Rubrics
ELPS RUBRICS FOR DOCTORAL PROGRAM
ELPS Rubrics for Doctoral Program
NAME
Iowa State University
DATE
1
Rubrics
2
Evaluation/Assessment: Understanding concepts and demonstrating skills necessary for delineating, obtaining, and
providing information to assist in judging the worth and guiding the improvement of educational programs.
Understanding theoretical perspectives, evaluation and assessment models, professional standards, historical trends,
and current issues in the fields of program evaluation and educational assessment.
Levels of Achievement:
Criteria
Exemplary
Proficient
Describes and
Knows and can
Understanding of
discuss various
Theoretical Models compares a variety of
assessment
approaches and
and Approaches
approaches and
models of evaluation.
evaluation models.
Explains how and by
whom they were
developed.
Marginal
Can discuss
theoretical models
and approaches in
superficial terms.
Possesses some
familiarity with
professional
standards but is not
knowledgeable
enough to use
standards to guide
practice.
Is familiar with some
Clearly articulates
Is able to discuss
issues related to
Understanding of
current issues in the most current issues in
program evaluation
Current Issues in
areas of program
the area of program
and assessment but is
Evaluation/
evaluation and
evaluation and
not consistently
Assessment
educational
assessment.
reliable as a source of
assessment.
information.
Is familiar with some
Is able to discuss
issues in own field
Clearly articulates
Understanding of
most current
related to
current
Current
assessment/evaluatio evaluation/assessmen
Evaluation/Assessm assessment/evaluatio
n issues related to
t but is not
n issues within own
ent Issues in Own
own professional
consistently reliable
professional area.
Emphasis Area
field.
as a source of
information.
At times, experiences
Knows when
Can usually be
difficulty carrying out
evaluation is
counted on to
evaluations because
Initiating,
appropriate/
determine when
cannot consistently
designing, and
inappropriate and can evaluation is
identify when
managing
effectively design,
appropriate or
evaluation is
evaluations/assessm
and manage an
inappropriate. Has
appropriate/
ents in own area
evaluation based on good skills in
inappropriate. Does
current models,
designing, and
not possess some of
approaches, and
managing
the skills needed to
standards.
evaluations.
design, and manage
an evaluation
effectively.
Evaluation/
Understanding of
assessment practice is
and Commitment to
consistently in accord
Professional
with professional
Standards
standards. Advocates
for professional
standards.
Is knowledgeable
about professional
standards and their
relationship to the
field. Practice is
generally in harmony
with standards.
Unacceptable
Has little understanding
of theoretical models
and approaches.
Does not project an
understanding of or
commitment to the
professional standards
of the field.
Has little understanding
or familiarity with
current issues and their
significance.
Exhibits little or no
understanding of current
evaluation/assessment
issues in own field.
Does not have the
insight or expertise
needed to determine
when evaluation is
appropriate or to design
and manage an
evaluation.
Rubrics
3
Evaluation/Assessment: Understanding concepts and demonstrating skills necessary for delineating, obtaining, and
providing information to assist in judging the worth and guiding the improvement of educational programs.
Understanding theoretical perspectives, evaluation and assessment models, professional standards, historical trends,
and current issues in the fields of program evaluation and educational assessment.
Levels of Achievement:
Criteria
Exemplary
Proficient
Marginal
Possesses some
understanding of data
Collects reliable and
Collecting Data
collection theory and
valid data in accord
procedures but is not
with professional
able to consistently
standards.
apply the knowledge
in practice.
Interprets and reports
Understands the
Interprets and reports
assessment data
importance of
assessment data
Interpreting and
accurately, clearly,
accurate
accurately.
Reporting Findings
cohesively, and
interpretation and
Understands the
concisely in a manner
appropriate reports,
conditions for
that is appropriate for
but is not always able
reporting findings to
the intended
to use this knowledge
intended audiences.
audience.
effectively.
Develops insightful
Understands the
recommendations
Can develop
importance of
based on critical
Recommending
recommendations
recommendations and
analysis of evidence.
decisions and/or
based on data and can projections but
making judgments Incorporates
suggest some
cannot consistently
of worth based on evaluation/assessmen
projections.
develop useful
t findings into
data
recommendations in
effective decisionharmony with
making and future
available data.
projections.
Collects reliable and
valid data in accord
with professional
standards using
sophisticated data
collection procedures.
Unacceptable
Exhibits little or no
understanding of how to
collect reliable and valid
data.
Exhibits scant ability to
interpret and report
evaluation/assessment
findings appropriately.
Has difficulty making
judgments and/or
recommendations based
on available data.
Foundations: Developing understanding of education as a social institution; utilizing diverse analytical and
interpretive approaches appropriate for the study of education for persons of all ages; understanding the historical,
philosophical, social and cultural contexts of education for persons of all ages; developing understanding of diverse
philosophical orientations; articulating the orientations in thought that underlie democratic systems of government
and their relationships to education; understanding comprehensive knowledge base about adults as learners and how
to implement implications within the contexts of their work.
Levels of Achievement:
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Demonstrates
insightful analysis of
Analysis of
similarities and
educational premises differences among
fundamental
educational premises;
clearly articulates the
analysis orally and in
writing.
Demonstrates good
analysis of similarities
and differences
among fundamental
educational premises;
analytical ability is
evident in writing and
orally.
