Evaluation Rubric for Portfolio

and Evaluation

Student
Assessment

Implementation

Integration of Technology

Student Learning

Excellent

Fair

Unit Plan requires students to

interpret, evaluate, theorize
and/or synthesize information.

Targeted learning objectives are

clearly defined, well
articulated, and supported by
the Essential and Unit
Questions.

Student samples address the

Essential Question in a
meaningful way.

All learning objectives clearly

Proposed technology use is
engaging, age appropriate,
beneficial to student learning,
and supportive of higher-level
thinking skills.

Technology is integral to the

success of the Unit Plan.

A clear relationship between

the use of technology and
student learning is exhibited by
the student samples.

Use of technology enhances the

Unit Plan is a well-developed
guideline for implementation.

Unit Portfolio components

are well-developed models
for project implementation.

Unit Plan can be easily

modified and implemented in
Instrument(s) for authentic
assessment of all targeted
objectives are included.

A clear relationship is evident

between learning objectives
and assessment of student

Poor

Unit Plan requires students to

analyze and apply information,
solve problems, and/or make
conclusions.

Unit Plan requires students to

define, identify, describe,
and/or summarize. Very little
higher-level thinking required.

Targeted learning objectives are

defined and moderately
supported by the Essential and
Unit Questions.

Targeted learning objectives

are vague and not clearly
supported by the Essential
and Unit Questions.

Student samples moderately

address the Essential Question.

Some learning objectives align

with the Basic Education
Proposed technology use is
engaging and age appropriate,
but it is unclear as to how it
enhances student learning.

Student samples do not address

the Essential Question in a
meaningful way.

Relationship between
Proposed technology is not age
appropriate, nor engaging, and
does not enhance student
learning.

Technology is important, but

not integral, to the Unit Plan.

Importance of technology to the

Unit Plan is unclear.

A limited relationship between

the use of technology and
student learning is exhibited by
the student samples.

No relationship between the use

of technology and student
learning is exhibited by the
student samples.

Use of technology is limited to

using the computer as a
Unit Plan is an adequate
guide for implementation, but
some areas are unclear.

Unit Plan does not take

advantage of research,
Unit Plan lacks clarity and is
not an effective guide for
implementation.

Unit Portfolio components

are complete, but lack detail
to be effective models for
project implementation.
Instrument(s) for assessment
of most targeted objectives
are included.
Some relationship is evident
between learning objectives
and assessment.

Unit Portfolio components

are incomplete or unclear
models for project
implementation.
Instrument(s) for assessment
of targeted objectives are not
included or the assessment(s)
do not match the targeted
objectives.

Relationship between