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iRubric: Student Engagement Instrument rubric

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Student Engagement Instrument Student Engagement Instrument Engagement Rubric for teacher assessment of Modules developed for an mobile learning apps (MLA) Rubric Code: S2W2827 By ajacute Ready to use Public Rubric Subject: Education Type: Survey Grade Levels: 9-12

Engaging Students in Learning 85 %
	Distinguished 4 pts	Proficient 3 pts	Basic 2 pts	Unsatisfactory 1 pts	Looking at … Notes of what to look for (N/A)
Activities & Assignments 50 % Have the assignments led to understanding by the students?	Distinguished All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding.	Proficient Most activities and assignments are appropriate to students, and almost all of the students are cognitively engaged in exploring content.	Basic Activities and assignments are appropriate to some students and engage them mentally, but others are not engaged.	Unsatisfactory Activities and assignments are inappropriate for students' age or background. Students are not mentally engaged in them.	Looking at … Looking at not only the directions for the activities and assignments themselves, but the quality of student work in response to the directions. Their work, even when incorrect, reflects serious thinking.
Grouping of students 10 % Have my attempts to engage students in discussion been productive and useful?	Distinguished Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups.	Proficient Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson.	Basic Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional outcomes of the lesson.	Unsatisfactory Instructional groups are inappropriate to the students or to the instructional outcomes.	Looking at … Variation is usually helpful, and grouping should not be used exclusively.
Instructional materials & resources 20 % Have there been scaffolding, UD and MI adaptations for all students?	Distinguished Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.	Proficient Instructional materials and resources are suitable to the instructional purposes and engage students mentally.	Basic Instructional materials and resources are only partially suitable to the instructional purposes, or the students are only partially mentally engaged with them.	Unsatisfactory Instructional materials and resources are unsuitable to the instructional purposes or do not engage students mentally.	Looking at … Resources can include outside visitor.
Structure and pacing 20 % Was the pace too fast or slow?	Distinguished The lesson's structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.	Proficient The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.	Basic The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.	Unsatisfactory The lesson has no clear defined structure, or the pace of the lesson is too slow or rushed, or both.	Looking at … Students should know where they are in the structure. May have a beginning, middle and end, with a clear introduction and closing, or be more of a working session.
Student Survey Results 15 % Making an attempt to weigh student's input on engagement.
	n/a (N/A)	n/a (N/A)	Deep 4 pts	Superficial 1 pts	Looking at … Notes of what to look for (N/A)
Cognitive Engagment 50 %
Facts vs. Understanding 60 %	n/a	n/a	Deep Students believe they do more problem solving, and thinking of what is behind the facts, than memorization.	Superficial Students prefer to memorize facts, than to solve problems or understand the principles behind everything.	Looking at … Use survey questions or interview questions, asking directly
Transferability 25 % Students' ability to apply knowledge and skills acquired to new situations.	n/a	n/a	Deep Students wonder how much the things they have learned can be applied to real life, and/or how much they relate to other subjects.	Superficial Students do not consider how they might be able to use this stuff in the real world. Rather, they feel that they are just jumping through the hoops.	Looking at … Use survey questions or interview questions, asking directly
Reading 5 % Reading critically information from any references	n/a	n/a	Deep When students read the materials they pay more attention to what looks like the important stuff.	Superficial When students read, they read straight through without focusing any one thing more than any other.	Looking at … Use survey questions or interview questions, asking directly
Meta-Cognitive Strategies 10 % How students manage the learning processes such as planning and seeking information	n/a	n/a	Deep Students are well managed the learning process including planning and seeking information, elaborate the information into mind mapping	Superficial Students do not manage the learning process as well as not planning the process of finding information and breaking down incomplete information into mind mapping.	Looking at … Teachers' observation
Affective Engagement 25 %
Interest 95 % These criteria should be separated. But this rubric doesn't subdivide further.	n/a	n/a	Deep Students like attending the class. Students find the subject interesting and the learning of it enjoyable. They feel a sense of satisfaction when working in this subject and in this class. They are always curious to learn new things in this course and feel excited when starting a new topic.	Superficial Students dislike attending the class. Students are tired of the subject, and find the learning of it unpleasant. They dislike working in this subject and in this class. They are not curious to learn new things in this course and are bored and uncomfortable starting a new topic.	Looking at … Use survey questions or interview questions, asking directly
Anxiety 5 %	n/a	n/a	Deep Students welcome the challenge of the examinations.	Superficial Students feel nervous before the exam.	Looking at … Use survey questions or interview questions, asking directly
Behavioral Engagement 25 %
Attentiveness 60 %	n/a	n/a	Deep Students listen to the teacher’s instruction attentively, and concentrate very hard when the teacher introduces new concepts. In the discussion of new topics, they take an active part and raise their <BR> points. They really make an effort in the lessons. They use every means to understand what the teacher teaches in this subject.	Superficial Students do not listen to the teacher’s instruction attentively, or concentrate very hard when the teacher introduces new concepts. In the discussion of new topics, they do not take an active part and raise their points. They don't make much effort in the lessons. They don't use every means to understand what the teacher teaches in this subject.	Looking at … Use survey questions or interview questions, asking directly
Diligence 25 %	n/a	n/a	Deep For difficult assignments, students study hard until they understand them. If they make mistakes in assignments, they work until they have corrected them.	Superficial For difficult assignments, students give up quickly. If they make mistakes in assignments, they don't bother correcting them.	Looking at … Use survey questions or interview questions, asking directly
Time Spent 10 %	n/a	n/a	Deep Under construction	Superficial Under construction	Looking at … Use survey questions or interview questions, asking directly
Posture 5 % Not sure where to put this one, but contrary to Danielson do feel that it can be a valid indicator.	n/a	n/a	Deep Students are well postured: sitting up straight, square in chair, eyes on speaker	Superficial Students are ill postured: slouching, body and eyes not facing speaker	Looking at … Teachers' observation

Keywords:

Student Engagement; Danieslson

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