Learning in Digital Contexts 2019

Rubric for Assignment A: Online Learning Environment Critique

Group Members: _________________________________________________________

C- to C+ B- to B+ A- to A+
(Approaching Standard) (At Standard) (Above Standard)

Product has some aesthetically

pleasing elements with some areas
for improvement (i.e. consistency,
cohesion, flow—see Clark &
Mayer’s principles
of multimodal design).

Final product has minimal spelling

and grammar errors.

Final product addresses many

elements in the assignment
description (i.e. Name of learning
environment; its features and how
these influence teaching &
learning; the environment’s
affordances & constraints; best
demographics with which to use
this online learning environment;
reference to the principles of e-
learning and learning theories,
where necessary).

Final product has some depth of

analysis, particularly with regards
to how and why the tool influences
teaching and learning and the best
demographic for it.

Final product makes some clear,

rational and succinct connections
between scholarly research & the
effectiveness of the online learning
environment.
 Learning in Digital Contexts 2019
Rubric for Assignment B: Culminating Task-- Online Learning Environment (OLE)
Category and Criteria
Knowledge And
Understanding
Learning Objectives
Course Assignments,
Readings, Activities and/or
Projects
Connections to
Making/Maker Pedagogies
Thinking Skills
Content and Instructional
Materials
Communication
Writing Style (Syntax,
Grammar, Punctuation)
Flow & Appearance
Application
Multimodality (eg. videos,
images, text, slideshows,
games, simulations, etc.) &
Navigability are considered
in order to support a variety
of learning preferences,
experiences and abilities
Approaches the Standard:
C- to C+
Learning objectives/goals are not
identified;
Assignments, activities, readings,
and/or projects within the OLE are
not related to learning objectives;
Connections to making/maker
pedagogies are unclear and/or not
appropriate;
Limited expertise is evident in
presentation of content;
Layout of instructional materials is
not done in a coherent way
(developmentally, logically, etc.)
OLE contains 4 or more
grammatical, typing, punctuation
and/or sentence structure errors;
OLE is inconsistent in terms of
look and feel;
Few multimodal elements are
present;
OLE is difficult to navigate.
The Standard:
B- to B+
Learning objectives/goals are
identified but are not always
measurable or appropriate for
the content of the OLE;
Assignments, activities,
readings, and/or projects within
the OLE are mostly related to
the learning objectives;
Connections to making/maker
pedagogies are quite clear and
mostly appropriate;
Some expertise is evident in
presentation of content;
Layout of instructional
materials is mostly done in a
coherent way
(developmentally, logically,
etc.)
OLE contains 1-3 grammatical,
typing, punctuation and/or
sentence structure errors;
OLE is mostly consistent in
terms of look and feel;
Some multimodal elements are
present;
OLE is mostly easy to navigate.
Exceeds the Standard
A- to A+
Measurable, appropriate learning
objectives/goals are clearly
identified for the OLE;
Assignments, activities, readings,
and/or projects within the OLE
relate clearly and directly to
learning objectives;
Connections to making/maker
pedagogies are extremely clear and
highly appropriate;
Expertise in content area is clearly
evident in presentation of
knowledge throughout the OLE;
Layout of instructional materials is
done in a highly coherent way
(developmentally, logically, etc.)
OLE is free of all grammatical,
typing, punctuation and/or
sentence structural errors;
OLE is consistent in terms of look
and feel;
Many multimodal elements are
present;
OLE is extremely intuitive and easy
to navigate.
Learning in Digital Contexts 2019

Rubric for Assignment C: Weekly Asynchronous Assignments

Criteria for Assessment C- to C+ B- to B+ A- to A+

Emerging Proficient Exceptional

Postings to the forums: Few or some of Most of the All of the

 Are thoughtful, reflective and the contents contents contents meet
analyze/synthesize the content or meet the meet the or exceed the
questions asked. criteria; others criteria criteria
 Make connections to course are missing,
content and/or other incomplete or
experiences. lacking in detail;
 Extend discussions already taking some
place or pose new possibilities or improvements
opinions not previously voiced. are required
 Are respectful of the postings of
others.
 Demonstrate effort to apply new
learnings.

Completeness of weekly Few or some Most posts All posts are

asynchronous postings posts are are completed.
completed. completed.

Timeliness of weekly asynchronous Few posts are Most posts All posts are
postings submitted on or are submitted on
before stated submitted on or before
due dates. or before stated due
stated due dates.
dates.

Adapted, with permission, from Utica College: www.utica.edu

Learning in Digital Contexts 2019

Rubric for Assignment D: Learning Community Contributions

In any learning environment and particularly in an online setting, it is important to make

student learning visible. Accordingly, this course stresses the importance of
contributing to the learning community regularly and in a way that demonstrates your
understanding of learning theories as well as connections you can make to professional
practice.

The teacher candidate:

 Demonstrates commitment to learning by being prepared for all synchronous
classes;
 Communicates clearly, consistently and respectfully with colleagues and
instructors;
 Models effective listening skills (e.g., demonstrates active listening,
demonstrates comprehension);
 Demonstrates consistent punctuality and attendance in synchronous sessions;
 Maintains responsibilities for the duration of the activity (e.g. small group work,
shared assignments);
 Shows initiative by actively participating in large and small group activities;
 Demonstrates openness to new and diverse perspectives of teaching and
learning;
 Upholds the Ontario College of Teachers Standards of Practice and Ethical
Standards.

Holistic Rubric
Grade Description
Teacher candidate consistently demonstrates strong evidence of criteria;
A- to A+ exemplary role model for professionalism. (80-100%)

Teacher candidate demonstrates substantial evidence of criteria in a

B- to B+ consistent manner. (70-79%)

Teacher candidate inconsistently demonstrates evidence of criteria. (60-

C-to C+ 69%)