The OER Accessibility Evaluation Rubric is an evaluation tool for faculty, librarians, instructional designers, and other stakeholders in open educational resources to determine the accessibility of the OER they are creating and/or adopting for use in their courses.
The purpose of this online school setting functioning skills assessment is to determine the likelihood of student success in the online school setting based on specific online functioning skills. Target skills were selected from over six years of observational, qualitative and quantitative data in an online school setting. Students who have strong online functioning skills appear to be more successful in the online school setting according to the data. This assessment form can be used by students to self assess, and/or by a student's parents, administrators and teachers in collaboration. The from consists of ten questions based on the most important functioning skills and behaviors needed in order have the best chance of success in an online setting. Participants are asked to answer on a 1-4 rubric resulting in a Total Score in order to determine the likelihood of success online. Assessment data is expected to be used to drive student interventions including teacher instruction of functioning skills, student self assessment, and ongoing progress monitoring. While this was created for Special Education Students, it can be used for any student or adult who is engaged in online learning.
The purpose of this online school setting functioning skills assessment is to determine the likelihood of student success in the online school setting based on specific online functioning skills. Target skills were selected from over six years of observational, qualitative and quantitative data in an online school setting. Students who have strong online functioning skills appear to be more successful in the online school setting according to the data. This assessment form can be used by students to self assess, and/or by a student's parents, administrators and teachers in collaboration. The from consists of ten questions based on the most important functioning skills and behaviors needed in order have the best chance of success in an online setting. Participants are asked to answer on a 1-4 rubric resulting in a Total Score in order to determine the likelihood of success online. Assessment data is expected to be used to drive student interventions including teacher instruction of functioning skills, student self assessment, and ongoing progress monitoring. While this was created for Special Education Students, it can be used for any student or adult who is engaged in online learning.
The rubric can be used by teachers, administrators, and other individuals to design and deliver quality and equitable work-based learning experiences for students within a CTE Program of Study that will meet the secondary Perkins V program quality indicator. It can also be used as a resource to reflect on areas of strength and improvements and to adopt continuous improvement processes. Equity considerations are included
in the rubric to support the elimination of barriers to access and participation in work-based learning. The rubric is focused primarily on quality work-based learning experiences, not programs, and performance levels are aligned with the High Quality Program of Study Rubric for an approved CTE Program of Study.
A checklist used by students to assess peer contributions to a group.
A checklist used by students to assess peer contributions to a group.
This article describes a performance assessment that concludes a fourth-grade oceanography unit.
A rubric in student language written for middle school students to self-assess their persuasive writing.
A rubric in student language written for middle school students to self-assess a persuasive speech
A rubric in student language written for students to assess a persuasive speech
A rubric in student language written for middle school students to self-assess a persuasive speech
A checklist used by teachers to assess high school students’ persuasive writing as they work on activities and projects.
A rubric in student language written for high school students to self-assess their persuasive writing.
A rubric in student language written for middle school students to self-assess their persuasive writing.
Having students create a plan of study for their academic disciplines is essential for making progress in graduate study and identifying ways to be academically successful. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
Mark A. Tambone and Alan Mitnick, Passaic County Community CollegeProf. Mitnick and I developed this portfolio rubric during a redesign phase of our Composition II course. The portfolio scoring rubric is used during final portfolio review conferences at the end of each term. While this scoring rubric aids the professor in awarding a final portfolio grade, it may also be used by a writing student throughout the term as an informative guide as to what must be in a successful process portfolio. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
A rubric in student language written for elementary and middle school students to self-assess posters.
A checklist used by teachers to assess high school students’ problem solving skills. It can be modified to be used by students as a self-assessment or by peers to provide feedback.
A checklist used by teachers to assess middle school students’ problem solving skills.
A rubric in student language used by high school students to self-assess their problem solving skills.