EDS 621: Assistive Technology in Education
Common Course Assessment: Technology Project
Common Course Standards:
Council for Exceptional Children (CEC) Special Education Specialist Advanced
Preparation 2012 Standards
1 – Assessment Content Knowledge and Professional Foundations
2 – Curricular Content Knowledge Instructional Pedagogy
3 – Program, Services, and Outcomes
4 – Research and Inquiry Professionalism and Collaboration
5 – Leadership and Policy
6 – Professional and Ethical Practice
7 – Collaboration
InTASC Standards
1 – Learner Development
2 – Learning Differences
3 – Learning Environments
5 – Application of Content
6 – Assessment
7 – Planning for Instruction
8 – Instructional Strategies
9 – Professional Learning and Ethical Practice
International Society for Technology in Education (ISTE) 2007 Standards for
Students (NETS-S)
1 – Creativity and Innovation
2 – Communication and Collaboration
4 – Critical Thinking, Problem Solving, and Decision Making
5 – Digital Citizenship
Rubric for Technology Project
Elements
Distinguished
(3)
Description of
Targeted
Student(s)
All of the
following were
satisfied.
CEC 1
InTASC 1, 2
1) Thorough,
detailed
description of
student(s) needs
and abilities was
provided.
2) The
description
included details
about the
Proficient
(2)
Progressing
(1)
Unsatisfactory
(0)
2 of the following
were satisfied.
1 of the following
were satisfied.
1) Thorough,
detailed
description of
student(s) needs
and abilities was
provided.
1) Thorough,
detailed
description of
student(s) needs
and abilities was
provided.
2) The
description
included details
about the
student’s age;
2) The
description
included details
about the
student’s age;
None of the
following were
satisfied.
1) Thorough,
detailed
description of
student(s) needs
and abilities was
provided.
2) The
description
included details
about the
Updated 4/10/20
student’s age;
academic,
communication,
and/or physical
abilities; and
prognosis for
independent
adulthood.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Description of
AT and
Literature
Review
CEC 2, 5, 6
InTASC 3, 7, 8,
5, 9
NETS-S 1, 4, 5
All of the
following were
satisfied.
1) Each AT/IT
was clearly
described, and
the description
included a
justification for
the technology.
The justification
linked how the
AT would
facilitate the
student’s
engagement in
academic,
communication,
and/or physical
activities.
2) A summary of
available
literature and
research on each
AT/IT was
provided.
3) Evidencebased best
practices were
cited and support
each AT/IT as
appropriate for
the student’s
documented
needs.
academic,
communication,
and/or physical
abilities; and
prognosis for
independent
adulthood.
academic,
communication,
and/or physical
abilities; and
prognosis for
independent
adulthood.
student’s age;
academic,
communication,
and/or physical
abilities; and
prognosis for
independent
adulthood.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3 of the following
were satisfied.
2 of the following
were satisfied.
1 of the following
were satisfied.
1) Each AT/IT
was clearly
described, and
the description
included a
justification for
the technology.
The justification
linked how the
AT would
facilitate the
student’s
engagement in
academic,
communication,
and/or physical
activities.
1) Each AT/IT
was clearly
described, and
the description
included a
justification for
the technology.
The justification
linked how the
AT would
facilitate the
student’s
engagement in
academic,
communication,
and/or physical
activities.
1) Each AT/IT
was clearly
described, and
the description
included a
justification for
the technology.
The justification
linked how the
AT would
facilitate the
student’s
engagement in
academic,
communication,
and/or physical
activities.
2) A summary of
available
literature and
research on each
AT/IT was
provided.
2) A summary of
available
literature and
research on each
AT/IT was
provided.
2) A summary of
available
literature and
research on each
AT/IT was
provided.
3) Evidencebased best
practices were
cited and support
each AT/IT as
appropriate for
the student’s
documented
needs.
3) Evidencebased best
practices were
cited and support
each AT/IT as
appropriate for
the student’s
documented
needs.
3) Evidencebased best
practices were
cited and support
each AT/IT as
appropriate for
the student’s
documented
needs.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Updated 4/10/20
Proposal
CEC 4, 5
InTASC 6, 7, 8
NETS-S 2
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
All of the
following were
satisfied.
1) A statement
was provided
that clearly
identified the
impact of each
AT/IT on
academic,
communication,
and/or physical
abilities and was
written in the
form of an
objective.
2) A plan for
evaluating the
effectiveness of
each AT/IT was
provided and
was appropriate
for the AT.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
2 of the following
were satisfied.
2 of the following
were satisfied.
None of the
following were
satisfied.
1) A statement
was provided
that clearly
identified the
impact of each
AT/IT on
academic,
communication,
and/or physical
abilities and was
written in the
form of an
objective.
1) Each AT/IT
was clearly
described, and
the description
included a
justification for
the technology.
The justification
linked how the
AT would
facilitate the
student’s
engagement in
academic,
communication,
and/or physical
activities.
2) A plan for
evaluating the
effectiveness of
each AT/IT was
provided and
was appropriate
for the AT.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling..
2) A summary of
available
literature and
research on each
AT/IT was
provided.
3) Evidencebased best
practices were
cited and support
each AT/IT as
appropriate for
the student’s
documented
needs.
1) A statement
was provided
that clearly
identified the
impact of each
AT/IT on
academic,
communication,
and/or physical
abilities and was
written in the
form of an
objective.
2) A plan for
evaluating the
effectiveness of
each AT/IT was
provided and
was appropriate
for the AT.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Updated 4/10/20
1 of the following
were satisfied.
1) A statement
was provided
that clearly
identified the
impact of each
AT/IT on
academic,
communication,
and/or physical
abilities and was
written in the
form of an
objective.
2) A plan for
evaluating the
effectiveness of
each AT/IT was
provided and
was appropriate
for the AT.
3) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Updated 4/10/20