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Appendix B
Evaluation Rubric Samples
Example submitted by Angela Thomas, Livingston County Special Services Unit
OEDS 5952 Behavior Interventions (1 Semester Hour Graduate Credit)
7. Class Assignments
A. Devise a Behavior Plan – Participants will have the opportunity to complete a functional
assessment on one of their students and devise a behavior plan for this same student. Small
group discussion will allow participants to share plans with classmates and make revisions. The
five necessary components should be present in each behavior plan.
B. Research Project – Outside class, participants will devise or research a classroom-based behavior
intervention. For this intervention, step-by-step guidelines should be written and at least one
reproducible tool should be created in order for others to use and to be able to successfully
implement the intervention. Interventions will be compiled into one resource so that each
participant receives a packet of reproducible tools to use in his or her classroom.
C. Website Reviews – Outside of class, participants will view three websites on behavior and
complete a Website Review form for each one. The website review will include descriptions of
such things as content, ease of use, quality of links, special features of the website, and an
overall like rating.
8. Evaluation and Grading Procedure
Grading will be based upon quality of work with components weighted as follows. Grades
are differentiated on the basis of quality. Quantity alone is not a significant factor for
grade differentiation.
I. 10% 20 points Classroom Participation
II. 15% 30 points Website Reviews
III. 25% 50 points Performance of in-class, hands-on activities
provided by the instructor
IV. 50% 100 points Research Project
200 Total Points
Grade Percentile Points
A 100-90% 200-180
B 89-80% 179-160
C 79-70% 159-140
F 69-0% 139-0
I. Classroom Participation
An “A” Student: A “B” Student: A “C” Student: An “F” Student:
Is a prompt and regular Is a prompt and regular Generally participates in Minimal participation in
attendant; participates attendant; participates group work by offering group work by offering
actively and regularly in actively and regularly in ideas and asking ideas and asking
group work by offering group work by offering questions; makes fair questions; occasionally
ideas and asking ideas and asking contributions to class; listens when others talk,
questions; contributes questions; listens when listens when others talk, both in groups and in
in team activities: others talk, both in both in groups and in class; disrupts the class
groups and in class: class: with private
conversations:
20-18 Points 17-16 Points 15-14 Points 13 or Less Points
November 2008 1
II. Website Reviews
An “A” Student: A “B” Student: A “C” Student: An “F” Student:
All components of each All components of 2 of All components of each Assignment is
of the 3 website review the 3 website review of the 3 website review incomplete or poorly
forms are addressed forms are addressed forms are addressed written:
thoroughly. thoroughly; however, adequately. Greater
Performance reflects one of the 3 forms is detail could have been
that time and effort were only completed provided:
put forth: adequately. It may lack
detail for some
components:
30-27 Points 26-24 Points 23-21 Points 20 or Less Points
III. Performance of in-class, hands-on activities provided by the instructor
An “A” Student: A “B” Student: A “C” Student: An “F” Student:
Completes all work Completes all work Completes all work Fails to complete
assigned and class assigned and class assigned and projects – assigned work and
projects; work clearly projects – all projects work is not well written projects; poorly
shows mastery of are well done; however, or does not show developed materials.
presented information: mastery of one project is mastery of presented
not clearly information:
demonstrated:
50-45 Points 44-40 Points 39-35 Points 34 or Less Points
IV. Research Project
An “A” Student: A “B” Student: A “C” Student: An “F” Student:
Final project is Final project is Final project is Final project is poorly
complete, well written effectively written, clear complete, but not well written or incomplete:
and organized. It and supportive of its written or does not show
contains evidence of major theme. Several much relevance to
collateral reading and collateral resources are student’s professional
use of multiple sources used, contains a few work; has obvious
of information. It is errors that confuse the errors in presentation:
relevant to student’s presentation. It is
professional work & has relevant to student’s
a few errors in professional work:
presentation:
100-90 Points 89-80 Points 79-70 Points 69 or Less Points
A copy of the Aurora University Graduate Grading System is included in this syllabus.
November 2008 2
Example submitted by Janet Barnstable, Kishwaukee Intermediate Delivery System
OEDW 5734 Flash Fundamentals (1 Semester Hour Graduate Credit)
Grading Criteria for Course:
1. Attendance at all sessions is required in order to be eligible for graduate credit. Missing any part
of the class could result in not receiving credit. Make-up and acceptance of late work due to
extenuating circumstances will be solely at the discretion of the instructor and/or Kishwaukee
Intermediate Delivery System consultant.
