constructivism
3. Tyler
4.____________
No indication of understanding
Bloom, Constructivism, Tyler,
or _____________________
(Circle as appropriate).
Same as above
Same as above
Same as above
An Example of Student Developed Rubric: Self Assessment B These rubrics DO NOT follow Bloom=s taxonomy.
No Points One Two Three
Four (Monica) 1. Familiarity with
text, monographs, or
other materials
I skimmed the
materials looking for
main ideas. I do not
have a clear
understanding of the
principles shared in the
materials. I did not
participate in class
discussion.
I read the materials by the
start of class. I was able to
discuss its content in class.
I made little effort to
consider Bloom levels 3-6.
I read the materials.
Consistent with Bloom I am
able to refer to the materials
in class discussion and in
responding to assignments.
I have studie
materials and
critique them
Bloom level
2. Explain concept of
Classroom
Management (CM) as
understood and
practiced by me.
I have no consistent or
identifiable approach to
CM.
My basic approach to CM
is: If it works do it. I do not
consider the rationale or
theory of the approach. I
Aborrow@ from successful
approaches used by
colleagues.
I try to be consistent in my
approach to CM. I am not
very familiar with various
approaches to CM. I try to
implement an approach to
CM known as:
_______________________
_______________________
_________________
I am familiar
variety of ap
CM. I am m
comfortable
to implemen
approach ide
as:________
__________
__________ 3. Explain the extent
to which I provide for
the various Learning
Styles of my students.
For example, the
impact of Gardner or
Levine on my
practice.
I make no effort to
identify or respond to
the individual Learning
Styles of my students.
I am aware that students
have different Learning
Styles. I have no
theoretical understanding
of them beyond that shared
in professional
development activities.
I am well versed in the
understanding of learning
styles. I try to adapt my
teaching and Classroom
Management to the learning
styles of my learners.
I am a studen
learning theo
study of lear
is a compone
personal pro
professional
development
6
An Example of Peer Assistance or Assessment by a Critical Friend (CF). Consistent with Bloom. (Educational
Leadership 3-2002).
The purpose of this exercise is for a peer to act as your CF in assisting or assessing you against a specific rubric identified or
developed by you. The rubric(s) for this exercise are found elsewhere. They might come from your course expectations or be
provided by the instructor. This exercise is not graded.
Your name (the person being assessed)
__________________________________________Date___________________________________
Name of CF _______________________________________Location of course ________________________
School________________________
Rubric being used in this
exercise._____________________________________________________________________________________
Rubric Value awarded to you as determined by your CF (Circle One): 1 2 3 4.
Procedure for Part One:
You report orally to your CF. Your CF evaluates the report using the rubric cited above as a guideline. Your CF may ask questions
you. Upon completion of your report your CF evaluates your response consistent with the factors cited in the rubric. Finally the CF
assigns a value to your report consistent with the point structure cited in the rubric. The Rubric Value is recorded above. This
completes Part One.
Procedure for Part Two:
The rubric listed below is used for this purpose. Now it is your opportunity to assess your CF Do so by classifying his/her
contribution in one of the categories listed below. In particular notice the category for a 4th
point (Monica=s Rubric). Award
Monica=s Rubric only when you feel that the assessment of you by your CF was exemplary and you are prepared to explain and
defend your reasons for your decision.
CAUTION: Make this a valid exercise. If both you and tour CF intend to arbitrarily award each other the best possible
score, skip the exercise as it has no value.
Activity
Zero Points
One Point
Two points
Three Points
My
assessment
of my
Critical
Friend
(CF).
Did not
participate
because
____________
____________
____________
__________ __
Or, see
Caution.
Exercise of limited value. My CF
did not follow the guidelines for
this exercise. My report was not
critiqued. Questions asked of me
focused on the Information and
Comprehension. Observations made
by my CF mostly reinforced my
views.
Exercise had some value.
Questions asked of me considered
full range of Bloom=s six
categories. Observations by my CF
mostly laudatory. I was not
challenged to go beyond the
content of my report. The exercise
did cause me to reflect on how I
communicate.
