ITEC Kent State University
Training/Workshop Evaluation Rubric
to be used in conjunction with ITEC 67492, Advanced Practicum
Please have participants in training or workshop sessions use this rubric as a framework for evaluating the effectiveness of the session.
Intern: ________________________________
Category
Evidence of
need
Content
Use of
assessments
Evaluation and
feedback
Human
interaction
Poor (0 points)
From my perspective, there
was no data to support the
need for this 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 the curriculum
or to knowledge and skills
that teachers need.
There was no method for
participants to demonstrate
what they had learned.
Adequate (1 point)
The training is based on data
from our school that indicates
teachers need or want this
training. Teachers knew the
intended target audience.
Excellent (2 points)
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 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
The content fully aligned with
the identified need, the
curriculum, and skills and
knowledge that teachers need.
There were no plans to gather
participant feedback and
evaluation.
Participant feedback was
limited to this evaluation
rubric.
The training was entirely selfpaced with no direct
involvement of the practicum
student.
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 raining did not make use
of the technology resources
available in our building.
Enhanced
media
Delivery mode
Use of adult
learning theory
Total score
The practicum student did
little to present the content
and offered poor instructions
for using an online material.
The training session was not
based on adult learning
theories.
The practicum student used a
variety of methods to present
content and offered good
guidance in the use of media
or self-directed components.
The training session used
some adult learning theories.
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.
It was clearly evident that
training session was developed
from a strong understanding of
adult learning theories.
Score