Rubrics for Restructuring 2012 - 5 & 6

Over the next few days, I will be updating my 2002 Rubrics for Restructuring. To see the originals and how they can be used read "Now that you know the basics."

V.    Modification of instructional delivery (NETS II.A., III.D)  (NETS 1 a, 2 c)
Level 1     I have one or two effective methods of delivering content to my students. I do not use technology in ways that require that I change my instructional methodology.
Level 2    I have tried units or projects that are student-directed, use small, collaborative groups, or are highly individualized, but I primarily use teacher-directed, whole group instruction.
Level 3    I use a variety of instructional delivery methods and student grouping strategies routinely throughout the year. I can design activities and approaches that best fit both the learning objectives and the availability of the technology available to me, including individual student devices. I can use small groups working cooperatively or in rotation to take advantage of student to equipment ratios of greater than one to one. My whole group instruction includes using technology to increase attention and engagement including interactive white board use, student response systems, and web-based resources for student polling.
Level 4    I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to engage my students and meet curricular goals. I work with a team of fellow teachers to create, modify and improve my practices in this area.

VI.     Assessment of student performance (NETS IV.A, IV.B, IV.C) (NETS 2 d)
Level 1     I evaluate my students using objective tests only.
Level 2    I evaluate some student performances or projects using subjective criteria. I save some student work for cumulative folders and parent conferences, and print some electronically produced student work.
Level 3    I use a wide range of assessments to evaluate student projects and performances. I can use technology to help create assessment tools like checklists, rubrics, and benchmarks that help the student assess his own performance and allow me to objectively determine the quality of student work. I ask students to keep both a physical and electronic portfolio of their work. I have a computerized means of aggregating performance data for my class that I use to modify and individualize my teaching activities and strategies. I actively work toward asking for and assessing authentic problem-solving and creativity in student work.
Level 4    I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to help assess student learning. I work with a team of fellow teachers to create, modify, and improve my work in this area.

The influx of individual student device allows greater individualization of resources and instructional menthods. Yet standardized testing and a "teach to the test" mentality have slowed (or reversed) these areas for many teachers and districts, even as the call for "21st centry skills" seems to have grown louder. Sigh...