Exercise was valua
Questions asked of
to various categorie
Bloom. My CF cha
to think reflectively
creatively, meta cog
was challenged to r
the question: So wh
My reasons for awarding Monica=s Fourth Point are:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
____________________________________
Creedon/Ross Pompano Beach, FL Revised 11-03
Rubrics: Behavior and Classroom Management
7
Each of the rubrics listed below relates to a course objective. As with objectives, rubrics ought to be clear and distinct. The rubrics
cited here have been developed consistent with the six categories of Bloom’s cognitive taxonomy. They can be used for learner
assistance or assessment. In addition they can serve as accountability tools for instructor performance. Rubrics ought to be shared
with students before instruction begins. Rubrics can be generated by the instructor or by students. They can be used as assistance
and assessment indicators with one student, a pairs of students, a group or a team.
The rubrics are scored using a point system of from one point to four points. Four points indicates an exemplary effort and has a
condition associated with it before it can be awarded.
The performance criteria for many of the rubrics listed here are essentially the same and are consistent with Bloom. In those
instances the criteria is cited only once as indicated below. These are designated by the symbol: . Those not reflecting Bloom are
separately defined. In all cases failure to do the exercise results in zero points.
One Point: Limited recall/ comprehension. No consideration of Bloom beyond comprehension or to own practice.
Limited: Not broad in scope or understanding
Two Points: Adequate comprehension. Limited consideration of Bloom categories 3-6 and to own practice
Adequate: Of acceptable quality but less than good or excellent
Three Points: Good application of all Bloom categories as well as to own practice
Good quality but less than excellent
Four Points Monica’s Rubric: Exemplary/Excellent. Be prepared to explain your reasons for thinking so.
Exemplary: Conforming to an ultimate form of excellence
Topic One Two Three Four: Monica’s
Rubric
Obj 1: Critique of 4
approaches to CM
cited in syllabus
Obj 2: Generating an
approach to CM for
your own practice
Concept of CM
limited to
compliance and
control through
punitive discipline
Concept of CM
while focusing on
compliance and
control does
consider learning
style and inclusion.
Concept of CM
takes a broad view
with focus on a
positive learning
environment based
on mutual respect
Obj 3: Pre-Course
Reflective
Practitioner 3 part
exercise
# 1 Description
#2 Research
#3 Point of View
One or more days
late .Did not follow
guidelines. No
application to own
practice
On time. Did not
follow guidelines
Own opinion cited.
On time Followed
guidelines. Limited
On time. Followed
guidelines. Limited
application to own
practice.
On time Followed
guidelines. Less then
three sources used.
On time. Followed
guidelines. Adequate
Requirement met.
Applied to own
practice.
Suggestions for RP
#2.
On time. Followed
guidelines. Four or
more sources used.
On time. Followed
guidelines. Good
Not applicable
Not applicable
Obj 4: Critique of
an author’s approach
to CM. Use Bloom
Not applicable
8
Obj 5: Six CM
models from Tauber
Not applicable
Obj 6: Explanation,
examples,
application of your
CM approach
Limited. See
definition above
Adequate. See
definition above
Good. See definition
above.
Exemplary. See
definition above.
Obj 7: Critique
approach to CM at
your school.
Obj 8: Action
Research. Team
Assessment
Limited application
of process outlined
in monograph
Adequate
application of
process outlined in
monograph
Good application of
process outlined in
monograph
Exemplary. See
definition above.
Obj 9: Learning
Style and Inclusion.
Limited
understanding and
application to own
practice
Adequate
understanding and
application to own
practice
Good understanding
and application to
own practice
Exemplary. See
definition above
Obj 10: Relate
Creedon Four
Questions to CM
Limited
understanding and
application to own
practice
Adequate
understanding and
application to own
practice
Good understanding
and application to
own practice
Exemplary. See
definition above.
