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Rubric Descriptors for Information Literacy/NETS Benchmarks

In the workshop I did on Creative Commons this last weekend at the Learning 2.0 conference in Shanghai, China, a few people inquired about rubrics and descriptors I’ve written for the Digital Citizenship strand of the NETS standards and benchmarks (the use of Creative Commons by students can be assessed through benchmarks in this strand). Being that the class I developed at my school called Technology Skills for the 21st Century Learner is built on most of the NETS standards and benchmarks, I thought I would share all the descriptors here I’ve written for those strands: Creativity and Innovation; Communication and Collaboration; Digital Citizenship, and Technology Operations and Concepts. I also assess the Research and Information Fluency strand a couple of times, but that is done through student reflection, not a rubric. I’ve removed the descriptors from the context of the original project rubrics in order to present them under each NETS standard. Feel free to use any of them and redevelop them for your purposes.

Creativity and Innovation

Standard: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students apply existing knowledge to generate new ideas, products, or processes.

The lesson showed evidence of spontaneous fluency and originality that is recognized by others as high in quality. It is highly apparent the students harnessed the Presentation Zen approach in the design of their lesson. The lesson showed evidence of fluency and originality that are consistently spontaneous. It is apparent the students harnessed the Presentation Zen approach in the design of their lesson. The lesson included some evidence of fluency and originality when prompted by the teacher or another peer. It isn’t always apparent the students harnessed the Presentation Zen approach in the design of their lesson. In the lesson, indications of fluent and original thought or unprompted elaboration is not yet seen. The design of the lesson feels random and mostly uses an old-school, text-based approach.

Students apply existing knowledge to generate new ideas, products, or processes.

The look and feel of the portfolio gives a unique sense of both the professional and personal qualities of the student and clearly incorporates design principles. The look and feel of the portfolio gives a sense of both the professional and personal qualities of the student. The look and feel of the portfolio gives a slight sense of the professional and personal qualities of the student. There are few original touches. The look and feel of the portfolio reflects a theme with no personalization and/or it has little or no professional qualities to it.

Students create original works as a means of personal or group expression

The student’s individual contributions to the related activities and final group project shows evidence of spontaneous fluency and originality that is recognized by others as high in quality. The student’s individual contributions to the related activities and final group project shows evidence of fluency and originality that are consistently spontaneous. The student’s individual contributions to the related activities and final group project include some evidence of fluency and originality when prompted by the teacher or another peer. In the student’s individual contributions to the related activities and final group project, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

The video shows evidence of spontaneous fluency and originality that is recognized by others as high in quality. The video shows evidence of fluency and originality that are consistently spontaneous. The video includes some evidence of fluency and originality when prompted by the teacher or another peer. In the video, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

The header shows evidence of spontaneous fluency and originality that is recognized by others as high in quality. The header shows evidence of fluency and originality that are consistently spontaneous. The header includes some evidence of fluency and originality when prompted by the teacher or another peer. In the header, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

Slide design is thoughtful, image-based, engages the audience, and effectively supports the topic of the presentation. Slide design is mostly image-based and supports the topic of the presentation. Slides contain some images, but are mostly text. Some slides feel put together at the last minute. Some support the topic. Slide design is sloppy and/or is almost all text based. Slides feel random and don’t always support the topic.

Students create original works as a means of personal or group expression.

Students create a unique, authentic, and engaging use of the QR code in context of the situation or client’s need. Students create an engaging use of the QR code in context of the situation or client’s need. Students create a use of the QR code in the context of the situation or client’s need, but its use as engaging as it could be. Students create an overly simple or unengaging use of the QR code and/or it’s not set in context of the situation or client’s need.

Communication and Collaboration

Standard: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The lesson effectively communicated the issue at hand and the necessary concepts. Organization made it easy to follow the flow of ideas for the whole lesson. The results of the end of lesson assessment showed strong understanding of the topic and concepts. The lesson communicated the issue at hand and the necessary concepts. Organization made it easy to follow the flow of ideas for most of the lesson. The results of the end of lesson assessment showed understanding of the topic and concepts. The main ideas and/or concepts of the lesson got lost at times. Organization was apparent, but could have been better to make it easier to follow the flow of ideas. The results of the end of lesson assessment showed limited understanding of the topic and concepts. The main ideas and/or concepts of the lesson were lacking. There was little or no organization. The end of lesson assessment was not completed or the results of it showed no understanding of the topic and concepts.

