Assessment 3B - ICT Integration Publishing Marking Rubric

Beginning

Developing

Accomplished

Overall Aesthetics (This refers to the curriculum itself, not the external resources linked to it.)

Overall visual
appeal

Design and flow

Mechanical
aspects

0 points
There are few or no graphic
elements. No variation in layout
or typography.
OR
Colour is garish and/or
typographic variations are
overused and legibility suffers.
Background interferes with the
readability.

1 point
Graphic elements
sometimes, but not always,
contribute to the
understanding of concepts,
ideas and relationships.
There is some variation in
type size, colour and layout.

2 points
Appropriate and thematic graphic
elements are used to make visual
connections that contribute to the
understanding of concepts, ideas and
relationships. Differences in type size
and/or colour are used well and
consistently.

0 points
The SEPEP unit is disjointed and
does not follow the usual
structure

1 point
The SEPEP unit is generally
clear and easy to follow. It
follows the basic structure
for a successful tournament.

2 points
The SEPEP unit is clear and easy to
follow and would ensure a
successfully run tournament.

0 points
There are more than 5 broken
links, misplaced or missing
images or badly sized tables.

1 point
2 points
There are some broken links, No mechanical problems noted.
misplaced or missing
images, or badly sized tables.

How the learning sequence is introduced

Motivational
attributes

Cognitive
effectiveness

0 points
The way in which the SEPEP
unit is introduced and explained
is not motivating.

1 point
The way in which the
SEPEP unit is introduced
and explained relates
somewhat to the learner's
interests and/or describes a
compelling question or story.

2 points
The way in which the SEPEP unit is
introduced and explained draws the
reader into the lesson by relating to
the learner's interests or goals and/or
engagingly describing a compelling
question or story.

0 points
The way in which the SEPEP
unit and the student roles are
introduced does not prepare the
learner for what is to come.

1 point
The way in which the
SEPEP unit and the student
roles are introduced
previews to some extent
what their roles will be.

2 points
The way in which SEPEP unit and
the student roles are introduced
effectively explains what their roles
will be.

1 point
The overall design of the
learning sequence is limited
in its significance to
students' lives and is
appropriate for the target
audience. As appropriate, the
learning sequence requires
analysis of information
and/or putting together
information from several
sources.

2 points
The overall design of the learning
sequence is significant to students
lives and is stimulating for the target
audience. The overall design of the
learning sequence elicits thinking that
goes beyond rote comprehension.
Task requires synthesis of multiple
sources of information, and/or taking
a position, and/or going beyond the
data given and making a
generalization or creative product.

What the students are expected to do

0 points
The overall design of the
learning sequence is
inappropriate for the target
audience.
Cognitive level

Learning processes (The process is the step-by-step description of how students will accomplish the task.)
0 points
Learning processes are not
clearly stated.
Clarity of
learning process

1 point
Learning processes are
somewhat described. Some
directions are given in
learning materials, but there
is missing information.
Students or users might be
confused.

2 points
Learning processes are clearly
described. Every step in the learning
sequence is clearly stated at a level
appropriate to the learner. Most
students or users would know exactly
where they are in the learning
sequence and know what to do next.

Score

Scaffolding

Communicative
attributes

Beginning

Developing

Accomplished

0 points
No scaffolding processes or
tools are evident in the learning
design.

1 point
Some scaffolding processes
or tools are evident in the
learning design.

2 points
Comprehensive scaffolding processes
or tools are evident. Checks are in
place to assess student understanding.
Provision of guides and templates for
thinking about learning and
opportunities provided for students to
manage their own learning.

0 points
The learning design promotes
little communication and debate
amongst students.

1 points
The learning design
promotes some
communication and debate
amongst students.

2 points
The learning design promotes
extensive communication and debate
amongst students.

0 points
Learning sequences are
"presentation oriented".
Links are mundane. They lead
to information that could be
found in a classroom
encyclopedia.
Resources are provided but with
no direction.

1.5 points
Learning sequences are
activity-driven and supported
by relevant resources.
Some links carry information
not ordinarily found in a
classroom.
Guided use of resources

3 points
Learning sequences are activity
driven and supported by relevant,
interactive and engaging resources.
Every resource carries its weight and
there is a clear connection between
the resource and the activities that
students are asked to undertake.
Links make excellent use of the
Web's timeliness and colorfulness.
Varied resources provide enough
meaningful information for students
to think deeply, eg resources specify
tasks and/or student roles or
perspectives.

0 points
Activity not provided or does
not promote student reflection

1 point
Activity provided promotes
some student reflection
about the ICT integration
project.

2 points
Activity provided promotes deep
student reflection about the ICT
integration project.

0 points
Criteria for success are not
described to students.

1 point
Criteria for success are at
least partially described to
students.

2 points
Criteria for success are clearly stated
to students and users in the form of a
rubric. Criteria include qualitative as
well as quantitative descriptors.
The evaluation instrument clearly
measures what students must know
and be able to do to accomplish the
task.

Score

Resources

Relevance and
quality of
resources

Reflection

Reflection activity

Evaluation

Clarity of
evaluation criteria

Total Score

/25

ACADEMIC LITERACY

TheoverallgradeawardedfortheassignmentcannotbegreaterthanthatawardedfortheAcademicLiteracycomponent.
Criteria
Students are
expected to
demonstrate a high
standard of
academic writing.
To score a high
grade, standard
Australian English
should be used to
communicate key
ideas clearly and
concisely.

F
P
C
D
HD
Insufficientevidenceof
Adequatelevelofability
Highlevelofability Veryhighlevelofability Extremelyhighlevel
abilitydisplayed.There
displayed.Thereare
displayed.Thereare
displayed.Thereare
ofabilitydisplayed.
aresubstantialerrorsin:
severalerrorsin:
fewerrorsin:
incidentalerrorsin:
Therearenoerrorsin:

the structure and

the structure and
the structure and
the structure and
the structure and
coherence of the
coherence of the
coherence of the
coherence of the
coherence of the
written work;
written work;
written work;
written work;
written work;

the appropriate use the appropriate use of

the appropriate use
the appropriate use of
the appropriate use of
of expression and
expression and
of expression and
expression and
expression and
grammar;
grammar;
grammar;
grammar;
grammar.

the accuracy of
the accuracy of spelling the accuracy of
the accuracy of spelling the accuracy of
spelling and
and punctuation.
spelling and
and punctuation.
spelling and
punctuation.
punctuation.
punctuation.