rubric gallery

Engagement Rubric for teacher assessment of Modules developed for an e-learning LMS.

Evaluation of telephone skills as demonstrated during mock customer service call via a voice mail apology.

Rubric to measure progress in the broad topics of listening, speaking, reading, writing, comprehending and computing skills in the context of life skills. This includes the following catagories: functional writing, recognizing common signs and labels, money and finance, food/cooking, and health.

The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - Adopted from the National Forum on Information Literacy. This rubric is recommended for use evaluating a collection of work, rather than a single work sample in order to fully gauge students’ information skills. Ideally, a collection of work would contain a wide variety of different types of work and might include: research papers, editorials, speeches, grant proposals, marketing or business plans, PowerPoint presentations, posters, literature reviews, position papers, and argument critiques to name a few. In addition, a description of the assignments with the instructions that initiated the student work would be vital in providing the complete context for the work. Courtesy of AAC&U: http://aacu.org/value/index.cfm

This rubric is designed to assess the skills and dispositions involved in lifelong learning. Assignments that encourage students to reflect on how they incorporated their lifelong learning skills into their work samples or collections of work by applying above skills and dispositions will provide the means for assessing those criteria. Work samples or collections of work tell what is known or can be done by students, while reflections tell what students think or feel or perceive. Reflection provides the evaluator with a much better understanding of who students are because through reflection students share how they feel about or make sense of their learning experiences. Reflection allows analysis and interpretation of the work samples or collections of work for the reader.

Evaulation of telephone skills as demostrated during mock customer service calls

LGBTQ Peer Counseling Services provide peer counseling on the coming out process, dating, gender identity, LGBTQ information and referral for the Philadelphia area. Peer counselors are available by phone or in-person (by appointment). Monday – Friday from 6 – 9 pm, providing confidential and free peer counseling services. The purpose of the evaluation is to determine if the training currricula adquately prepares peer counselors with the knowledge, experiences, and values that peer counselors should possess to provide qulaity peer counseling services to lesbian, gay,bisexual, transgender and queer persons and their families.Ruberic is based on the following study: Godfrey, K., Haddock, S., Fisher, A. and Lund, L. (2006). Essential Components of Curricula for Preparing Therapists to Work Effectively with Lesbian, Gay, and Bisexual Clients: A Delphi Study. Journal of Marriage and Family Therapy, 32, 491-502

Student will be able to engage with different types of customers and deliver excellent service via the appropriate response.

This rubric is designed to evaluate online courses led by instructors in higher education, either at the undergraduate or the graduate level. It is designed to review a course's instructional design, presentation design and interaction design.

To be used in evaluating graduate online courses.

Student will be able to engage with different types of customers and deliver excellent service via the appropriate response.