Can identify some
similarities and
differences among
fundamental
educational premises;
some analytical ability
is evident in writing
or orally.
Cannot identify
similarities or
differences among
fundamental
educational premises;
analytical ability is not
evident in writing or
orally.
Rubrics
4
Foundations: Developing understanding of education as a social institution; utilizing diverse analytical and
interpretive approaches appropriate for the study of education for persons of all ages; understanding the historical,
philosophical, social and cultural contexts of education for persons of all ages; developing understanding of diverse
philosophical orientations; articulating the orientations in thought that underlie democratic systems of government
and their relationships to education; understanding comprehensive knowledge base about adults as learners and how
to implement implications within the contexts of their work.
Levels of Achievement:
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Identification of
patterns in
educational
foundations
Critique of policy
Professional ethics
Connection of
educational
principles with
learning theory
Clearly identifies
patterns in the history,
sociology,
anthropology, and
social contexts of
education; provides
strong support and
evidence to defend
ideas.
Generates critiques of
policies affecting
education in society
that are welldeveloped,
persuasive, and
supported with
extensive evidence.
Identifies many
patterns in the history,
sociology,
anthropology, and
social contexts of
education; provides
appropriate support
and evidence to
defend ideas.
Identifies some
patterns in the history,
sociology,
anthropology, and
social contexts of
education; provides
some evidence and
support to defend
ideas.
No evidence that
patterns are recognized;
student cannot
articulate underlying
trends related to the
context of education.
Generates good
critiques of policies
affecting education
and society; critiques
are supported with
adequate evidence.
Generates adequate
critiques of policies
affecting education
and society; evidence
to support critiques is
minimal.
Generates policy
critiques that are
undeveloped, not
persuasive and not
supported with
evidence.
Clearly articulates a
comprehensive
understanding of
ethical principles
related to the
specialty; professional
behavior is ethical at
all times.
Articulates
understanding of
ethical principles
related to the
specialty; no
violations of ethical
practice are evident.
Articulates only
minimal
understanding of
professional ethics;
minor violations of
ethical practice are
addressed when
brought to the
student's attention.
Cannot articulate an
understanding of
professional ethics;
behavior does not
conform to ethical
practice.
Clearly articulates the
connection between
the evolution of
educational practice
and premises of how
people learn; makes
clear link between
personal theory of
learning and practice
in educational
settings.
Articulates a good
understanding of the
connection between
the evolution of
educational practice
and premises of how
people learn; can link
personal theory of
learning and practice
in educational
settings.
Can sometimes
articulate a connection
between educational
practice and learning
theory; occasionally
links personal theory
of learning to
educational practice.
No evidence that
learning theory guides
personal practice of
education; cannot
articulate the link
between theory and
practice.
Rubrics
5
Foundations: Developing understanding of education as a social institution; utilizing diverse analytical and
interpretive approaches appropriate for the study of education for persons of all ages; understanding the historical,
philosophical, social and cultural contexts of education for persons of all ages; developing understanding of diverse
philosophical orientations; articulating the orientations in thought that underlie democratic systems of government
and their relationships to education; understanding comprehensive knowledge base about adults as learners and how
to implement implications within the contexts of their work.
Levels of Achievement:
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Generally evidences
critical thinking in
Clearly evidences
written and verbal
critical thinking in
presentations;
Critical thinking
written and verbal
demonstrates the
presentations;
ability to develop
demonstrates facility
educational
with development of
experiences that foster
critical thinking in
critical thinking;
others; clearly values
understands the
critical thinking as an
importance of critical
educational goal.
thinking as an
educational goal.
Creates strong
Creates opportunities
communities where
for participants to
participants share
share ownership for
Creation of learning
ownership for
learning in many
communities
learning by being
areas including: goal
involved in goal
setting, activity
setting, activity
planning, active
planning, active
engagement and/or
engagement, and selfself-analysis.
analysis.
Minimal evidence of
critical thinking is
demonstrated in
student's work;
occasionally
developed educational
experiences that foster
critical thinking;
minimally
understands the
importance of critical
thinking as an
educational goal.
Evidence of critical
thinking is lacking in
student's work; cannot
develop educational
experiences that foster
critical thinking; does
not articulate the
importance of critical
thinking as an
educational goal.
Allows participants
some involvement in
learning in one or two
areas including: goal
setting, activity
planning, active
engagement and/or
self-analysis.
Assumes an
authoritarian role in
working with groups;
no evidence of
cooperative learning or
active involvement in
groups with which
student works.
Interpersonal Communication: Understanding issues and trends in a multicultural non-sexist society;
demonstrating sensitive awareness and knowledge of own cultural background and that of others; being skilled in
working effectively with individuals from diverse cultural backgrounds; exemplary listening and responding skills.
Levels of Achievement:
Criteria
Nature of humankind
Organizational and personal goals
Shared Goals
Exemplary
Proficient
Demonstrates a
fairly positive
and mostly
optimistic view
of the nature of
humankind.
Marginal
Demonstrates a
Demonstrates a
slightly positive
positive and
and somewhat
optimistic view
optimistic view
of the nature of
of the nature of
humankind.
humankind.
Pursues goals
Pursues goals
Pursues goals
with low energy
actively and
with high energy
and with
rather
and assertion.
prompting from
assertively.
others.