2. Reflective Papers will be graded on the following rubric.
A = 14-16 points
B = 11-13 points
C = 8-10 points
F = 7 points and below
Criteria 4 3 2 1
Quality of Information Information Information Information
Information provided answers provided provided answers provided has little
to the questions answers to to questions, but or nothing to do
with several questions with with no supporting with questions
supporting details 1 or 2 details and/or posed
and/or examples supporting examples for
for evidence of details and/or evidence of
learning/re- examples for learning/re-
learning. evidence of learning.
learning/re-
learning.
Synthesis of the Clear relevance to Clear relevance to Minimal relevance Vague relevance to
Course Content the course topic(s) the course topic(s) to the course the course topic(s)
and applicability with minimal topic(s) with with minimal
of the content to applicability of the minimal applicability of the
the learner’s content to the applicability of the content to the
setting learner’s setting content to the learner’s setting
learner’s setting
Organization Information is well Information is Information is There appears to
organized with organized with generally be little
logical flow using some logical flow organized, but organization of the
transitions and using transitions without logical material
appropriate and appropriate flow using
paragraphing paragraphing transitions &
appropriate
paragraphing
Conventions No grammar, Less than 5 Less than 7 Many grammar,
spelling, or grammar, spelling, grammar, spelling, spelling, or
punctuation errors or punctuation or punctuation punctuation errors
errors errors
November 2008 3
3. Unit/Lesson Plans will be graded by the following rubric.
A = 11-14 points
B = 10-8 points
C= 7-6 points
F = 5 points and below
Criteria 3 2 1
Goals/ Implementation of the Implementation of the Implementation of the
Standards/ Illinois State Learning Illinois State Learning Illinois State Learning
Benchmarks Standards is clearly Standards is unclear Standards is not present
evident throughout the throughout the in the unit/lesson
unit/lesson unit/lesson
Assessment(s) and Selected assessment(s) Selected assessment(s) Selected assessment(s)
Scoring Guide matches the learning matches the learning does not match the
goal(s)/standard(s) goal(s)/standard(s) learning
/benchmark(s) and the /benchmark(s), but the goal(s)/standard(s)
scoring guide(s) is clear scoring guide(s) is not /benchmark(s) and the
and appropriate clear and appropriate scoring guide(s) is not
clear and appropriate
Outline of All instructional Some instructional Instructional processes
Instructional processes and learning processes and learning and learning activities
Processes activities are clearly and activities are clearly and are inappropriately
appropriately matched to appropriately matched to matched to the
the standard(s) the standard(s) standard(s) or are not
present
Resources and List of resources and List of resources and List of resources and
Materials materials is complete materials is incomplete materials is missing
Optional: (Additional 2 points)
What adjustments might be made for students with individual or special needs? (e.g. multiple
intelligences, gifted, limited English proficient, IEP)
4. Performance of in-class, hands-on activities provided by the instructor
An “A” Student: A “B” Student: A “C” Student: An “F” Student:
Completes all work Completes all work Completes all work Fails to complete
assigned and class assigned and class assigned and projects – assigned work and
projects; work clearly projects – all projects work is not well written projects; poorly
shows mastery of are well done; however, or does not show developed materials.
presented information: mastery of one project is mastery of presented
not clearly information:
demonstrated:
50-45 Points 44-40 Points 39-35 Points 34 or Less Points
IV. Research Project
An “A” Student: A “B” Student: A “C” Student: An “F” Student:
Final project is Final project is Final project is Final project is poorly
effectively written, clear complete, generally complete, but not well written or incomplete:
and thorough. It lucid yet could be written or does not show
contains evidence of improved with much relevance to
additional collateral additional collateral student’s professional
readings and relevant to resources. It is relevant work; has a few errors
student’s professional to student’s professional in presentation:
work: and free of errors work but has a few
in presentation. errors in presentation:
100-90 Points 89-80 Points 79-70 Points 69 or Less Points
A copy of the Aurora University Graduate Grading System is included in this syllabus.
