RUBRIC FOR BLENDED LEARNING VIDEO
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Score
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1
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2
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3
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4
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Goal setting
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The student does not make an effort to participate in the
establishment of goals or to internalize the goals associated with learning
activities.
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The student participates minimally in the goal setting process.
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The student is capable of setting goals using a prescribed or
adapted process.
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The student has achieved competence and independence in goal
setting.
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Strategic planning
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No effort is made to plan strategically.
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With significant assistance, the student can do some planning
of learning activities.
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With minimal supervision, the student uses tools and processes
to plan learning activities and establish benchmarks.
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The student has achieved competence and independence in
planning functions.
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Ideas
&
Content
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The ideas
expressed are
not original,
often
confused and
are not connected
to discussions around the
subject matter.
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The ideas
expressed are
not necessarily
original, and are
not usually connected to
discussions
around
the subject
matter.
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The student
expresses some
original ideas.
the majority
of ideas are
related to the
subject matter.
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The student
has many original
ideas and
expresses them
clearly. the
great
majority of ideas
are related to
the subject
matter.
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Post
Frequency
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The post
Frequency is well
Below course
expectations.
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The post frequency
is slightly below
average.
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The post frequency
is slightly above
average.
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The post frequency
greatly
Exceeds course
expectations.
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Writing
Quality
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Posts are of very
Poor quality.
There is little to no evidence of
Reading other
Information in
Order to form
New meaning
Of the topics
At hand.
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Posts show a
below average,
Overly casual
Writing style
with
A lack of
attention
To style.
Students
Pay little
attention
To other reading
And mostly
regurgitate previous personal
views.
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Posts show above
Average writing
style. The content
demonstrates that
the student reads
moderately, and
attempts to
synthesize information and
form new meaning.
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Posts are well
written, and are
characterized by
elements of a
strong writing
style. The
content
demonstrates that
the student is
well
read, synthesizes
learned content
and constructs
new meaning.
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Use
of
Enhancements
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The student did
nothing to
enhance or
personalize the
weblog space.
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There is very
little
evidence of multimedia
enhancement
and the student
blog is primarily
text based.
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The student
enhanced their
weblog to some
extent using
video, audio, images or other
add ons.
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The student
greatly enhanced
their weblog
space using
video, audio,
images or
other add ons.
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Community
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students do no
show evidence
in any
participation in the blogging
community, or the
course
community,
through the
use of weblogs.
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Students rarely
participated in
the blogging
community. most,
if not all,
participation
was limited to
the
weblogs of other
classmates.
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The student
participated moderately in the
blogging
community. there
was some evidence
of out of
class
participation.
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The student
participated actively in the
blogging
community via
comments on other
weblogs,
and citing others
in their research
and writing.
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Belief in abilities
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The student may believe that he/she is simply not capable of
completing a task due to lack of ability.
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The student needs a great deal of encouragement and support to
bolster confidence.
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The student believes in his/her ability to complete
appropriate tasks, but care must be taken to watch for evidence of
frustration.
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All appropriate learning activities are approached with
confidence and challenging tasks are sought out.
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Goal-directed effort
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The student views the task simply as something that needs to
be finished, though he/she is likely to simply forget about the task between
reminders by the teacher.
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The focus of effort in learning tasks is primarily on the
completion of the task, though attention to goals can be elicited through
dialogue.
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The focus of effort is primarily on learning goals.
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The focus in all activities is on learning goals; tasks are
sometimes extended in pursuit of these goals.
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Self-instruction
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The student is easily stymied when involved in learning and
lacks strategies for overcoming roadblocks.
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The student, while lacking internal self-instruction
strategies, occasionally applies strategies under a teacher’s direction.
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The student has internalized some self-instruction strategies. With
direction, a variety of these are applied.
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The student has many strategies for self-instruction and
applies these independently.
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Self-monitoring
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The student is not able to monitor his/her efforts during
learning.
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Student self-monitoring during learning requires the active
involvement of a teacher.
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The student is able to monitor his/her efforts during learning
with occasional guidance from a teacher.
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The student automatically and independently monitors
performance during the learning activity and self-corrects as needed.
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Help seeking
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The student does not seek help, preferring to abandon a task.
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The student occasionally seeks help, but often from
inappropriate sources.
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The student occasionally seeks help and usually selects the
appropriate source.
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The student seeks help when needed and accurately identifies
the most efficient and effective source of assistance.
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Self-evaluation
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No effort is made to assess the quality of work completed
during a learning activity.
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The student relies on external sources for evaluation of
learning products, but can be guided to limited self-evaluation.
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The student is able to self-evaluate using provided rubrics
and tools with minimal assistance from the teacher.
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Self-evaluation is automatic and the student is capable of
sophisticated analysis of progress against standards or, in the absence of
standards, against the work of others.
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Posts