Works toward
Works toward
Works toward
shared goals in a
shared goals in a
shared goals in a
highly
less than
cooperative
cooperative
cooperative
manner.
manner.
manner.
Unacceptable
Demonstrates a
negative and
pessimistic view
of the nature of
humankind.
Fails to set goals
Not cooperative in
working toward
shared goals.
Rubrics
6
Interpersonal Communication: Understanding issues and trends in a multicultural non-sexist society;
demonstrating sensitive awareness and knowledge of own cultural background and that of others; being skilled in
working effectively with individuals from diverse cultural backgrounds; exemplary listening and responding skills.
Levels of Achievement:
Criteria
Sensitivity
Creating a climate of trust and
openness in working with others
through
l listening and
responding
l being congruent in
expressing self
l providing encouragement,
support, and feedback
Revealing understanding of a
multicultural, non-sexist society by
l responding to individuals
1 displaying
sensitivity
Exemplary
Interacts with
others with deep
sensitivity to
interpersonal
nuances.
Proficient
Interacts with
others with
sensitivity to
interpersonal
nuances.
Marginal
Interacts with
others with some
sensitivity to
interpersonal
nuances.
Unacceptable
Interacts with
others with no
sensitivity to
interpersonal
nuances.
Uses active
listening and
responding skills
which are highly
facilitative.
Uses active
listening and
responding skills
which are
facilitative.
Uses listening
and responding
skills which are
minimally
facilitative.
Fails to listen and
responds in ways
that are
destructive of
relationships.
Congruent in
expressing
oneself.
Minimally
congruent in
expressing
oneself.
Highly
incongruent in
expressing
oneself.
Provides
encouragement,
support, and
constructive
feedback.
Provides some
encouragement,
minimal support,
and minimally
constructive
feedback.
Provides
discouraging, nonsupportive, and
destructive
feedback.
Responds
consistently to
individuals as
people, not
stereotypes.
Responds most
of the time to
individuals as
people, not
stereotypes.
Responds more
Responds to
often than not to
people
individuals as
stereotypically.
people, not
stereotypes.
Displays
consistently the
utmost
sensitivity in
working with
individuals from
varied cultural
backgrounds.
Displays rather
consistently
sensitivity in
working with
individuals from
varied cultural
backgrounds.
Displays most of
the time some
degree of
sensitivity in
working with
individuals from
varied cultural
backgrounds.
Maximally
congruent in
expressing
oneself.
Provides hopeful
encouragement,
maximum
support, and
highly
constructive
feedback.
Displays
consistently a lack
of sensitivity in
working with
individuals from
varied cultural
backgrounds.
Intrapersonal Communication: Knowing one's philosophy of life; being aware of one's beliefs and values;
committing to lifelong learning; possessing ethical standards consistent with professional commitment.
Levels of Achievement:
Criteria
Exemplary
Expresses personal
philosophy of life
Personal Philosophy
articulately and with
strong confidence.
Articulation of
beliefs and values
Proficient
Expresses personal
philosophy of life
rather articulately and
with confidence.
Expresses beliefs and
Expresses beliefs and
values rather
values articulately.
articulately.
Marginal
Expresses personal
philosophy of life
awkwardly and with
hesitation.
Expresses beliefs and
values with little
articulation.
Unacceptable
Is unable to express a
personal philosophy of
life.
Expresses beliefs and
values inarticulately.
Rubrics
7
Intrapersonal Communication: Knowing one's philosophy of life; being aware of one's beliefs and values;
committing to lifelong learning; possessing ethical standards consistent with professional commitment.
Levels of Achievement:
Criteria
Exemplary
Lives and expresses
beliefs and values in a
Demonstration of
congruent fashion,
beliefs and values
e.g., walks the talk.
Provides abundant
evidence of
Lifelong learning
commitment to
lifelong learning.
Possesses
extraordinary
Knowledge about
ethical standards of knowledge about the
ethical standards of
chosen discipline
chosen discipline.
Proficient
Marginal
Lives and expresses
beliefs and values in a
rather congruent
fashion.
Provides some
evidence of
commitment to
lifelong learning.
Lives and expresses
Lives and expresses
beliefs and values in a
beliefs and values in a
highly incongruent
incongruent fashion.
fashion.
Provides scant
Provides no evidence
evidence of
of a commitment to
commitment to
lifelong learning.
lifelong learning.
Possesses average
knowledge about the
ethical standards of
chosen discipline.
Possesses minimal
knowledge about the
ethical standards of
chosen discipline.
Acts within the
Acts congruently with
Acts congruently with ethical standards of
Practicing the
and advocates for the
the ethical standards chosen discipline.
ethical standards of
ethical standards of
of chosen discipline. Any violations are
chosen discipline
chosen discipline.
relatively minor.
Unacceptable
Possesses little to no
knowledge about the
ethical standards of
chosen discipline.
Violates ethical
standards of chosen
profession. Violations
are serious.
Oral Communication: Expressing ideas clearly when communicating orally.
Levels of Achievement:
Criteria
Exemplary
Organization
Style
Use of
Communication
Aids
(e.g.,
Transparencies,
Slides, Posters,
Proficient
Marginal
Presentation is
Presentation is clear,
generally clear and
logical and organized.
well organized. A few
Listener can follow
minor points may be
line of reasoning.
confusing
Listener can follow
presentation with
effort. Some
arguments are not
clear. Organization
seems haphazard.