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The video effectively communicates the student’s unique qualities as a learner and individual. Organization makes it easy to follow the flow of ideas. The presentation communicates the student’s unique qualities as a learner and individual. Organization makes it easy to follow the flow of ideas for most of the video. The student’s unique qualities as a learner and individual get lost at times in the video. Organization is apparent, but could be better to make it easier to follow the flow of ideas. The student’s unique qualities as a learner and individual are lacking. There is little or no organization.

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The portfolio and included pages and posts are very well organized, making it easy for any viewer to navigate, find, and understand the desired information. The portfolio and included pages and posts are organized, making it mostly easy for any viewer to navigate, find, and understand the desired information. The portfolio and included pages and posts are partly organized, but it’s not easy for any viewer to navigate, find, and understand the desired information. The portfolio and included pages and posts are not organized, making it difficule for any viewer to navigate, find, and understand the desired information.

Students interact collaborate, and publish with peers, experts, or others, employing a variety of digital environments and media.

The student purposively and effectively collaborated with his/her project team using a variety of Web 2.0 tools, completing the project work on time. The student was considered a leader in the group and helped others understand the collaborative technologies. The related activities and published work effectively communicate the group project in-line with the conference theme. The student effectively collaborated with his/her project team using a variety of Web 2.0 tools, completing the project work on time. The related activities and published work effectively communicate the group project idea in-line with the conference theme. The student isolated his/herself at times from the project team processes and/or didn’t always use the Web 2.0 tools to collaborate effectively. Work may have submitted the project work late. The related activities or published work create some confusion about the purpose of the idea or is slightly out-of-line with the conference theme. The student isolated his/herself the whole time from the project team processes and/or didn’t use the Web 2.0 tools to collaborate. Project work was submitted late. The related activities and published work create a lot of confusion about the purpose of the idea or isn’t in-line with the conference theme.

Digital Citizenship

Standard: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students advocate and practice safe, legal, and responsible use of information and technology

The students took great care to ensure all images, video, and other multimedia were original and/or had a Creative Commons license. Attribution was given to all of the authors of any artistic element used. The students took care to ensure almost all images, video, and other multimedia were original and/or had a creative commons license. Attribution was given to most of the authors of any artistic element used. The students may have used an image, video, and/or other multimedia that was protected under copyright, but it was edited enough that makes it an adaptation of the original. Attribution was given to a few of the authors of any artistic element used. There was blatant infringement of copyright by inserting downloaded images, video, and/or other multimedia from the internet that was not licensed for reuse. No attribution is given.

Students advocate and practice safe, legal, and responsible use of information and technology

The student took great care to ensure all images were original and/or had a Creative Commons license. The student advised and/or assisted others in this process. The student took care to ensure all images were original and/or had a creative commons license. The student may have used an image that was protected under copyright, but it was edited enough that makes it an adaptation of the original. There is blatant infringement of copyright by inserting  downloaded images from the internet.

Students exhibit a positive attitude toward using information and technology that supports collaboration, learning, and productivity.

The student approached the use of the WordPress system with enthusiasm and promoted the tool to others as an effective way to achieve the goal of the SIS portfolio and build the “professional” you. The student approached the use of the WordPress system without complaining and understood how the tool is an effective way to achieve the goal of the SIS portfolio and build the “professional” you. The student approached the use of the WordPress system in a lackadaisical way and didn’t seek to fully understand how the tool is an effective way to achieve the goal of the SIS portfolio. The student approached the use of the WordPress system with a poor attitude and refused to understand how the tool is an effective way to achieve the goal of the SIS portfolio and build the “professional” you.

Technology Operations and Concepts

Standard: Students demonstrate a sound understanding of technology concepts, systems, and operations.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students select and use applications effectively and productively

The student used the Web 2.0 tools, camera, and video editing software skillfully and independently. The student used the Web 2.0 tools, camera, and video editing software skillfully with minor assistance. The student had some problems with the Web 2.0 tools, camera, and/or video editing software throughout the process. The student had major problems with the Web 2.0 tools, camera, and/or video editing software.

Students select and use applications effectively and productively

The student used the camera and video editing software skillfully and independently, completing the work on time. The video contained all original video footage. All audio is level and narration is easily heard. The student used the camera and video editing software skillfully with minor assistance, completing the work on time. An effective mix of video and images were used. Audio is mostly level and narration is easily heard. The student had some problems with the camera and/or video editing software throughout the process and may have submitted the work late. Minimal video footage was used. There are a few jumps in volume during the video; narration gets lost at times in background audio. The student had major problems with the camera and/or video editing software, causing the work not to be submitted on time. Video footage was not used. Volume is not leveled making the listening experience annoying. Narration cannot be heard.

Students select and use applications effectively and productively

The student used Photoshop skillfully and independently, completing the work on time. The student used Photoshop skillfully with minor assistance, completing the work on time. The student had some problems with Photoshop throughout the process and may have submitted the work late. The student had major problems with Photoshop, causing the work not to be submitted on time.

