WIT Web Curriculum Project Assessment
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Questions for Reflection:

• How does your project do a better job of teaching than the traditional method?
• Have you addressed your intended audience?
• What interactive, engaging activities have you included?
• How will you use this project?

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Directions for Rubric Use:

• Print a copy of the rubric.
• Indicate whether you are assessing yourself, your team, or your peers in the column marked self/team/peer evaluation.
• Assess the work for each of the components listed on the rubric.
• Assign the number of points you feel have been earned in the self/team/peer evaluation column.
• Add the total number of points to determine the score.
• If you need any clarification please consult with your mentor.
• Spend some time on the Questions for Reflection. Be prepared to share your thoughts with your team and homeroom colleagues.
• Give feedback to the authors as your work through the rubric. See the Evaluation section of this page.

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Rubric

• Page Presentation Components
• Content
• WIT Teaching Guide Components
• Group Component
• Scoring

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Page Presentation Components

Components	Beginner: 0 points	Novice: 1 point	Intermediate: 2 points	Expert: 3 points	Self/  Team/ Peer Evaluation	Mentor  Evaluation
Technical Requirements	Includes  1 page or less, few graphics from outside sources	Includes 2 pages or less, fewer than 5  graphics from outside sources	Includes at least  3 pages, at least 5 graphics from outside sources and some advanced features, such as tables, frames, and scanned graphics	Includes at least  4 pages, 7 or more graphics from outside sources,  and several advanced features, such as tables, frames,  and scanned graphics
Navigability	Navigability is poor. Links are missing.  Difficulty moving from page to page	Navigability is fair.  Some links are missing or broken.  Some difficulty moving from page to page	Navigability is fair.  Links  and targets (links within pages) are labeled.  Can move from page to page.	Navigability is good. Links and targets (links within pages) are clearly labeled.  Can move from page to page easily.
Mechanics	Includes more than 5 grammatical errors, misspellings, punctuation errors, etc	Includes no more than 5 grammatical errors, misspellings, punctuation errors, etc	Includes no more than 2 grammatical errors, misspellings, punctuation errors, etc	Grammar, spelling, punctuation, capitalization are correct. No errors in the text.
Design	Site unappealing.   Color, background, and images missing.	Site is unappealing.  Color, background, or images missing.	Site is appealing.  Color, background, and images used alongside text.	Site is aesthetically appealing.  Color, background, and images enhance text.
Credibility         back to rubric	No contact person is stated.  No indication of when pages were last updated.  Links are not current. Name of the host school or institution missing.	Contact person is stated. No indication of when pages were last updated. Some links are current. Name of the host school or institution is stated.	Contact person is stated.  Indication of when some pages were last updated. Most links are current. Name of the host school or institution is stated.	Contact person is stated with their e-mail address.  Clear indication when pages were last updated. Links are current.  Name of the host school or institution is stated.

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Content

Components	Beginner: 1 point	Novice: 2 Points	Intermediate: 3 points	Expert: 4 points	Self/ Team/ Peer Evaluation	Mentor Evaluation
Thinking Skills	Completion of lesson  requires students to  copy  information from one place to another; no higher order thinking skills required.	Completion of lesson requires students to think a little about what they're doing, but does not focus on higher-order thinking skills.	Completion of lesson requires students to synthesize information from a variety of sources or think creatively about how to apply information to a local situation.	Completion of lesson requires students to synthesize information from a variety of sources AND think creatively about how to apply information to a local situation.
	The content of the page is not academically sound.	The content of the page is academically sound.  The information presented is accurate and current.	The content of the page is academically sound.  The information presented is accurate and current.  Facts are clearly presented.	The content of the page is academically sound.  The information presented is accurate and current.  Facts are clearly presented.  Credit is given where appropriate.
Standards	Standards have not guided the development of the content.	Standards have guided the development of the content.	Standards have guided the development of the content and some of the activities.	Standards have guided the development of the content, activities, assessment, and evaluation of this project.
Interactivity	No interactive activities are present in this project.	Some interactive activities are present.	Most of the activities are interactive.	Most of the activities are interactive.  Use of the page will enrich and expand the user's imagination.

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Wit Teaching Guide Components

Components	Beginner: 0 points	Novice: 1 point	Intermediate: 2 points	Expert: 3 points	Self/ Team/ Peer Evaluation	Mentor Evaluation
Introduction	Introduction missing	Introduction incomplete	Introduction present but not stated clearly	Completed, concise, and clearly stated introduction
Aim	Aim missing	Aim incomplete	Aim present but not stated clearly	Completed, concise, and clearly stated aim
Rationale	Rationale missing	Rationale incomplete	Rationale present but not stated clearly	Completed, concise and clearly stated rationale
Audience	Audience missing	Audience incomplete	Audience present but not stated clearly	Completed, concise and clearly stated audience
Prerequisites	Prerequisites missing	Prerequisites incomplete	Prerequisites present but not clearly stated	Completed, concise and clearly stated prerequisites
Subject Matter	Subject Matter missing	Subject matter incomplete	Subject matter present but not clearly stated	Completed, concise and clearly stated subject matter
Goals and Objectives	Goals and objectives missing	Goals and objectives incomplete	Goals and objectives present but not stated clearly	Completed, concise and clearly stated goals and objectives
Instructional Plan	Instructional plan missing	Instructional plan incomplete	Instructional plan present but not clearly stated	Completed, concise and clearly stated instructional plan
Materials	Materials missing	Materials incomplete	Materials present but not clearly stated	Completed, concise and clearly stated instructional plan
Assessment/ Evaluation	Assessment/ evaluation missing	Assessment/ evaluation incomplete	Assessment/ evaluation present but not stated clearly	Completed, concise and clearly stated assessment/ evaluation
Appendices back to rubric	Appendices missing	Appendices incomplete	Appendices present but not stated clearly	Completed, concise and clearly stated appendices

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Group Component

Components	Beginner:     0 points	Novice: 1 point	Intermediate: 2 points	Expert: 3 points	Self/  Team/ Peer Evaluation	Mentor  Evaluation
Cooperative Group Work back to rubric	Works with others, but has difficulty sharing decisions and responsibilities with others.	Works with others.  Shares some decisions and responsibilities with others.	Works well with others. Takes part in decisions and contributes fair share to group.	Works well with others. Assumes a clear role and related responsibilities. Motivates others to do their best.

Scoring

Expert 49 - 51 Intermediate 31 - 48 Novice 13 - 30 Beginner  0 - 12

Total              Points

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Evaluation:
The assessment tools in this module are in the working draft stage.   As the rubrics are put to use, both mentors and participants are asked to give feedback about the process to the authors.  Click here to fill out and submit an evaluation form for this rubric.


 

Some portions of the rubric were developed by Caroline McCullen, Instructional Technologist SAS inSchool, Cary, NC http://www.sasinschool.com Credibility section modified from material developed by Tammy Payton, tpayton@dmrtc.net Modified by Ellen Dairyko and Frada Boxer for WIT May be reproduced for classroom use as long as no fee is charged and MidLink Magazine and/or SAS in School are cited as the source.  (The Excel '97 Spreadsheet of the original rubric may be downloaded from MidLink Magazine: http://longwood.cs.ucf.edu/~MidLink)

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