Level of presentation
is appropriate for the
audience. Presentation
is a planned
conversation, paced
for audience
understanding. It is
NOT a reading of a
paper.
Speaker is clearly
comfortable in front
of the group and can
be heard by all.
Level of presentation
is generally
appropriate. Pacing is
sometimes too fast or
slow. The presenter
seems slightly
uncomfortable at
times, and the
audience occasionally
has trouble hearing
the him/her.
Aspects of
presentation are too
elementary or too
sophisticated for
audience. Presenter
seems uncomfortable
and can be heard only
if listener is very
attentive. Much of the
information is read.
Communication aids
enhance the
presentation. They are
prepared in a
professional manner.
Font on visuals is large
Communication aids
contribute to the
quality of the
presentation. Font
size is appropriate for
reading. Appropriate
Communication aids
are poorly prepared or
used inappropriately.
Font is too small to be
easily seen. Too much
information is
Unacceptable
Logic of arguments is
not made clear.
Listeners are confused.
Presentation
consistently is too
elementary or too
sophisticated for the
audience. Information
is read to audience.
Presenter is obviously
anxious and cannot be
heard.
No communication
aids are used, or they
are so poorly prepared
that they detract from
the presentation.
Rubrics
8
Oral Communication: Expressing ideas clearly when communicating orally.
Levels of Achievement:
Criteria
Exemplary
Handouts,
ComputerGenerated
Materials)
Content: Depth of
Content
Content: Accuracy
of Content
enough to be seen by all.
Information is organized
to maximize audience
understanding.
Details are minimized so
that main points stand
out.
Speaker provides an
accurate and complete
explanation of key
concepts and theories,
drawing upon relevant
literature. Applications
of theory are included to
illuminate issues.
Listeners gain insights.
Information (names,
facts, etc.) included in
the presentation is
consistently accurate.
Sentences are
Use of Language:
complete and
Grammar and Word
grammatical, and they
Choice
flow together easily.
Words are chosen for
their precise meaning.
Use of Language:
Freedom from Bias Both oral language
and body language
(e.g., Sexism,
are free from bias.
Racism, Agism,
Heterosexism, etc.)
Personal
Appearance
Personal appearance
is completely
appropriate for the
occasion and the
audience.
Proficient
Marginal
information is
included. Some
material is not
supported by visual
aids.
included.
Unimportant material
is highlighted.
Listeners may be
confused.
For the most part,
explanations of
concepts and theories
are accurate and
complete. Some
helpful applications
are included.
Explanations of
concepts and/or
theories are inaccurate
or incomplete. Little
attempt is made to tie
theory to practice.
Listeners gain little
from the presentation.
Enough errors are
made to distract a
No significant errors
knowledgeable
are made. Listeners
listener, but some
recognize any errors
information is
to be the result of
accurate. The
nervousness or
presentation is useful
oversight.
if the listener can
determine what
information is
reliable.
Listeners can follow
For the most part,
the presentation, but
sentences are
some grammatical
complete and
errors and use of
grammatical, and they
slang are evident.
flow together easily.
Some sentences are
With a few
incomplete/ halting,
exceptions, words are
and/or vocabulary is
chosen for their
somewhat limited or
precise meaning.
inappropriate.
Oral language and/or
Oral language and
body language
body language are
includes some
free from bias with
significant bias.
one or two minor
Listeners may be
exceptions.
offended.
For the most part,
Personal appearance
personal appearance is somewhat
is appropriate for the inappropriate for the
occasion and the
occasion and
audience.
audience.
Unacceptable
No reference is made
to literature or theory.
Listeners gain no new
insights.
Information included is
sufficiently inaccurate
that the listener cannot
depend on the
presentation as a source
of accurate
information. Listeners
may have been misled.
Listeners are so
distracted by the
presenter's apparent
difficulty with
grammar and
appropriate vocabulary
that they cannot focus
on the ideas presented.
Oral language and/or
body language
frequently reflects bias.
Some, if not all,
listeners will probably
be offended.
Personal appearance is
inappropriate for the
occasion and audience.
Rubrics
9
Oral Communication: Expressing ideas clearly when communicating orally.
Levels of Achievement:
Criteria
Exemplary
Responsiveness to
Audience: Verbal
Interaction
Responsiveness to
Audience: Body
Language
Proficient
Marginal
Unacceptable
Reluctantly interacts
with audience.
Responds to questions
inadequately.
Avoids or discourages
active audience
participation. Is not
responsive to group.
Highly responsive to
audience comments
and needs.
Consistently clarifies,
restates, and responds
to questions.
Summarizes when
needed.
Generally responsive
to audience comments
and needs. Most of
the time, clarifies,
restates, and responds
to questions, and
summarizes when
needed Misses some
opportunities for
interaction.
Body language
reflects confidence
and ease when
interacting with
audience.
Body language
Body language
reflects some
reflects comfort when
discomfort when
interacting with
interacting with
audience.
audience.
Body language reveals
a reluctance to interact
with audience.
Research: Comprehending the basic elements of research and inquiry; conducting scholarly inquiry.