November 2008 4
Example submitted by Deborah Ahlden, West Aurora School District #129
OEDS 5938 Components Bal Literacy Plus (3 Semester Hours Graduate Credit)
8. Evaluation and Grading Procedures
Grading will be based upon the quality of work with components weighted as follows:
Class Participation 12.5%
Attendance 12.5%
Lesson Plans 25%
Reflection journal 25%
Final 25%
Points will be assigned for each of the areas based on the rubrics provided.
Evaluation Rubrics
Class Participation (9 sessions; 0-3 points a session; 27 total points)
An “A” student will . A “B” student will. A “C” student will . . An “F” student will . .
.(3 points) (2 points) (1 point) (0 point)
participate actively & participate actively generally participate rarely participate in
regularly in group and regularly in group in group work or class group work or class
work or class work or class discussion when discussion.
discussion by offering discussion by offering solicited
ideas, tying ideas & asking
discussion to reading questions without
on current research & being prodded.
best practice, asking
reflective questions of
the group, responding
to others, & soliciting
the involvement of
others.
Attendance (9 sessions; 0-3 points per day; 27 total points)
An “A” student will . (3 A “B” student will. . A “C” student will . . 1 A “F” student will . . .
points) (2 points) point) (0 point)
be a prompt and be a regular attendant attend part of the be absent from the
regular attendant. arrive late or leave session session without prior
stay until the early with prior complete assigned notification
completion of the notification of make-up work for the not complete make-
session instructor or class time missed up work for missed
reasonable excuse. session
Lesson Plans (5X score; 25 total points)
An “A” student will . (5 A “B” student will. . A “C” student will . . (3 A “F” student will . . .
points) (4 points) point) (0 point)
select planning select planning sheets select planning sheet select planning sheets
sheets that best that teach the that may or may not that do not support
teach the selected selected component support the selected the selected
component select text that component component
select text that best teaches the strategy select text that select text that does
teaches the strategy demonstrated teaches the strategy not support the
demonstrated usually address demonstrated strategy
address variability in variability in student address very little demonstrated
student ability & ability & learning variability in student not address
learning styles styles ability &learning variability in student
styles ability &learning
styles
November 2008 5
Reflection Journal (5X score; 25 total points)
An “A” student will. (5 A “B” student will. . A “C” student will . . (3 A “F” student will . . .
points) (4 points) point) (0 point)
summarize summarize only summarize the have difficulty
information information information capturing the
make the essence of make the essence of find it difficult to essence of the text
the text clear and the text clear and clearly discern the include details that
easy to understand easy to understand essence of the text are disconnected
apply material read apply material read to make very few make no
to classroom use classroom practice connections or applications to
highlight connections applications to district program or
and contradictions classroom practice classroom practice
between reading and
current program
suggest ways to
adapt, change, or
create
ideas/materials from
readings
Final Exam (5X score; 25 points total)
An “A” student will. (5 A “B” student will. . A “C” student will . . (3 A “F” student will . . .
points) (4 points) point) (0 point)
provide clear and usually provide provide some provide very little
comprehensive comprehensive explanation of explanation of
explanation of explanation of answers to questions answers to questions
answers to questions answers to questions address very little not address variability
appropriately address usually address variability in student in student ability and
Illinois Learning variability in student ability and learning learning styles
Standards ability and learning styles
styles
Participants will receive points for each of the areas above. The grading scale below represents the
percentage of total points that a participant must earn to achieve that particular grade.
A = 180 – 200 points
B = 179- 160 points
C = 159 – 140 points
F = 139 points and below
November 2008 6
Example submitted by Wendy McPherrin, Dupage Regional Office of Education
OEDS 5570 Research in the Classroom (3 Semester Hours Graduate Credit)
8. Evaluation and Grading Procedures
Final grades will be based upon quality of work in and out of class. A total of 150 points can be earned
during this class. Final grades will be:
A = 135 – 150 points
B = 120 – 134 points
C = 105 – 119 points
F = Below 105 points
25% of grade is for student attendance and participation in class activities. Students earn a maximum of
4 points per class meeting up to a maximum of 25 points.
25% of grade is for evidence of student work when they complete out of class readings and out of class
written work. Students earn a maximum of 4 points per class meeting up to a maximum of 25 points.
50% of final grade is from student final written projects, which will be evaluated according to the
following rubric. Each check in the first column is worth 3 points, each check in the second column is
worth 2 points, and each check in the third column is worth 1 points.
Final written project is worth 100 points.