Students understand and use technology systems

The students used the presentation, multimedia, and assessment software skillfully and effectively. No technical problems occurred; the students were in control of the technology at all times. The students used the presentation, multimedia, and assessment software skillfully. 1 or 2 small technical problems occurred, but it didn’t hinder the progress of the lesson; the students were mostly in control of the technology at all times. The students’ use of the presentation, multimedia and/or assessment software was weak at times. Technical problems occurred that hindered the progress of the lesson, but the lesson was still completed; the technology controlled the students at times. The students had major problems with the presentation, multimedia and/or assessment software. Technical problems occurred that hindered the completion of the lesson; the technology controlled the students the whole time.

Students understand and use technology systems.

The student clearly understands the functions of the WordPress blog and chose the appropriate functions to support the purpose of the portfolio. The student understands most functions of the WordPress blog and chose appropriate functions to support the purpose of the portfolio. The student understands a few functions of the WordPress blog and may have chosen some functions that don’t support the purpose of the portfolio. The student doesn’t understand functions of the WordPress blog and may chose many functions that don’t support the purpose of the portfolio.

Students understand and use technology systems.

 

Slide transition is done smoothly and works without glitches. The student is in control of the technology. Slide transition is mostly smooth. One or two problems may have occurred. Problems occurred often that interfere with the smoothness of presentation. The presentation is plagued with technical and/or transition problems. The technology is controlling the student.

Developing Creativity

A week of creativity has enveloped me. This has been not so much about me creating some sort of unique product per se, but about thinking through and presenting about creativity as an essential 21st century skill. As I referred to in my last blog, a couple of other colleagues and I facilitate a series of PD workshops at my school called 7 Steps toward 21st Century Education. Step 5 of the 7 Steps focuses on creativity. In prepping for this we were a little stumped in how to approach it. We had seen Ken Robinson’s great video Do School’s Kill Creativity a few times each; we read Daniel Pink’s A Whole New Mind and Howard Gardner’s Five Minds for the Future, both of which heavily reference creativity as an essential part of the mind; we read other blogs and resources here and there. What we had difficulty with was how to approach and organize our 90 minutes for such a big important topic.

We thought about doing some activities that would produce some “creative” processes with the group, but we weren’t too thrilled about those ideas. We then came across another set of videos by Ken Robinson called “Creatively Speaking” Part 1 and Part 2 from a presentation he did at an Apple Leadership summit in 2008. After viewing these videos, we thought- why not let the guru himself speak to the group. So that became the beginning of our 90 minutes. We decided to precede the videos with an “into” thinking/brainstorm question- Think of a time you found your students being especially creative. What were the conditions that allowed that to happen? The conditions created for learning are so important to allow for creative processes. We thought it would be important for the group to think about their previous experiences before hearing what Sir Ken had to say.

In “Creatively Speaking,” Robinson refers to effectively designed curriculum, assessment, and pedagogy as the essential entities needed to promote more creative learning environments and conditions. With that idea, the rest of our session was framed. We elicited the assistance of our curriculum director (CD) to facilitate parts of these elements. Our school will be implementing a “Learning 21” framework that will incorporate Creativity and Innovation as one of the essential component to our learning environments. Our CD has a lot of knowledge about implementing a creativity environment and is in the process to putting together the vision and documentation for this at our school, so we thought it would be important for him to delineate where our school is heading with this component of learning.

My colleague also came across an excellent document online called Assessing Creativity: A Guide for Educators from the The National Research Center on the Gifted and Talented. This is a super long read (121 pages; don’t let the end of the executive summary think you are finished!), but has some great research and ideas regarding assessment of creativity. Assessment tends to be the most challenging part of facilitating an environment of creativity. This a great go-to document to help understand that process. We also referenced Apple Classroom of Tomorrow – Today (ACOT2) Culture of Innovation and Creativity site and the Route 21 site on Creativity and Innovation to help us flesh out the rest of our ideas.

Our 7 Steps PD usually has a technology integration slant to it, but technology wasn’t really referenced in this session. Why? The software and the Web 2.0 tools we’ve referenced throughout the previous Steps make it obvious how they can promote creativity. The group understood this without question. What’s important in this case of creativity is not so much the tool, but the environment in which creativity, as both an intellectual and artistic process, can thrive. Technology would just a means in the creative process.

The session went very well, and some very good discussions occured. I look forward to continuing the discussions on this issue. If you have thoughts, ideas, and/or experiences in facilitating more creative learning environments, I would love to hear your responses.

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