Integrating Technology in Tk20
Final Assessment Rubric
(EDU 3265)
Name_____________________________________ Date_______________________________
NTeQ Lesson Rubric (modified)
Lesson
Template
Information
Lesson Title,
Subject,
Grade Level
and
Description of
Learners.
Lesson
Summary
Learning
Objectives
State or
Common
Core
Standard
Materials and
Technologies
Used
Computer
Functions
Specifying a
Problem
4=Exceeds
Expectations
3= Meets
Expectations
2=Emerging
1= Does Not Meet
Expectations
All required
information was
included in the lesson
plan plus additional
details.
All information
required was
provided in lesson
plan.
Some of the
information was
included in the lesson.
Information wasn’t included in
lesson plan.
Very detailed and
informative lesson
summary.
Lesson summary met
the requirements
needed in the lesson.
Lesson summary was lacking
required information or was not
provided.
The objectives were
easy to understand,
matched the state
standards, strongly
supported the lesson
activities and were
written to be
measurable. Showed
alignment.
State and/or Common
Core standards were
stated and written to
support the lesson
activities. Included
both.
All materials were
listed for both teacher
and students,
including some
instructions.
Connections between
the aspects of the
objectives and
computer functions
were provided with
examples.
The problem is
written clearly and is
The objectives were
written clearly,
supported the lesson
activities, matched
the state standards
and were written to
be measurable.
A minimal lesson
summary was included
but didn’t cover all the
details.
The objectives were
provided but didn’t
match the state
standards and/or were
not clear. The
objectives ere not
written to be
measurable.
Standards were listed
but did support the
learning activities.
Standards were not included.
Some of the materials
were listed but there
were items missing or
were incorrectly listed.
Information was not included.
Connections and the
aspects were
attempted but the
learning task didn’t go
along with the
computer function.
The problem is
appropriate for some
The information wasn’t
provided.
Standards were
provided and were
well matched to the
lesson. Standards
supported the lesson
activities.
All materials were
listed for both teacher
and students. All
items were listed
correctly.
Connections between
the aspects of the
objectives and
computer functions
were provided.
The problem is very
appropriate for both
Objectives were not included in
the lesson or were not written
to be measurable.
The problem is not appropriate
for either the curriculum area or
Timeline of
Activities
Online
Resources
Results
Presentation
Computer
Activities
(prior, at the
computer,
and after)
Affordances
Higher-Order
Learning
appropriate for both
the curriculum area
and the students. It is
in their context, is
real-world and is one
that is both
interesting and one
they can definitely
relate to. Examples
provided.
A detailed timeline
with examples is
provided showing
step by step
instructions.
Detailing the
expectations of both
student and teacher.
A substitute would be
able to complete the
project without delay.
All online resources
with active links was
provided.
the curriculum area
and the students. It is
in their context, is
real-world and is one
that is both
interesting and one
they can definitely
relate to.
of the curriculum but
not all.
the students. It is not in their
context and is not interesting or
one they can relate to.
A detailed timeline is
provided showing
step by step
instructions.
Detailing the
expectations of both
student and teacher.
A substitute would be
able to complete the
project without delay.
Timeline is provided
but is not written in
detail. A substitute
would have difficulties
following and locating
materials.
Timeline was very vague or
wasn’t provided
All online resources
were provided.
None of the online resources
were provided.
The results
presentation is a
GREAT
representation of the
students’ work and
will clearly provide
evidence that they
have met the
objectives.
Very detailed plan for
what the students will
be doing during all
phases of computer
activities. There
should be no
confusion and
students should stay
on task.
Affordances were
supported of the
lesson and were
appropriate for the
project. Details were
included.
A detailed
explanation is
provided and shows
how the lesson
supports higher-order
learning, including
examples.
The results
presentation is a good
representation of the
students’ work and
will clearly provide
evidence that they
have met the
objectives.
Not all online
resources were
provided or links were
not included.
The results
presentation is an
acceptable
representation of the
students’ work and
may provide evidence
that some objectives
were met.
A plan for what the
students will be doing
during all phases of
computer activities is
provided. There
should be no
confusion and
students will be able
to stay on task.
Affordances were
supported of the
lesson and were
appropriate for the
project
Computer activities
are provided for all
phases of the computer
time but are not
detailed and may
cause confusion.
A plan is not provided for
computer time.
Affordances for the
technology were listed
but were not
appropriate for the
lesson.
Affordances were not included
or did not support the lesson
activities.
A detailed
explanation is
provided and shows
how the lesson
supports higher-order
learning.
A simple explanation
is provided but more
detail is needed
No explanation is given.
The results presentation is not
an acceptable representation of
the students’ work and will not
provide evidence that any
objectives were met.
Supporting
Activities
Assessment
Plan with
Rubric
Very well written and
supportive activities
are listed and are
related to the
objectives.
An excellent
assessment plan and
rubric with images is
included.
Provides clearly
stated instruction
related to the
objectives
List some supportive
instructions but also
includes some “busy
work’.
Instructions are more “busy
work” and do not support the
activity/ or are not included.
An easy to
understand and
detailed assessment
plan and rubric is
included.
Lesson contains few
grammatical/spelling
errors
An assessment plan is
included but without
the rubric.
No assessment plan or rubric
provided.
Lesson has many
grammatical/spelling
errors
Lesson has unacceptable
amount of
grammatical/spelling errors
Grammatical
and spelling
errors
Lesson is free of any
grammatical/spelling
errors.
Unit Writing
Outcome
Demonstrates
detailed attention to
and successful
execution of a wide
range of conventions
particular to a
specific discipline
and/or writing
tasks(s) including
organization, content,
presentation,
formatting, and
stylistic choices.
Demonstrates
consistent use of
important
conventions
particular to a
specific discipline
and/or writing
tasks(s) including
organization, content,
presentation,
formatting, and
stylistic choices.
Follows expectations
particular to a specific
discipline and/or
writing task(s) for
basic organization,
content, presentation.
Attempts to use consistent
system for basic organization
and presentation.
Uses graceful
language that
skillfully
communicates
meaning to readers
with clarity and
fluency, and is
virtually error free.
Uses straightforward
language that
generally conveys
meaning to readers.
The language in the
portfolio has few
errors.
Uses language that
generally conveys
means to readers with
clarity, although
writing may include
some errors.
Uses language that sometimes
impedes meaning because of
errors in usage
Genre and
Disciplinary
Conventions
(Formal and
informal rules
inherent in the
expectations for
writing in
particular forms
and/or academic
fields.)
CAEP 1.1-5;
2.1-3; 3.2, 4-6;
4.1-2; 5.1-2
InTASC 1, 7
OSTP 1.4
Unit Writing
Outcome
Control of
Syntax and
Mechanics
CAEP 1.1-5;
2.1-3; 3.2, 4-6;
4.1-2; 5.1-2
InTASC 1, 7
OSTP 1.4
Outcome Score