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Future School Rubric

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Project Development
 
Missing
0

Emerging
1

Advancing
2

Exceeding
3

Total Score

Data Analysis All data is gathered from information in the classroom or no data gathering is evident. Experts not contacted

Participants/groups depend on gathering data or input from local sources only, using at least two methods. Experts contacted

Data gathering is incomplete.

Participants/groups depend on gathering data or input from at least one geographically distant partner using a number of methods such as experts, e-mail, online resources.

Data gathering is almost complete.

Participants/groups depend on gathering data or input from a number of geographically distant partners using a number of methods such as experts, e-mail, online resources.

Data gathering is complete.

 
Reporting Participants contributed nothing to the group or the class. Participants contributed infrequently to the group or to the class. Participants contributed frequently to the group or to the class. Participants actively contributed to the group and to the class.  
Groupwork/
Collaboration
Participants did not work as a member of a team or with a partner in this activity. Team groupings of participants on at least part of the activity. Participants worked as members of a team/group for most of the activity. Participants worked in changing teams/groups for most of the activity.  
Use of Technology
 
Missing
0

Emerging
1

Advancing
2

Exceeding
3

Total Score

Importance of Technology Technology is not an integral part of the activity. Tasks could be accomplished as easily and effectively without the use of technology. Technology is used infrequently for a few tasks. Most tasks were accomplished without the use of technology. There is infrequent use of technology for some participants. Technology is used for many activities. There is regular individual and group use of technology for most participants. The activity would not have been feasible or as effective without the almost constant use of technology.
Use of the Internet The activity's use of the Internet treats participants as passive recipients of information, is not well defined, or is a trivial use of the medium. The activity's use of the Internet is focused and may originate from a teacher designed web site. The activity's use of the Internet helps participants achieve goals by by going beyond the facilitator's list of sources and actively involving them in searching for information or communicating with peers or experts. The activity's use of the Internet helps students achieve goals by actively involving them in searching for information or communicating with peers or experts AND synthesizing information and data into a presentation that is published online.  
Information Access Participants do not manage their own information using technology.

Participants access information that is pertinent to their topic using technology, but do not manage it using technology.

 

Participants access and manage information that is pertinent to their topic using technology. Participants access and manage information that is pertinent to their topic using technology.  
Proposal Components
 
Missing
0

Emerging
1

Advancing
2

Exceeding
3

Total Score

  Proposal component are missing and those included are not fully developed. Three or more proposal components are missing. Those included are well developed. One or two of the proposal components are missing, the rest have been well developed. All of the proposal components have been included and are well developed.  
Web Page Design
 
Missing
0

Emerging
1

Advancing
2

Exceeding
3

Total Score

Visual Appearance/ Organization The layout has no structure or organization. Backgrounds, if used conflict with text.
Page is difficult to navigate.
Text is broken into paragraphs and/or sections.
Backgrounds work with text, but do little to enhance the overall effectiveness of the page.
Page is difficult to navigate.
Text is broken into paragraphs and/or sections.
Headings label sections and create some hierarchy and consistency. Backgrounds work with text, but do little to enhance the overall effectiveness of the page.
Page is relatively easy to navigate.
There is a consistent format from page-to-page.
Text is broken into paragraphs and/or sections.
Headings label sections and create an easy to understand hierarchy and consistency.
Backgrounds enhance the text and the overall effectiveness of the page.
Page is easy to navigate.
 
Text The written text is difficult to understand and does not stick to the topic.
There are spelling and/or grammar errors.
The written text is easy to understand.
There are spelling and grammar errors.
The written text is easy to understand.
There are no spelling errors, but one or more grammar or syntax errors.
The text is clear, concise, and well written.
There are no spelling or grammar errors.
 
Links Links are either missing, inactive, or do not work. Some links work, but some are not active or are missing.
Return links are not always provided.
Most links work or are activated. Some return links are provided and work. All links are present, active and work.
Return links are consistently provided and work.
 
Graphics Graphics, if used, are not related to page content.
Graphics (size and type) used make loading of pages very slow.
Too many graphics.
Graphics show some relation to page content.
Graphics (size and type) used make loading of pages very slow.
Too many graphics.
Graphics enhance the page.
Graphics (size and type) used make loading of pages very slow.
Graphics enhance the page.
Images are proper size, resolution and coloring.
Graphics are used as links.
 
Presentation
 
Missing
0

Emerging
1

Advancing
2

Exceeding
3

Total Score

  Participant did not participate in the presentation to the class. Participant minimally participated in the class presentation.
The presentation was not convincing.
Participant participated in the class presentation.
The presentation was convincing.
Participant took an active role in the class presentation.
The presentation was very convincing.
 

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Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.

Author(s): Barbara Holdiman, Gina Keifer, and Lucianne Sweder
Lincoln-Way High School District 210, New Lenox, IL
Lockport High School District 205, Lockport, IL
Professional Development Alliance/Regional Office of Education for Will and Grundy/Kendall Counties, Joliet, IL
Learning Technology Center One South, Joliet, IL
Created: February 25, 2001 - Updated: March 25, 2001
http://www-ed.fnal.gov/lincon/w01/projects/futureschool/rubrics2fs.htm