1

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 lpcreedon@aol.com.

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: lpcreedon@aol.com

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 :lpcreedon@aol.com. 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

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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 lpcreedon@aol.com

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

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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.

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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.

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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

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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

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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

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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

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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

lpcreedon@aol.com

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.

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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.

12

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

13

14