Applying National Standards to Improve Educational Results

Curriculum Project Rubrics

The curriculum project is field experience during which candidates keep a reflective journal documenting plans, experiences, and improvements made in a local school or workplace setting. There is a rubric for each branch of the program:

Curriculum Project

One of the most important abilities acquired by EDTC students is the capacity to use educational technology for curriculum enhancements and improvements. Each student must demonstrate this capacity by creating a curriculum project that is designed to improve instruction or solve an educational problem in an authentic school or workplace setting. In a reflective journal, the student documents problems analyzed, approaches tried, and results achieved. By studying this journal, the EDTC faculty (as well as potential employers) can evaluate the extent to which the student has become a reflective practitioner who is able to discover best practices and adapt them to local needs.

When evaluating the curriculum project, EDTC faculty use the ISTE rubric for candidates who are teachers working toward the ISTE-TF endorsement. For all other candidates, faculty use the AECT rubric. The tables below present the Curriculum Project rubrics.

Note: If the curriculum project is not already covered by an approved Application for Educational Technology Internship or Practicum form, the student must complete this form in order to gain EDTC approval for carrying out this activity.

AECT Rubric for the Curriculum Project (reflective journal)

Required elements:

□        Tool selection is appropriate for developing and delivering the instructional materials.

□        Instructional design specifications are informed by findings documented in the scholarly literature.

□        Criterion-referenced measurement determines learner mastery of assigned content.

Candidate's Name:

Date:

INDICATORS

Developing

Meets

Exceeds

AECT 1.1.3

The developer adopts authoring tools appropriate for creating the instructional materials to be produced.

The quality and usability of the materials are adversely affected by the chosen development tools, which hampered the project's appearance, functionality, interactivity, or deliverability.

The materials produced exhibit the degree of usability and functionality called for in the design.

The journal describes various tools that were considered for use in this project, explains reasons for selecting the tools that were used, assesses the degree to which the materials produced exhibit the degree of usability and functionality called for in the design, and reflects on features that could make the tools better.

(circle rating)

0

1

2

AECT 3.1
Decisions about media selection and utilization are made from Instructional Design specifications that are based on learning principles and effective practices documented in the scholarly literature.

The candidate bases instructional design decisions on learning principles but does not cite examples from the scholarly literature to document the technique's  effectiveness.

Citations in the design spec indicate that instructional design decisions are based on learning principles documented in the scholarly literature.

Annotations in the design spec indicate that the candidate makes instructional design recommendations based on comparing and adapting for local use research-based learning principles documented in the scholarly literature.

(circle rating)

0

1

2

AECT 5.2
Criterion-referenced measurement techniques determine learner mastery of assigned content.

Criteria for determining learner mastery of assigned content are vague or unspecified.

The materials implement clearly defined criteria to determine when the learner has mastered the assigned content.

Instructional sequencing considers the learner's current achievement level, adjusts the course accordingly, and uses clearly defined criteria to determine when the learner has master the assigned content.

(circle rating)

0

1

2

 

 

ISTE Rubric for the Curriculum Project (reflective journal)

Required elements:

□        Align technology integration strategies with district, state, or national content standards.

□        Use methods and strategies specified in NETS for Students.

□        Use multiple assessment strategies to inform data based decisions for improving instructional practice and student results.

Candidate's Name:

Date:

INDICATORS

Developing

Meets

Exceeds

ISTE-TF-II.
Plan, design, and model effective learning environments and multiple experiences supported by technology.

It is unclear how the use of technology is aligned with content standards, or feedback to teachers is unsupported by citations of current research in the scholarly literature.

Aligns developmentally appropriate curriculum units with content standards and provides feedback to teachers based on current research on teaching with technology.

Aligns developmentally appropriate curriculum units with content standards and provides feedback to teachers based on current research on teaching with technology. Compares the local situation to best practices reported in the research literature and poses relevant questions for further study.

(circle rating)

0

1

2

ISTE-TF-III
Apply and implement curriculum plans that include methods and strategies for utilizing technology

to maximize student learning.

It is unclear how the methods or strategies used in the curriculum project are meeting the goals of NETS-S.

Integrates technology productivity tools, research tools, problem solving and decision-making tools and reflects on the extent to which NETS for Students is being met.

Integrates technology tools and reflects on the extent to which NETS for Students is being met.Compares local results to national studies reported in the scholarly literature and reflects on ways to improve results in the future.

(circle rating)

0

1

2

ISTE-TF-IV
Apply technology to facilitate a variety of effective assessment and evaluation strategies.

Multiple forms of data have not been collected or the findings reported are not supported by the data that has been collected.

Uses technology to collect multiple forms of data, analyze results, and make data-based decisions to maximize student learning and improve instructional practice by differentiating instruction to meet individual needs.

Uses technology to collect multiple forms of data, analyze results, and make data-based decisions to differentiate instruction and maximize student learning. Cites from the scholarly literature multiple studies that use the evaluation strategies emulated in the local assessment plan.

(circle rating)

0

1

2