Levels of Achievement:
Criteria
Exemplary
Eloquently articulates
principles and views
Nature of Research
underlying qualitative
and quantitative
research, thus
displaying a broadbased knowledge of
the nature of research.
Insightfully and
Published Research completely critiques,
summarizes, and
interprets the findings
from published
research.
l Develops original
and groundbreaking
research questions
Research questions,
that derive from
methods, and rigor
theory.
l Employs
sophisticated methods
during research
investigations.
l Reveals
understanding of
research rigor by
insightfully applying
highest standards to
Proficient
Marginal
Unacceptable
Articulates poorly the
Articulate principles Refers to principles
principles and views
and views underlying and views underlying
underlying qualitative
qualitative and
qualitative and
and quantitative
quantitative research, quantitative research,
research, thus
thus displaying basic but explanations are
displaying a sketchy
knowledge of the
not clear, broadknowledge of the
nature of research.
based, or cohesive.
nature of research.
Critiques,
summarizes, and
Critiques,
Is unable to critique the
interprets the main
summarizes, and
findings of published
findings from
interprets the main
research using
published research,
findings from
knowledge of research
but work is uneven
published research.
methodology.
and readers gain few
insights.
l Develops
l Develops adequate
l Develops
appropriate and
research questions
unresearchable
clearly stated research with little theoretical
research questions.
questions related to
underpinnings.
l Employs
theory.
l For the most part,
inappropriate methods
l Employs standard
employs standard
during research
methods appropriately methods during
investigations.
during research
research
l Fails to apply
investigations.
investigations but use
standards of rigor to
l Applies standards of may not always be
any aspects of research
rigor to research
appropriate.
pursuits
pursuits, thus
l Is able to discuss
revealing basic
standards of rigor
understanding
superficially but has
Rubrics
10
Research: Comprehending the basic elements of research and inquiry; conducting scholarly inquiry.
Levels of Achievement:
Criteria
Exemplary
Ethical standards
for conducting
research
Contributions of
research to
education,
knowledge, and
practice
Proficient
Marginal
Unacceptable
all aspects of research
pursuits.
difficulty applying
them.
Advocates for ethical
research practices and
Always conducts
always conducts
research ethically.
research ethically
with awareness and
concern.
Conducts research
ethically. Any
violations are
relatively minor and
unintentional.
Eloquently and
insightfully articulates
the contributions of
research to education,
knowledge, and
practice.
Explains the major
contributions of
research to education,
knowledge, and
practice.
Can discuss some
contributions of
research to education,
knowledge, and
practice, but
explanations are not
comprehensive.
Cannot articulate the
contributions of
research to education,
knowledge, and
practice.
Analyzes research
data in a standard
fashion, revealing
basic understanding.
Needs substantial
guidance to analyze
research data in a
standard fashion.
Employs principles and
skills of research data
analysis ineffectively,
revealing little
understanding.
Employs the
Principles and skills principles and skills
of research data
of research data
analysis in a
analysis
sophisticated manner,
revealing a thorough
understanding.
Violates research ethics
without concern.
Leadership: The ability to balance the forces of stability and change in order to maximize human and collective
organizational performance; knowing when and how to apply techniques, technologies, and strategies that promote
required or desired change; using periods of equilibrium for the organization to engage in reflective periods of selfappraisal and reflection; knowledge of and ability to engage in rational leadership activities such as planning,
evaluation, implementation, and assessment regarding results.
Levels of Achievement:
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Rubrics
11
Leadership: The ability to balance the forces of stability and change in order to maximize human and collective
organizational performance; knowing when and how to apply techniques, technologies, and strategies that promote
required or desired change; using periods of equilibrium for the organization to engage in reflective periods of selfappraisal and reflection; knowledge of and ability to engage in rational leadership activities such as planning,
evaluation, implementation, and assessment regarding results.
Levels of Achievement:
Balance:
Fostering actions
toward achievement
of vision, mission,
and goals
Balance:
Facilitating group
process
Balance:
Utilizing situational,
contextual and
cultural aspects of
organizations
effectively
Analyzes a
hypothetical situation
in which the elements
and interactions of
vision, mission and
goals can be
maximized and lead to
an inclusive action
plan or agenda which
is clear, easily
translated into work
tasks, and evaluated
when completed.
Leads and empowers
group members
towards consensual
solutions which
maximize members'
commitment to and
satisfaction with
agreed upon responses
within a specified time
limit, e.g., 30 minutes.
Is able to identify the
situational, contextual,
and cultural aspects of
an organization which
are necessary to attain
balance and that will
lead to improvement
in productivity of the
individuals and the
sub-group and
organization.
Understands and, with
minor difficulty,
analyzes a
hypothetical situation
of the exhibiting the
inter-relatedness
among vision, mission
and goals and plan
development.
Is hesitant but able to
lead and empower
group members in
consensual solutions
resulting in group
satisfaction with
agreed responses
within a specific time,
e.g., 30 minutes.
Has some
understanding of the
situational, contextual
and cultural aspects of
an organization
relative to balance and
improved productivity
of individuals and
organizations.
Is not able to analyze
a hypothetical
situation or exhibit an
Has some knowledge understanding of the
about the process of
interactive nature
analysis and the inter- between vision,
relatedness of vision, mission, and goals or
mission and goals. Is translate them into a
unable to translate this coherent action plan
relationship into
or agenda.
planning, work and
evaluative agenda.