Rubrics: Supervision, Staff Development and Leadership (SSD&L) Part 4
Each of the rubrics listed below relates to a course objective. As with objectives, rubrics ought to be clear and distinct. The rubrics
cited here have been developed consistent with the six categories of Bloom’s cognitive taxonomy. They can be used for learner
assistance or assessment. In addition they can serve as accountability tools for instructor performance. Rubrics ought to be shared
with students before instruction begins. Rubrics can be generated by the instructor or by students. They can be used as assistance
and assessment indicators with one student, a pairs of students, a group or a team.
The rubrics are scored using a point system of from one point to four points. Four points indicates an exemplary effort and has a
condition associated with it before it can be awarded.
The performance criteria for many of the rubrics listed here are essentially the same and are consistent with Bloom. In those
instances the criteria is cited only once as indicated below. These are designated by the symbol: . Those not reflecting Bloom are
separately defined. In all cases failure to do the exercise results in zero points.
One Point: Limited recall/ comprehension. No consideration of Bloom beyond comprehension or to own practice.
Limited: Not broad in scope or understanding
Two Points: Adequate comprehension. Limited consideration of Bloom categories 3-6 and to own practice
Adequate: Of acceptable quality but less than good or excellent
Three Points: Good application of all Bloom categories as well as to own practice
Good quality but less than excellent
Four Points Monica’s Rubric: Exemplary/Excellent. Be prepared to explain your reasons for thinking so.
Exemplary: Conforming to an ultimate form of excellence
9
Topic One Two Three Four: Monica’s
Rubric
Obj 1: Review of all
course material Not applicable
Obj 3: Pre-Course
Reflective
Practitioner 3 part
exercise
# 1 Description
#2 Research
#3 Point of View
Late one or more
days. .Did not
follow guidelines.
No application to
own practice
On time. Did not
follow guidelines
Own opinion cited.
On time Followed
guidelines. Limited
On time. Followed
guidelines. Limited
application to own
practice.
On time Followed
guidelines. Less then
three sources used.
On time. Followed
guidelines. Adequate
Requirement met.
Applied to own
practice.
Suggestions for RP
#2.
On time. Followed
guidelines. Four or
more sources used.
On time. Followed
guidelines. Good
Not applicable
Not applicable
Obj 3: Bloom based
critique of Creedon
monograph:
Administrators,
Managers, Leaders.
Not applicable
Obj 4. Bloom based
critique of two
Creedon
monographs:
Constructivism, and
Bloom.
Not applicable
Obj 5. Explanation,
examples,
application to your
own practice.
Limited. See
definition above
Adequate. See
definition above
Good. See definition
above.
Exemplary. See
definition above.
Obj 6. Text:
Sergiovanni and
Starratt.
Obj 7. Your Revised
definition of
SSD&L.
Limited. See
definition above
Adequate
understanding and
application to own
practice
Good understanding
and application to
own practice
Exemplary. See
definition above
Obj 8: Action
Research. Team
Assessment
Limited application
of process outlined
in monograph
Adequate
application of
process outlined in
monograph
Good application of
process outlined in
monograph
Exemplary. See
definition above.
Obj 10: Relate
Creedon Four
Questions to
SSD&L.
Limited
understanding and
application to own
practice
Adequate
understanding and
application to own
practice
Good understanding
and application to
own practice
Exemplary. See
definition above.
10
Peer Assessment: A
rubric for peer
assessment is on a
separate sheet.
See separate
exercise
See separate
exercise
See separate
exercise
See separate
exercise
Ipse dixit
Lawrence P. Creedon
Pompano Beach, Florida
May 2003
Proposal for Supervision Independent Study
Sara Parent
Start Date; Jan, 13, 2005
End Date; TBA
1. Three main course assignments
A. One page rumination on what I believe a supervision course might include.
B. Two journal entries concerning how research is progressing, what I have learned, and the problems I have encountered.
C. A finally written project concerning a topic of my choice.
2. Daily Dialogue;
D. I would like to maintain a daily (or every other day) dialogue with the professor via the internet.
3. Personal Expectations Rubric; (accountability for completing the assignment).
Below Average
Average
Above Average
Attentive
Responses
Rarely focuses on
the professors
questions. Asks
questions
concerning
information that has
already been
covered.
