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This document provides rubrics for marking an instructional technology assignment. Part A (40 marks) is for an essay on emerging technologies and active learning. It provides criteria for titles, aims, definitions, descriptions, effects, literature, conclusions, organization, and mechanics. Part B (50 marks) is for a technology-enhanced lesson plan based on instructional design models. It provides criteria for topics and objectives, tasks, web resources, technological tools, instructional models, activities, worksheets, and overall lesson quality. Scoring is allocated across multiple categories to provide a comprehensive evaluation of students' work.
This document provides rubrics for marking an instructional technology assignment. Part A (40 marks) is for an essay on emerging technologies and active learning. It provides criteria for titles, aims, definitions, descriptions, effects, literature, conclusions, organization, and mechanics. Part B (50 marks) is for a technology-enhanced lesson plan based on instructional design models. It provides criteria for topics and objectives, tasks, web resources, technological tools, instructional models, activities, worksheets, and overall lesson quality. Scoring is allocated across multiple categories to provide a comprehensive evaluation of students' work.
This document provides rubrics for marking an instructional technology assignment. Part A (40 marks) is for an essay on emerging technologies and active learning. It provides criteria for titles, aims, definitions, descriptions, effects, literature, conclusions, organization, and mechanics. Part B (50 marks) is for a technology-enhanced lesson plan based on instructional design models. It provides criteria for topics and objectives, tasks, web resources, technological tools, instructional models, activities, worksheets, and overall lesson quality. Scoring is allocated across multiple categories to provide a comprehensive evaluation of students' work.
RUBRICS FOR THE MARKING SCHEME PART A (40 m!"#$ %&m'(#&)( S*(+!+ N)* M'* (,'" $ S*(+!+ P!*&--. M'* (F&!$ S*(+!+ ,'-- M'* (G))+$ S*(+!+ /'!. ,'-- M'* (E01'--'(*$ ,'&23* S1)!' I(*!)+41*&)( Aim of essay & definition of emerging technologies and the integration of technology into education Title does not reflect the content of the essay. Aim of essay is not indicated / poorly articulated. No / very poor definition of emerging technologies and the integration of technology into education. Title reflects the content of the essay modestly.
Aim of essay is fairly well articulated. Fair definition of emerging technologies and the integration of technology into education. Title provides a good reflection of the content of the essay. Aim of essay is well articulated. Good definition of emerging technologies and the integration of technology into education. Title reflects the content of the essay perfectly. Aim of essay is very well articulated. Excellent definition of emerging technologies and the integration of technology into education. 1 x mar!s Description of active learning "oor description of active learning Fair description of active learning Good description of active learning Excellent description of active learning 1 # mar!s Description of four emerging technologies and how they can engage learners as active agents of the learning process The four emerging technologies are not stated with minimal description of the type of information availa$le. %ea! description of how the emerging technologies can $e used to help students $ecome active learners. The four emerging technologies are not clearly stated with fair description of the type of information availa$le. Fair description of how the emerging technologies can $e used to help students $ecome active learners. The four emerging technologies are very well stated with clear description of the type of information availa$le. Good description of how the emerging technologies can $e used to help students $ecome active learners. The four emerging technologies are very clearly stated with excellent description of the type of information availa$le. Excellent description of how the emerging technologies can $e used to help students $ecome active learners. & # '( mar!s Effect of emerging technologies on education %ea! description of the effect of emerging technologies on Fair description of the effect of emerging technologies on Good description of the effect of emerging technologies on Excellent description of the effect of emerging technologies on ' # ) mar!s Page 1 education. *easons are poorly articulated withlimited or no evidence provided. +elected literature has little relevance to the essay. No opinions or suggestions given. No presentation of Author,s voice. education. *easons are modestly articulated supported with some related evidence. +elected literature is fairly relevant to the essay. A$le to identify and discuss issues $y providing some opinions and suggestions. *estricted presentation of Author,s voice. education. *easons are well- articulated supported with good related evidence. +elected literature is .uite relevant to the essay. A$le to identify and discuss issues $y providing good opinions and suggestions. Good presentation of Author,s voice. education. *easons are well- articulated supported with excellent related evidence. +elected literature is extremely relevant to the essay. A$le to identify and discuss issues $y providing excellent opinions and suggestions. Excellent presentation of Author,s voice. Conclusion /onclusion may not $e clear and the connections to the essay o$0ective are incorrect or unclear. 1nderlying logic has ma0or flaws. /onclusion is fairly stated and connections to essay o$0ective are fairly clear. +everal errors in logic are present. /onclusion is clearly stated and connections to essay o$0ective are mostly clear. 2inor errors in logic are present. /onclusion is clearly stated and connections to the essay o$0ective are clear and relevant. The underlying logic is explicit. (.& # ' mar!s Organisation and Mechanics "aper is very poorly organised3 lac!s cohesion of thought and ideas3 and is difficult to read. Numerous gross errors in grammar3 spelling and punctuation. 4mproper referencing. "aper is fairly well organised3 has limited cohesion of thought and ideas3 and is fairly easy to read. +ome gross errors in grammar3 spelling and punctuation. +ome errors in referencing. "aper is well organised3 has logical cohesion of thoughts and ideas3 and is easy to read. Few minor errors in grammar3 spelling and punctuation. Good referencing. "aper is very well organised3 has excellent cohesion of thought and ideas3 and is very easy to read. No / minor errors in grammar3 spelling and punctuation. Accurate referencing. (.& x ' mar!s TOTAL 40 m!"# Page 2 PART B (50 m!"#$ Technology-enhanced lesson plan $ased on Gagne,s 4nstructional 5esign 2odel/ *eigeluth Ela$oration Theory. Award mar!s for the following6 A##'##m'(* C!&*'!& M!"# The topic and the learning o$0ectives / outcomes are appropriate for the target students. The tas! must $e related to the learning o$0ectives/outcomes. The tas! must $e engaging and re.uires higher order thin!ing. 1( %e$ resources for the instructor should $e relevant to the topic and learning o$0ectives/ outcomes. *ationale for choice of we$site is sound. 71 # mar!s8 The three we$ resources for students should $e appropriate for the target students and aligned to the learning o$0ectives/ outcomes. They should also contain information to help students to complete the tas! re.uired. *ationale for choice of we$sites is sound. 79 # mar!s8 1: Technological tools are appropriate in helping students understand the topic and assisting them to complete the tas!. *ationale for choice of technological tools is sound. 7' # &mar!s8 1( ;verall lesson is guided $y Gagne,s 4nstructional 5esign 2odel/ *eigeluth,s Ela$oration Theory. 1( Activities suggested should engage learners to $e active in their learning and promote higher order thin!ing s!ills. : %or!sheets and /or handouts are relevant to the tas!. T)*- 50 Page