Evaluation Rubric for Reading Poetry Workshop (Dennis Vanderspek)

Constructivist
Principles

/5
/5
/5
/5
/5

CCM
Model

CIM
Model

/5

Online
Environment
Integration of
Delivery Modes
Social Presence
Cognitive
Presence
Teacher
Presence

/5
/3
/3
/3
/3
/3
/3
/3
/3
/10
/10
/7
/7

/7

Construction of knowledge: An interactive and collaborative learning environment encourages students to compare old and new
skills, knowledge, and conceptual frameworks.
Process, not Product: Students are free to choose site of cognitive reconstruction; learning activities reinforce forms of skillful
awareness and metacognition.
Multiple Perspectives: Opportunities exist to exchange and process diverse points of view.
Situated Cognition: Learning activities are engaging and reflect destination cognitive domain (i.e. university academic context)
Reflexive Cognition: Learning process is incrementally reflexive and metacognitive. Reflexive activity supported as primary learning.
Cognitive Apprenticeship: scaffolding of difficult concepts or skills supported with modeling and examples from target cognitive
domain (i.e. university academic context) and/or exemplary practitioners.
Process-based Evaluation: assessment supports multiple perspectives and application (rather than description) of skills/concepts
Opportunities exist for students to become aware of prior knowledge
Opportunities exist for students to challenge prior knowledge
Opportunities exist for students to develop, extend, or change cognitive framework represented by prior knowledge.
Support is provided for emerging reconstructions of knowledge.
Opportunities exist for students to discover limitations of prior information or cognitive framework
Replacement knowledge is cognitively available (intelligible).
Replacement knowledge makes sense (plausible).
Replacement knowledge is useful to resolve cognitive dissonance and further cognitive apprenticeship (fruitful).
Writing in instructional materials is grammatically correct, clear, and in appropriate register. Layout is uncluttered, intuitively
organized, and easily navigable. Technological assets are working and justified to support learning process. Site is appealing.
Online and face-to-face elements of instructional design selectively utilize special affordances of each. Both online and face-to-face
components essential for meeting learning outcomes. Both online and face-to-face elements support constructivist principles.
Design supports consensus-seeking dialogue among students. Formative collaboration is encouraged in a low-pressure environment.
Design supports substantial contact with textual and conceptual material. Puzzlement leads to exploration, integration, and
resolution.
Instructional resources are selected and arranged to focus discussion in a way that builds shared understanding. Primary (where
possible) and secondary content is selected for currency, relevance, appropriateness, and engagement; learning activities emphasize
authenticity as much as possible. Instructor models critical discourse and constructively critiques contributions (Garrison & Archer,
2000).

TOTAL____ / 100

Portions adapted from Driver & Oldham (1986), Posner (1982), Garrison & Archer (2000), Beers & Wilson (2003); POE model intentionally omitted