Focuses on what
the professors is
writing some of the
time. The teacher
must sometimes
nag, prod, and
remind to keep this
person engaged.
Furthermore,
participant often
engages in relevant
but inappropriate
side conversations.
Gives the professor
consistent and
undivided attention.
Very self-directed.
Participates in on-
line discussion.
11
Preparedness
Rarely completes
work according to
scheduled due
dates.
Sometimes
completes work
according to
scheduled due
dates.
Always completes
work according to
scheduled due
dates.
Is always ready to
discuses material.
Effort
Work reflects very
little effort on the
part of this student.
Work reflects some
effort from this
student.
Work reflects this
student's best
efforts.
4. Personal Assignment Rubric; (How to assess the assignments)
Assignments
Below Average Average Above Average
Assignment A
Work reflects very
little effort on the
part of this student.
No thought has
been pt into the
writing.
The students
express many ideas
in a logical and
interesting manner.
Demonstrates an
interest and
enjoyment in her
writing. Ideas are
clear and
interesting.
Assignment B
Journals reflect
very little effort on
the part of this
student. The
Journals are not
consistent and/or
pertinent.
Journal entries
address; how
research is
progressing, what
is being learned,
and the problems
encountered. The
journals show
much effort.
Journals
demonstrate an
interest and
enjoyment in
learning and
problem solving.
Ideas are clear and
interesting.
Assignment C
Work reflects very
little effort on the
part of this student.
The student
expresses her
interest and
outlines the thesis
clearly.
The student
expresses her
interest and
outlines the thesis
clearly. It is
obvious that a
large amount of
effort went into the
creation of this
peace of writing.
Assignment D
Student and
professor
communicate
rarely.
Student and
professor
communicate
regularly.
Student and
professor
communicate
regularly, and the
quality of the
communication is
very high.
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84.926 Issues and Influences in Education: Course Rubric
Activity No points 1-2 points 3-4 points 5-6
points EDUCATIONAL AND
CULTURAL
ODYSSEY
! No
Educatio
nal
Odyssey
submitte
d.
! Odyssey includes only two
elements listed .
! Odyssey submitted two days after
first day of class
! Paper has severe grammatical
errors.
! Odyssey includes at least four elements
listed on pre-course assignment sheet or !
Odyssey submitted day after course begin
! Several errors using English
grammatical structures.
! Refle
backgro
(your O
element
assignm
! Writi
college
! Submi
PAPER #1
PHASE ONE
! No
paper
submitte
d
! Does not describe a
specific educational
concern, issue or
influence or paper goes
beyond description. !
Paper has problems with
English grammatical
structures
! Describes a specific
educational concern, issue
or influence
! Writing conforms to standard college
English and demonstrates communicative
competence
PAPER #2
PHASE TWO
! No paper
submitted
! Uses only one
reference
! Paper has severe
grammatical problems
! Uses only two references
! Paper has some problems
with
English grammatical
structures and/or
! Uses
and a m
(exclud
issue !
English
PAPER #3
PHASE THREE
! No
paper
submitte
d
! Paper has severe
grammatical problems
! Does not submit a
handout
! Does not analyze or synthesize issue.
! Paper has some problems
with English grammatical
structures
!Incomplete Handout
! Appli
!Analyzes
from Paper
!Handout
references,
various sid
makes it an
! Writing
JOURNAL
! Does
not
submit
journal
! Writes a total of two
journal entries or
! Submits journal after
due date B two times
! Writes one journal entry
before course begins and two
entries during course or
!Journals do not reflect on
course (for example: entries
are a diary of class
happenings without
reflection).
! Submi
a minim
before
of thre
Entries
discuss
present
and con
issues.
CLASSROOM
PARTICIPATION
! Absent
for two
or more
classes
! Absent for one class
or does not participate
actively in discussions
and activities
! Present for all classes
and
! Participates only when
called
upon, rarely initiates
comment or contributes to
discussions
! Prese
particip
discuss
initiat
contrib
to clas
Grading: A = 30-34 points B = 24-29 points C = 18-23 points
Helen L. Ross
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