Requires significant
assistance in leading
and empowering
group members in
consensual solutions
resulting in group
satisfaction with
agreed responses after
an extended time
period.
Is not able to lead or
empower a group to
develop a consensus
which results in the
members'
commitment/satisfacti
on regarding their
responses within a
specified time limit,
e.g. 30 minutes, even
if extended
Has difficulty
understanding and
identifying the
situational, contextual
and cultural aspects of
an organization
relative to balance and
improved productivity
of individuals and
organizations.
Is not able to identify
or relate any specific
organizational
context, culture, or
situationally unique
aspects of
organizational balance
in any setting. Is not
able to identify the
contrasting settings or
conditions within
settings involving
stability between
chaos and equilibrium.
Rubrics
12
Leadership: The ability to balance the forces of stability and change in order to maximize human and collective
organizational performance; knowing when and how to apply techniques, technologies, and strategies that promote
required or desired change; using periods of equilibrium for the organization to engage in reflective periods of selfappraisal and reflection; knowledge of and ability to engage in rational leadership activities such as planning,
evaluation, implementation, and assessment regarding results.
Levels of Achievement:
Articulates and
Change:
distinguishes the
Understanding
benefits and
change models,
limitations of change
processes, and
models, processes, and
impacts
impacts, as well as, the
ability to stimulate
potential benefits to
enhance educational
practice and outcomes.
Articulates and
distinguishes the
benefits and
limitations of change
models, processes and
impacts. Has some
difficulty in relating
the potential benefits
to educational practice
and outcomes.
Is limited in ability to
articulate and
distinguish the
benefits and
limitations of change
models, processes and
impacts. Has limited
understanding and
inability to stimulate
the potential benefits
that enhance
educational practice
and outcomes.
Has limited
understanding and
difficulty analyzing
and explaining the
impact of change
within and outside of
an organizational
system.
Has difficulty in
Change:
Is able to make
Is generally able to
making informed
Understanding the informed choices, and make informed
choices and
dynamics of change synthesize the
choices and synthesize
synthesizing the
and its impact on the potential gains and
the potential gains and
potential gains and
human condition
limitations of the
limitations of the
limits of the dynamics
dynamics of change
dynamics of change
of change and its
and its impact on
and its impact on
impact on human
human conditions and human conditions and
conditions and
performance.
performance.
performance.
Stability:
Is able to distinguish Is generally able to
Understanding the
work settings that are identify the concept of
balance between
balanced between
organizational balance Has little understanding
chaos and
and some difficulty
chaos and equilibrium in a work setting. Is
equilibrium
demonstrating the
from those that are
able to analyze and
concept of organizational
not. Can write
identify the
balance in work settings.
prescriptions or
contrasting settings or Has difficulty identifying
recommendations in conditions involving the contrasting settings
which either chaotic or rebalancing and
or conditions within
at risk settings can be improved human
settings involving
re-balanced, leading to productivity.
stability between chaos
and equilibrium.
improved human
productivity and
satisfaction.
Change:
Understanding the
impact of change
With limitations, is
Is able to analyze and
able to analyze and
articulate the impact
articulate the impact
of change within and
of change within and
outside an
outside of an
organizational system.
organizational system.
Is not able to interpret
the benefits and
limitations of change
models, processes,
and impacts.
Is not able to explain
the impact of chance,
nor articulate the
impact of change
within and outside an
organizational system.
Is not able to make
informed choices, nor
compare and contrast
the potential gains and
limitations of the
dynamics of change
and its impact on
human conditions and
performances.
Is not able to
demonstrate an
understanding of the
concept of
organizational balance
in work settings. Is not
able to identify the
contrasting settings or
conditions within
setting involving
stability between
chaos and equilibrium.
Rubrics
13
Leadership: The ability to balance the forces of stability and change in order to maximize human and collective
organizational performance; knowing when and how to apply techniques, technologies, and strategies that promote
required or desired change; using periods of equilibrium for the organization to engage in reflective periods of selfappraisal and reflection; knowledge of and ability to engage in rational leadership activities such as planning,
evaluation, implementation, and assessment regarding results.
Levels of Achievement:
Stability:
Applying traditional
management
practices
Is able to explain how
the management of
practices of planning,
influencing, and
organizing must be
implemented and
fused to attain the
stated purposes of the
organization via the
goals, missions, and
vision activities and
statements to create
and maintain
organizational
stability.
Is generally able to
explain the
relationship of
traditional
management practices
(planning, influencing,
organizing and
implementation) to the
achievement of stated
purposes of the
organization via the
goals, mission and
vision activities of
organizational
stability.
Is not able to
demonstrate verbally
or visually how
Has some
stipulated goals,
understanding but
missions or visions
exhibits significant
difficulty in explaining and purposes can be
how stipulated goals, developed and
missions, visions and interrelated in the
traditional
purposes can be
management practice
developed and
of planning,
interrelated in the
influencing ,and
traditional
management practices. organizing.
Technology: Understanding the role, applications, and limitations of technology (applied science) in learning and
organizational processes.
Levels of Achievement:
Criteria
Exemplary
Role of Technology
in Learning
Articulates the effects of
technology and
particular technological
tools on learners' ways
of knowing, synthesizing
findings in the literature.
