LInC Online

Fermilab Leadership Institute Integrating
Internet, Instruction and Curriculum

"Publishable Quality" Rubric

To get "percent total" add all items successfully executed. Subtract those not applicable from total possible, and divide that number into total successfully executed items.

Engaged Learning Pedagogy (weighted 30%)

Percent total for engaged learning = __________

A. The web pages for students/participants invite and motivate them to

  1. start on the project by offering a task or situation that piques their curiosity in the project (invitation to learn/hook)
  2. come up with questions, concerns, issues, hypotheses, or problem-solving suggestions that guide their investigation and overall participation in the project

B. The web pages for students/participants provide opportunities for them to

  1. control their own learning; web site provides links and challenges so they can make their own choices for how to proceed and engage at their own pace
  2. determine the topic, aspect of topic, problem, or issue about topic to be investigated
  3. ask and answer their own questions
  4. explore concepts, principles
  5. develop skills needed to complete the project
  6. collect and compile data, gather information
  7. do hands-on experimentation or application of concepts
  8. analyse and synthesize data and information
  9. produce original work (data, information, analysis, conclusions)
    (student as producer)
  10. work in collaborative groups

C. The web pages for students/participants provide opportunities for teachers to

  1. have students/participants discuss ideas; brainstorm; problem-solve
  2. provide ongoing feedback/advice for completing activity/project
    (teacher as coach)
Note: The web pages for students/participants should include content that encourages these types of activities to take place. Example: prompts for discussion, mention of intermediate products or checkpoints that provide opportunities for students/participants to get or request feedback. The discussion or feedback itself is not required to take place online or on the actual web site. These could take place in face-to-face discussions among students/participants and/or with teachers or these could take place via e-mail. These could also take place via an online bulletin board or chat, but this is not required.

Use of Internet (weighted 30%)

Percent total for use of Internet = __________

A. Added Value

  1. Project would not be feasible or as effective without the Internet (Info or resources not available, collaborators have different skills, knoweldge, experience, perspective or geography than exists locally)

B. Links

  1. links to useful places/sites that provide needed information to complete project
  2. links to places/sites provide needed skill development to complete project (e.g., a procedure or activity that provides information for "how to")
  3. links to datasets that are updated (if the project involves data)

C. Communication - Provides opportunity for students to

  1. communicate with experts (Q & A, or longer term mentoring)
  2. communicate with other classrooms (Q & A, or longer term mentoring)
  3. collaborate with other classrooms
    ex - shared and compared data collection
  4. communicate data, links, and/or useful information to a wider audience than just the teacher in the form of a presentation or product (e.g., to other people who may be interested in project findings)
  5. publish data, links, and/or useful information and for others online (e.g. present analysis and conclusions online)

Curriculum/Content (weighted 20%)

Percent total for curriculum = ________

A. Multidisciplinary

  1. addresses one or more of the national teaching, assessment, and content standards in one or more disciplines
  2. includes skills and/or content from more than one discipline

B. Task

  1. meaningful; task advances students'/participants' knowledge/understanding of an important concept/principle
  2. real-world, relevant to students/participants

C. Grade appropriate

  1. skills, especially those that require technology, are grade level appropriate
  2. content is appropriate (understandable) by students/participants at the designated grade levels

Assessment (weighted 10%)

Percent total for assessment = ________

A. Prior knowledge

  1. Strategies are used to assess students'/participants' prior understandings related to the project content and their previous skill development

B. On-going/embedded

  1. learner outcomes, activities, and assessment rubric for the project are consistent with each other (i.e. The project activities help students/participants accomplish the learner outcomes. The assessment rubric relates to the learner outcomes.)
  2. mechanisms are in place for frequent assessment of student/participant progress; students/participants are provided feedback
  3. students/participants have opportunities to reflect on their progress (e.g., discussions, journal entries)
Note: The web pages for students/participants should include content that encourages these types of activities to take place. Example: prompts for discussion, mention of intermediate products or checkpoints that provide opportunities for students to get or request feedback. The discussion or feedback itself is not required take place online or on the actual web site. These could take place in face-to-face discussions among students/participants and/or with teachers or these could take place via e-mail. These could also take place via an online bulletin board or chat, but this is not required.

C. grading

  1. students/participants have opportunities to review rubrics or other grading procedures
  2. students'/participants' final grade on the project/activities is based on their overall performance (e.g., performance-based, "authentic" assessment)

Page Design (weighted 10%)

Percent total for page = ________

A. Visually inviting

  1. colors and patterns enhance readability rather than detract from or make it difficult to read
  2. page is not cluttered with text; balanced layout, sufficient whitespace
  3. pages use the given templates, header and footer information is filled in (including TITLE for bookmarks)
  4. web pages for students/participants have a consistent look and feel
  5. graphics work (they are not broken)
  6. graphics/photos are engaging
  7. graphics/photos do not take too long to load
  8. graphics enhance the text rather than are perfunctory (e.g., graphics are logos/symbols that highlight functions or content)
  9. animated gifs stop after a few cycles

B. Writing

  1. headings and subheadings are clear, enhance readability
  2. changes in text size and color are used sparingly to enhance understanding
  3. text is well-organized, easy to follow
  4. text is grammatically correct with no spelling errors
  5. text is well written, clear
  6. student/participant pages are directed at students/participants
  7. observes copyrights and citations

C. Links

  1. links work
  2. consistent navigation bars provide links among pages
  3. links have good names and/or annotation; they don't say "click here"