Points 3 each 2 each 1 each
Exceeds Meets Does not meet
Expectations Expectations expectations
Developing a Research Question
Think of an area of interest, a question
that puzzles you, or a problem you
witness
Stay focused on learners and learning
effects
Look at your topic from the viewpoint of
immediate and
cumulative effects
Review the Professional Literature
Identify topics in the professional
literature that relate to or match your
area of interest
Gather research reports, articles, books,
and use electronic as
well as print sources
Examine this information to help you
understand your topic and your local
instructional context
Determine the most promising responses
or interventions
The Study of Intervention Plan
Combine information from data analysis
with information from professional
literature
Choose or construct a “best fit” options
for action
Create short and long term action plans
Determine your student sample and
describe the criteria for choosing the
sample
Think about the timeframe of your plan.
Implement your plan logically.
November 2008 7
Assessment Plan
Collect existing data or foundational data
Collect new or emerging data
Use multiple sources of data
Consider the multiple avenues of data
searching (Ask, observe, artifacts)
Balance the quantitative – qualitative
spectrum
Use multiple perspectives about data
(various persons inside and outside of
classroom)
Collect data regularly
Avoid interrupting your teaching
Organizing and Displaying Data
Count instances, events, and behaviors
Display data graphically in tables,
charts, and other visuals
Arrange data by classroom, grade level,
and school
Organize your information for the first-
time report reader
Prepare to discuss important findings
you see in each data display
Interpreting and Discussing Results
Describe the sources of data
Describe the significant results that are
supported by the data collected
Describe specific results in terms of
student effect and, where possible, the
context
Describe patterns and relationships of
student results and, where possible, the
context
Describe impact on instruction
Describe the impact on curriculum
resources, organization, and application
Describe the impact on other faculty or
building programs
Bibliography in APA format
(Editor’s note: If rubrics are used, then a point scale that explains the number of points for
grades of A, B, C, and F must be included – as above
November 2008 8
Example submitted by Joyce McCready, Regional Office of Education #8
OEDS 5608 Microsoft Publisher 2000 (3 Semester Hours Graduate Credit)
Evaluation:
Grading will be based upon the quality of work with components weighted as follows:
30% 60 points Performance of hands on activities provided by the instructor
30% 60 points Completion of class assignments
20% 40 points Independent project (can be project associated with
individual teacher’s classroom or one assigned by instructor)
20% 40 points Final examination (application problem)
200 points total
Grade Percentile Points
A 100 – 91% 200 – 182
B 90 – 81% 181 – 162
C 80 – 71% 161 – 123
F 70 – 0% 122 – 0
An “A” student will: A “B” student will: A “C” student will: An “F” student will:
4 points 3 points 2 points 1 point
be a prompt and be a prompt and Be a prompt and be irregular in
regular attendant; regular attendant; regular attendant; attendance and show a
pattern of (unexcused)
tardiness;
participate actively and participate actively and generally participate in rarely participate in
regularly in group work regularly in group work group work by offering group work by offering
by offering ideas and by offering ideas and ideas and asking ideas and asking
asking questions; asking questions; questions; questions;
listen respectively when listen when others talk, listen when others talk, not listen when others
others talk, both in both in groups and in both in groups and in talk, both in groups
groups and in the class; class; class; and in class; disrupts
the class with private
conversations;
offer thoughtful offer thoughtful Offer thoughtful offer minimal
comments in draft comments in draft comments in draft comments in draft
workshops and on workshops and on workshops and on workshops and on
critique sheets, and is critique sheets, and is critique sheets, and critique sheets, and
able to articulate able to articulate makes an effort to makes little effort to
constructive criticism constructive criticism articulate constructive articulate constructive
as needed; as needed; criticism as needed; criticism;
participate actively and participate actively and Participate regularly in not participate
regularly in class regularly in class class discussion; regularly in class
discussion; discussion; discussion;
Completes all work completes all work completes all work missing work assigned
assigned and projects- assigned and projects – assigned and projects- and projects
work clearly shows all projects are well work is not well written
mastery of software done, however mastery or does not show
of one project is not mastery of software
clearly demonstrated
final project is complete final project is Final project is final project is missing
and adaptable to complete, but lacks complete, but now well
content area. – shows adaptability – mastery written or does not
mastery of software of software is not show master of
clearly demonstrated software
November 2008 9