Develops original theory
and/or conduct research
on this topic.
Proficient
Marginal
Unacceptable
Synthesizes findings
from the literature about
the effects of technology
on learners' ways of
knowing and the
implications for learning
of particular
technological tools. Is
not yet able to develop
theory or conduct
original research.
Is able to discuss the
effects of technology
on learners' ways of
knowing and the
implications for
learning of particular
technology tools, but
often with superficial
treatment.
Rarely exhibits an
understanding of the
effects of technology
on learners' ways of
knowing and the
implications for earning
of particular technology
tools.
Rubrics
14
Technology: Understanding the role, applications, and limitations of technology (applied science) in learning and
organizational processes.
Levels of Achievement:
Criteria
Exemplary
Role of Technology
in Educational
Practice: Emerging
Educational
Technology
Analyzes the
capabilities and
limitations of
contemporary and
emerging technology
resources,
synthesizing findings
from the literature.
Assesses the potential
of technological
systems and services
to enhance
educational practice.
Role of Technology
in Educational
Practice:
Technology Support
Assesses the extent to
which administrative
and logistics support
is required to
implement a
technology tool, using
what is known in the
literature.
Role of Technology
in Educational
Practice:
Technology
Integration
Role of Technology
in Organizational
Processes
Can distinguish
between market and
curricular needs in
selecting technology
tools to enhance
educational practice,
synthesizing findings
in the literature.
Uses relevant findings in
the literature to make
informed choices among
technology systems,
resources, and services
and to identify useful
technology tools and
resources for managing
and communicating
organizational
information.
Proficient
Marginal
Is able to discus the
Can synthesize from capabilities and
limitations of
the literature that
which is known about contemporary and
emerging technology
the capabilities and
resources, but often
limitations of
with superficial
contemporary and
emerging technology treatment.
resources but cannot
fully apply knowledge
to practical.
Unacceptable
Rarely exhibits an
understanding of
capabilities and
limitations of
contemporary and
emerging technology
resources.
Can synthesize from
the literature that
which is known about
the support
requirements of
implementing
particular technology
tools but cannot fully
apply knowledge to
practical applications.
Is able to discuss the
support requirements
of implementing
particular technology
tools, but often with
superficial treatment.
Can synthesize from
the literature that
which is known about
the difference between
market and curricular
needs in selecting
technology tools to
enhance educational
practice but cannot
fully apply knowledge
to practical
applications.
Rarely exhibits an
understanding of the
Is able to discuss the difference between
difference between
market and curricular
market and curricular needs in selecting
needs in selecting
technology tools to
technology tools to
enhance educational
enhance educational practice.
practice, but often
with superficial
treatment.
Can discuss the
literature concerning
technology systems,
resources, and
services that might be
useful for managing
and communicating
organizational
information, but
cannot fully apply
knowledge in practice.
Is acquainted with some
technology systems,
resources, and services
that might be useful for
managing and
communicating
organizational
information, but is able
to assess their utility in
only a superficial
manner.
Rarely exhibits an
understanding of
support requirements of
implementing particular
technology tools.
Rarely exhibits an
acquaintance with
technology systems,
resources, and services
that might be useful for
managing and
communicating
organizational
information.
Rubrics
15
Technology: Understanding the role, applications, and limitations of technology (applied science) in learning and
organizational processes.
Levels of Achievement:
Criteria
Exemplary
Integration Between
Technology and
Social Change:
Widespread Use of
Technology
Integration Between
Technology and
Social Change:
Current Changes in
Technology
Integration Between
Technology and
Social Change:
Ethics and
Technology
Justice and
Technology: Access
to Technology
Justice and
Technology:
Technology and
Social Justice
Analyzes the effects
of widespread use and
reliance on technology
in organizations and
society as a whole,
using the literature as
a basis.
Uses findings from
the literature to
analyze the effect of
current changes in
information
technologies on
organizations and
society.
Knows legal and
ethical personal and
organizational
behaviors regarding
the use of technology
and information and
acts ethically when
using information
technology. Analyzes
instances of
technology use in
education with regard
to legal and ethical
principles.
Understands and can
theorize about the
implications of equal
and unequal learner
access to technology
resources, using
information in the
literature.
Can analyze the role
technology plays in
furthering or
hindering social
justice, basing
analysis on
Proficient
Is able to articulate the
effects of widespread
use and reliance on
technology in
organizations and
society as a whole, as
described in the
literature but cannot
fully utilize
knowledge in practice.
Can synthesize
findings in the
literature about
current changes in
information
technologies and the
effect those changes
have on organizations
and society.
Marginal
Unacceptable
Demonstrates a
cursory knowledge of
the effects of
widespread used and
reliance on technology
in organizations and
society.
Cannot analyze the
effects of widespread
use and reliance on
technology on
organizations and
society as a whole.
Cannot describe the
effects that technology
changes have on
organizations and
society, except in a
superficial manner.
Does not demonstrate
knowledge of current
changes in information
technologies and the
effect those changes
have on organizations
and society.
