Evaluation of Educational Change

CrCrTh693

RUBRICS

Overall course grade. This system in the syllabus is simple, but unusual. Read the Rationale in the Notes on Teaching/Learning Interactions and ask questions to make sure you have it clear.

Written assignments

Each assignment will count if marked OK/RNR (=Reflection-revision-resubmission Not Requested) meaning you have met almost all of the guidelines described in the Notes teaching/Learning Interactions (and summarized below), but Revision and Resubmission will be requested if you have not. Rationale for the assignments is conveyed in the Notes teaching/Learning Interactions. Comments made as part of Dialogue around written work provide guidance tailored to each student's specific interests and needs.

RUBRICS for SPECIFIC ASSIGNMENTS -- Use these as a check-list after you have digested the guidelines given in the Notes on Teaching/Learning Interactions.

A. Action research written assignments.

1. 1^st. Reflection. OK = 1. word length; 2. presented succintly as if to an intended constituency that you make clear; and 3. as if you are trying to enlist them behind your proposals; conveys 4. the focus you evolved for your AR tasks; and 5. the research to support the proposals you make.

2. initial description. OK = Overview conveys 1. subject, 2. audience, and 3. your reason for working on designing this evaluation or facilitation. 4. Subject relates to the design of an Action Research Process related to a change or intervention in a specific classroom, workplace or personal teaching/learning practice, an educational policy, an educational institution, or a social policy. 5. One-two prose paragraphs (not bullets).

3. KAQ OK = 1. Use the worksheet provided, 2. work through the whole KAQ (and F) for each point, 3. use the additional questions in parentheses to check your thinking (perhaps with another student as sounding board).

4. Evaluation clock OK = 1. comparison steps 2-4 identify a specific change and its effects to evaluate; 2. the full clock spelled out with actual or plausible steps that; 3. relate to the specific comparison; and 4. answer the questions.

5. Work-in-progress presentation and Notes on research and planning. OK= 13-15 minutes, which includes setup, packup and 3-5 minutes of Q&A; 2. conveys the important features of work you have already done; 3. indicates where additional investigation or advice are needed and where you think that might lead you; 4. notes on your reading and your thinking organized to elicit comments; 5. Notes show that you are finding out what others have been doing in your area of interest; 6. full citations recorded for your sources, including WWW sources; 7. second version highlights updates since initial version, 7. Including re-thinking in responses to comments on initial version & subsequent assignments.

6. Narrative Outline. OK = 1. Outline or plan of your report, 2. with explanatory sentences inserted at key places: 2a. to explain in a declarative style the point of each section & 2b. to explain how each section links to the previous one and/or to the larger section or the whole report it’s part of, 3. explanatory sentences show that your ideas and material really will fit your outline.

7. project report. OK= 1. 1500-2500 words; 2. not directed to the instructor, but conceived as something helpful to your fellow students and colleagues; 3. Grab readers' attention, Orient them, and move through Steps so that they appreciate the Position you have led them to and how it matches the subject of your project; 4. bibliography of references cited; 5. revised in response to comments from instructor and peer on complete draft [i.e., gets to the end to count, even if some sections along the way are only sketches]; 6. time allowed for the additional investigation and thinking that comments may entail.

Participation items

B. Building learning community through prepared participation and attendance at class meetings. One item fulfilled for each class attended except NOT if you arrive late and have been more than 10 minutes late once or more before and NOT if you are clearly unprepared/un-participating and have been so once or more before.

B1. Syllabus Quiz. OK if submitted in week 2 with most items checked.

C. Reading summaries. OK if summary or revision to existing summary posted to wiki for weeks 9, 10, 12

D. Professional Development (PD) Workbook. One item fulfilled if you present your workbook before mid-semester break and your personal wikipage shows regular entries on possible application of tools to your project, another if you submit worksheet in week 6, and a third if you submit it for perusal in last class and it shows you have responded to suggestions and been working consistently between classes. Two additional items for 6 wiki postings of annotations and links to clippings from the media related to evaluation and action research. One item fulfilled if process review with 250-500 word cover note and 4-6 annotated examples that capture the process of development of your work and thinking is included with your PD Workbook at end-of-semester perusal.

E. In-office or phone conferences. One item fulfilled for each of two conferences on your assignments and project, one before spring break and the other between then and week 10, except appointments missed without notifying me in advance count as a participation item not fulfilled.

F. Assignment Check-list. One item fulfilled if check-list is maintained (so that valuable time does not need to be spent informing the student of their progress) and is submitted in week 12

G. Peer commentary. One item fulfilled for commentary on another student's draft report in time for student to use it, with copy submitted to PT.

SUMMARY OF OBJECTIVES in relation to the COMMITMENTS, UNDERSTANDINGS, AND PRACTICES of THOUGHTFUL AND RESPONSIVE EDUCATORS.

For more detail see Requirements in syllabus, Notes on Teaching/Learning Tools and Rubrics.

	Objectives directly assessed	Objectives not directly assessed, but promoted through class activities and the instructor's modeling and mentoring
Commitments
Ethical behavior		Individualized attention given through Dialogue around written work and Conferences, Participatory Action Research video
Lifelong learning	Action Research assignments, PD workbook, Clippings, Process Review, Consistent work outside class	Strategic personal planning
Dedication	PD workbook	Participatory Action Research video
Modeling & mentoring	Participation in building Learning Community, Providing supporting references as help to readers	Stages of development for course project, Dialogue around written work, Conferences, Interview with alum, Adjustments in response to Critical Incident Questionnaires
Understandings
Content	Written Assignments incl. individual AR Design Project	Class activities, especially Action Research cycles/epicycles and Evaluation Clock
Pedagogy	Individual AR Design Project, PD workbook	Class activities
Assessment	Individual AR Design Project, Assignment Check-list, Process review	Critical Incident Questionnaire, Focused Conversation, Stages of development for course project, Dialogue around written work, Rationale for the Assessment system, Taking stock at end of semester
Technology	Presentations on Action Research Work-in-progress, Notes on research and planning, Participation in building on-line component of Learning Community, E-Clippings	Action Research unit (incl. out-of-class communication) and other Class activities
Practices
Caring	Participation in building Learning Community	Conferences, Supportive Listening, Participatory Action Research video
Collaboration	Action Res. projects, Peer Feedback on presentations, Prepared participation and attendance, Peer commentary on project drafts, Participation in building Learning Community	Group work in Action Research activities, Participatory Action Research video
Reflection	Assignment 1 on compressed Action Research unit, Dialogue Process reflection, Revision and resubmission (as part of Dialogue around written work), PD workbook, Process Review	Action Research epi/cycle and Evaluation Clock, Guided freewriting, Focused Conversation, Supportive Listening, Taking stock at end of semester, incl. Historical/future scan
Social Justice		Participatory Action Research video discussion, Historical/future scan