rubric gallery

The following rubric has been adapted by the ePortfolio Portal team as an example of the evaluation of eportfolios. The exact criteria will depend on the purpose of the evaluation. Source: http://www.danwilton.com/eportfolios/rubric.php

The following rubric has been adapted by the ePortfolio Portal team as an example of the evaluation of eportfolios. The exact criteria will depend on the purpose of the evaluation. Source: http://www.danwilton.com/eportfolios/rubric.php

Experience by Design Rubric

Rubric for (online and offline) class participation

Experience by Design Rubric

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

The following rubric has been adapted by the ePortfolio Portal team as an example of the evaluation of eportfolios. The exact criteria will depend on the purpose of the evaluation. Source: http://www.danwilton.com/eportfolios/rubric.php

Rubric for Evaluation of Department/Unit Planning and Assessment Process

Criteria for achieving a D and C have already been established by me and can not be changed, however you may add your individual criteria for a B grade, but are required to create your individual A criteria by building on the previous criteria. At the end of the semester you will evaluate and submit your participation grade.

Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. This writing rubric is designed for use in a wide variety of educational institutions. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Please evaluate each Instructor who taught a component of this course (do not evaluate the course; course evaluations will be completed on a separate form).