RUBRIC FOR EVALUATION FOR ESC 4801

Evaluation Component Full mark (100) (for evaluator)

Workshop & Training 30
Final reports 40
 Modules
 Packages
 Trip

Presentation 20
 Oral
 Video
documentary

Soft skills 10
 WORKSHOP/TRAINING (30%)
Category Poor (1 points)
From my perspective,
there was no data to
support the need for this
Evidence of need
training. The intended
audience for this training
was not clearly identified.
The content did not align
well with the need. There
was little connection to
Content
the curriculum or to
knowledge and skills that
teachers need.
There was no method for
participants to
Use of demonstrate what they
assessments had learned.
There were no plans to
gather participant
feedback and evaluation.
Evaluation and
feedback
The training was entirely
self-paced with no direct
Human involvement of the
interaction practicum student.
The raining did not make
use of the technology
resources available in our
building.
Enhanced media
The practicum student did
little to present the
content and offered poor
Delivery mode
instructions for using an
online material.
Adequate (2 point)
The training is based on
data from our school that
indicates teachers need or
want this training.
Teachers knew the
intended target audience.
The content is mostly
aligned to the need and
the curriculum. The
content addressed skills
and knowledge that
teachers need.
Assessment of participant
knowledge and/or skills
was rudimentary
Participant feedback was
limited to this evaluation
rubric.
The training included a
mix of delivery methods,
however more human
interaction was necessary
for support, coaching, and
mentoring.
The training used a good
mix of technology-based
as well as more traditional
media (e.g., video, audio,
digital images, websites,
artifacts, print materials)
to address different
learning styles.
The practicum student
used a variety of methods
to present content and
offered good guidance in
the use of media or self-
directed components.
Excellent (3 points) Score
The training is clearly based
on data collected from our
school as well as regional
and statewide data that
support teacher
development in this area.
The content fully aligned
with the identified need, the
curriculum, and skills and
knowledge that teachers
need.
The training included
multiple types of assessment
tools or processes where
participants had the
opportunity to demonstrate
new knowledge or skills.
A comprehensive feedback
process was used to gather
participant feedback
including this rubric, analysis
of assessments conducted
during or after the training
or workshop, and informal
conversations.
The training included a good
mix of technology-based
materials, coaching,
mentoring, and collegial
interactions with other
participants.
Extensive use of enhanced
media (e.g., audio and video
files, images, graphics,
artifacts, and electronic and
print media were used to
address different learning
styles. The practicum
student modeled
appropriate use of the
media.
The practicum student was
able to blend delivery
approaches to augment the
content and the use of
related media.
 FINAL REPORTS (40%)

Exemplary Accomplished Developing Beginning

4 3 2 1
weight
Criteria
Yes Yes, but No, but No

Topic 10%  Directly  Somewhat  Remotely  Totally

relevant relevant related unrelated
 Good  Organized;  Some  Poorly
organization; points are organization; organized; no
points are somewhat points jump logical
Organization 6% logically jumpy; sense of around; progression;
ordered; sharp beginning and beginning and beginning and
sense of ending ending are ending are
beginning and unclear vague
end
 Supporting  Some details  Details are  Unable to find
Quality of details specific are non- somewhat specific details
6%
Information to subject supporting to sketchy. Do not
the subject support topic
Grammar,  No errors  Only one or two  More than two  Numerous
Usage, errors errors errors distract
10% from
Mechanics,
Spelling understanding

 Vocabulary is  Vocabulary is  Vocabulary is  Basic

varied; varied; unimaginative; vocabulary;
supporting supporting details lack needs
Interest details vivid details useful “color” descriptive
6%
Level words

 Typed; clean;  Legible writing,  Legible writing,  Illegible

neatly bound well-formed some ill-formed writing; loose
in a report characters; letters, print too pages
Neatness 6% cover; clean and small or too
illustrations neatly bound in large; papers
provided a report cover stapled
together
 Report on time  Report one  Report two class  Report more
Timeliness 6% class period late periods late than one week
late
 PRESENTATION (20%)

Exemplary Accomplished Developing Beginning

weight

Criteria 4 3 2 1
Yes Yes, but No, but No

Quality of 4% Covers topic Includes Includes most Lacks essential

information thoroughly, includes essential essential information
details that support information, information,
the topic includes some details are
supporting somewhat
details sketchy
Organization 4% Well organized and Organized, Some Not organized, topics
coherent, topics are some topics organization, make no sense
in logical sequence, are out of topics jump
includes clear logical order, around,
introduction and conclusions conclusions are
conclusions are generally unclear
clear
Grammar 4% All grammar and Only one or More than two Very frequent
and spelling spelling are correct two errors errors grammar and/or
spelling errors
Visual 4% Visually appealing, Visually Text is Text is very difficult to
design clean simple layout, attractive, text sometimes hard read, layout is
text is easy to read, is easy to read, to read, cluttered and
graphics enhance colors enhance sometimes confusing
understanding of readability, graphics or
ideas graphics and special effects
special effects distract from
do not distract understanding
from
understanding
ideas
Oral 4% Well prepared, Engages Clear and Not clear, not
presentation speaks clearly, audience, fluid understandable, understandable
makes eye contact delivery, uses uses limited
with audience, different delivery
delivers with ease, approach techniques
invites questions other than
simply reading
screen, invites
questions
 SOFT SKILLS (TEAMWORK & LEADERSHIP)(0%)

Exemplary Accomplished Developing Beginning

4 3 2 1
weight
Criteria
Yes Yes, but No, but No

Routinely provides Usually provides Sometimes Rarely provides

useful ideas when useful ideas when provides useful useful ideas when
participating in the participating in the ideas when participating in the
group and in group and in participating in the group and in
classroom classroom group and in classroom
Contributions 2%
discussion. discussion. classroom discussion.
A leader who A strong group discussion. May refuse to
contributes a lot of member who tries A satisfactory group participate.
effort. hard! member who does
what is required.
Actively looks for Refines solutions Does not suggest Does not try to
and suggests suggested by others or refine solutions, solve problems or
Problem-
2% solutions to but is willing to try help others solve
solving problems. out solutions problems. Let’s
suggested by others. others do the work.
Is never publicly Is rarely publicly Is occasionally Is often publicly
critical of the critical of the project publicly critical of critical of the
project or the work or the work of the project or the project or the work
of others. others. work of other of other members
Always has a Often has a positive members of the of the group.
Attitude 2% positive attitude attitude about the group. Is often negative
about the task(s). task(s). Usually has a about the task(s).
positive attitude
about the task(s).

Consistently stays Focuses on the task Focuses on the Rarely focuses on

focused on the ask and what needs to task and what needs the task and what
and what needs to be done most of the to be done some of needs to be done.
be done. Very self- time. the time. Lets others do the
Focus on the directed. Other group Other group work.
2%
task members can count members must
on this person. sometimes nag,
prod, and remind to
keep this person on-
task.
Almost always Usually listens to, Often listens to, Rarely listens to,
listens to, shares shares, with, and shares with, and shares with, and
with, and supports supports the efforts supports the efforts supports the efforts
Working with
2% the efforts of of others. Does not of others, but of others. Often is
others others. Tries to keep cause "waves" in the sometimes is not a not a good team
people working well group. good team member. player.
together.