Does not exhibit
understanding or
Knows legal and
Articulates a cursory knowledge of legal and
ethical personal and
knowledge of legal
ethical personal and
organizational
and ethical personal organizational
behaviors regarding
and organizational
behaviors regarding the
the use of technology
behaviors regarding use of technology and
and information and
the use of technology information. May
acts ethically when
and information. May violate ethical
using information and
unwittingly violate
principles in practice.
technology. Ability to
ethical principles
use knowledge to
because of limitations
analyze real-life
in knowledge.
situations is limited.
Can synthesize
information in the
literature regarding
the implications of
equal and unequal
learner access to
technology resources.
Articulates a cursory
knowledge of the
implications of equal
and unequal learner
access to technology
resources.
Can synthesize
information in the
literature about the
role technology plays
in furthering or
hindering social
Articulates a cursory Views technology as
knowledge of the role neutral, with no social
technology plays in
justice implications.
furthering or
hindering social
justice.
Never addresses the
implications of equal
and unequal learner
access to technology
resources.
Rubrics
16
Technology: Understanding the role, applications, and limitations of technology (applied science) in learning and
organizational processes.
Levels of Achievement:
Criteria
Exemplary
information in the
literature.
Proficient
Written Communication: Expressing ideas clearly in writing.
Levels of Achievement:
Criteria
Exemplary
Proficient
Content
Organization
Purpose
Even, balanced
information clearly
and effectively
supports a central
purpose or thesis and
displays a thoughtful,
in-depth analysis of a
sufficiently limited
topic. Reader gains
insights.
Information provides
firm support for
thesis and displays
evidence of a basic
analysis of a
sufficiently limited
topic. Reader gains
some insights.
The ideas are
arranged logically to
support the thesis.
They flow smoothly
from one to another
and are clearly linked
to each other. Reader
can follow line of
reasoning.
The ideas are
arranged logically to
support the thesis.
They are usually
clearly linked to each
other. For the most
part, reader can
follow line of
reasoning.
The writing has a
The writer's purpose firm purpose, but
is readily apparent to may occasionally
the reader.
digress from the
purpose.
Voice
The writing is
compelling. It hooks
the reader and
sustains interest
throughout.
Marginal
Unacceptable
justice but cannot
fully use information
in practical
applications.
The writing is
generally engaging,
but occasionally
pedantic. The
communication is
generally focused and
interesting.
Marginal
Information supports
thesis at times.
Analysis is basic or
general. Reader gains
few insights.
Unacceptable
Paper does not
successfully identify
thesis. Analysis is vague
or not evident. Reader is
confused or may be
misinformed.
The writing is not
arranged logically.
Frequently, ideas fail
to make sense
together. Reader can
figure out what writer
probably intends but
may not be motivated
to do so.
The writing lacks any
semblance of logical
organization. The reader
cannot identify a line of
reasoning and loses
interest.
The purpose is not
always clear.
The purpose is generally
unclear.
The writing is dull and
perfunctory. Though the
paper may have some
interesting parts, readers
find it difficult to
maintain interest.
The writing has little
personality. The
audience quickly loses
interest and stops
reading.
Rubrics
Written Communication: Expressing ideas clearly in writing.
Levels of Achievement:
Criteria
Exemplary
Proficient
Tone
Sentence Structure
The tone is
consistently
professional and
appropriate for the
audience and for the
purpose (e.g., letter,
memo, proposal,
application, research
summary, report,
scholarly
communication).
17
Marginal
Unacceptable
The tone is not
consistently
professional or
appropriate for the
audience and
purpose.
The tone is not
professional. It is
inappropriate for the
audience and purpose.
Some sentences are
awkwardly
constructed, and they
represent an
occasional distraction
for the reader.
Errors in sentence
structure are frequent
enough to represent a
major distraction to the
reader.
Word choice is
generally good. The
writer goes beyond
the generic word to
find one more precise
and effective.
Word choice is
merely adequate, and
the range of words is
limited. Some words
are used
inappropriately.
Many words are used
inappropriately,
confusing the reader.
The writer may also use
clichés and colloquial
language.
There are occasional
violations in the
writing, but they don't
represent a major
distraction or obscure
the meaning.
Errors are so numerous
The writing has
that they obscure the
numerous errors, and
meaning of the passage.
the reader is
The reader is confused
distracted by them.
and stops reading.
The tone is generally
professional. In
general, it is
appropriate for the
audience and
purpose.
Sentences are well
phrased and
Sentences are well
demonstrate some
phrased and varied in
variety in length and
length and structure.
structure. The flow
They flow smoothly
from sentence to
from one to another.
sentence is generally
smooth.
Word Choice
Word choice is
consistently precise.
Grammar, Spelling, The writing is free or
almost free of errors.
Mechanics (i.e.,
Punctuation, Italics,
Capitalization, etc.)
In addition, for scholarly communications:
Compelling evidence
Use of References
is given to support
References to support
claims and attribution claims are generally
is clear and fairly
present.
represented.
Use of Most Recent
Edition of the
APA format is used
Publication Manual of
accurately and
the American
consistently.
Psychological
Association (APA)
Although occasional
references are
References are not cited
provided, the writer to support claims.
overrelies on
unsubstantiated
statements. The
reader is confused
about the source of
the ideas.
APA format is used Format of document
with minor violations. reflects incomplete
knowledge of APA
format.
Reference
Rubrics Evaluation Retrieved on January 15 from http://www.educ.iastate.edu/elps/elpsrubrics.htm
Format of document is
not recognizable as
APA.