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Group Rubric 
Evaluating ETEC644 final project
Rubric Code: FB9473
By ygercampus
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: (none)

Powered by iRubric Criteria
Group Rubric is to evaluate the final project of ETEC648
  Outstanding

10 pts

Proficient

8 pts

Basic

6 pts

Below Expectations

4 pts

Syllabus

10 pts Pre- Course preparations, student orientations, general statement of welcome to students, technology requirements and support.
Outstanding

1. lnformatlon is well-written, concise, accurate and complete.
2. Answers to all expected Questions can be found on the site.
3. Multiple contact points of Instructor are present.
Proficient

1. Information is accurate and complete.
2. Answers to most expected questions can be found on the site.
3. At least one contact point for instructor is present.
Basic

1. Information is incomplete or in places.
2. Answers to some expected questions can be found on the site.
3. Contact information of instructor is not present.
Below Expectations

1. Information is grossly incomplete and/or inaccurate.
2. Answers to few expected questions can be found on the site.
3. Contact information is not available.
Course Goals and Object

10 pts Course goals describe what you want to teach. Learning objectives describe what you can see them do as a result of the instruction.
Outstanding

Clearly stated and accurate with clear connections made to course content. Goals and objective are detailed.
Proficient

Clearly stated, accurate and relevant to the course content.
Basic

Generally ambiguous and with some inaccuracies.
Below Expectations

Not clearly stated, largely inaccurate and unrelated to course content.
Assessments

10 pts Formative, Summative, delivery vehicles, timely, feedback, results and reports.
Outstanding

1. The types of assessments selected measure the stated learning objectives.
2. The course grading policy is stated clearly.
3. Specific and descriptive criteria are provided for the evaluation of students' work.
4. Students have multiple opportunities to measure their own learning progress.
Proficient

1. The type of assessments selected mostly measure the stated learning objectives.
2. The course grading policy is somewhat stated.
3. Criteria is somewhat provided for the evaluation of students' work.
4. Students have some opportunities to measure their own learning progress.
Basic

1. The types of assessments selected do not always measure the stated learning objectives.
2. The course grading policy is not always stated.
3. Criteria are not always provided for the evaluation of students' work.
4. Students do not have many opportunities to measure their own learning progress.
Below Expectations

1. The types of assessments selected do not measure the stated learning objectives.
2. The course grading policy is not stated.
3. Criteria are not provided for the evaluation of students' work.
4. Students do not have opportunities to measure their own learning progress.
Good Start

Framework
10 pts Combining elements of "Good Start" (ex: technology check, course site check, student orientation) and student management (ex: motivating students, giving students feedback) in eLearning Course Delivery.
Outstanding

Exhaustive coverage of all elements of "Good Start" (as advocated by course text) and utilization of at least 5 student management activities (as advocated by course text)
Proficient

Considerable coverage of most elements of "Good Start" (as advocated by course text) and utilization of at least 3 to 4 student management activities (as advocated by course text).
Basic

Coverage of some elements of "Good Start" (as advocated by course text) and utilization of up to 2 student management activities (as advocated by course text).
Below Expectations

Little or no coverage of elements of "Good Start" (as advocated by course text) and only 1 or no utilization of student management activities (as advocated by course text).
Executive Summary

10 pts The purpose of the executive summary is to provide reader with an overview of the course or lesson plan. It is generally regarded as an introduction to your course. Therefore, the executive summary will summarize it basic components.
Outstanding

Details clear understanding of delivery and evaluation; How the activity connects to your objectives and how your rubrics connect to what you want to accomplish in your activities.
Proficient

Cites reasonable understanding of delivery and evaluation; Makes mention of how the activity connects to the objectives and how the rubrics connect to what is to be accomplish in your activities.
Basic

Develops marginal understanding of delivery and evaluation; Struggles to connect the activity to the objectives.
Below Expectations

Fails to detail understanding of delivery and evaluation or how the activity connects to your objectives. Makes no mention of how your rubrics connect to what you want to accomplish in your activities.
Delivery

10 pts URL's and outside links, evaluation tools such as rubrics, evaluation results, action for delivery such as a discussion forum with online discussion on topics that fits objectives.
Outstanding

1. The tools and media support the course learning objectives.
2. Course tools and media support student engagement and guide the student to become an active learner.
3. Navigation throughout the online components of the course is logical, consistent, and efficient.
4. Students can readily access the technologies required in the course.
5. The course technologies are current.
Proficient

1. The tools and media mostly support the course learning objectives.
2. Course tools and media mostly support student engagement and guide the student to become an active learner.
3. Navigation throughout the online components of the course is generally logical, consistent, and efficient.
4. Students can generally access the technologies required in the course.
5. The course technologies are mostly current.
Basic

1. The tools and media sometimes support the course learning objectives.
2. Course tools and media at times support student engagement and guide the student to become an active learner.
3. Navigation throughout the online components of course is intermittently logical, consistent, and efficient.
4. Students can rarely access the technologies required in the course.
5. The course technologies are not generally current.
Below Expectations

1. The tools and media support do not the course learning objectives.
2. Course tools and media do not support student engagement and guide the student to become an active learner.
3. Navigation throughout the online components of the course is not logical, consistent, and efficient.
4. Students can not readily access the technologies required in the course.
5. The course technologies are not current.




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