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Monday, January 12, 2009 at 06:07PM
While I am sure they will be works in progress for some time, I did clump all the revised beginning rubrics together here: <http://www.doug-johnson.com/dougwri/code77-rubrics-beginning-2009-version.html>
Use them as you can!
Saturday, January 10, 2009 at 10:44AM This a continuation of the 2008/09 revision of the CODE77 rubrics - Basic level. An introduction is here.
Rubric 11: Ethical Use Understanding
X. Ethical use (1995)
Level 1 I am not aware of any ethical issues surrounding computer use.
Level 2 I know that some copyright restrictions apply to computer software.
Level 3 I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my students know my personal stand on legal and moral issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. I have a personal philosophy I can articulate regarding the use of technology in education.
Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.
XI. Ethical use understanding (NETS VI. A, D, F.) (2002)
Level 1 I am not aware of any ethical issues surrounding computer use.
Level 2 I know that some copyright restrictions apply to computer software.
Level 3 I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my students know my personal stand on legal, moral, and safety issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. I have a personal philosophy I can articulate regarding the use of technology in education.
Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.
XI. Safe and ethical use understanding (NETS ???) (2009)
Level 1 I am not aware of any ethical or safety issues surrounding computer use.
Level 2 I know that some copyright restrictions apply to computer software and I can advise students on some safety issues surrounding Interent use.
Level 3 I clearly understand the difference between freeware, shareware, open source, and commercial software and the fees and responsibilities involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical use usage of intellectual property all software and let my students know my personal stand on legal, moral, and safety issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. In each lesson I teach that involves technology, I address issues of safe and ethical behaviors online. I have a personal philosophy I can articulate regarding the use of technology in education.
Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I understand and teach copyleft practices such as Creative Commons and ask that students license their own creative works. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.
Saturday, January 10, 2009 at 10:44AM This a continuation of the 2008/09 revision of the CODE77 rubrics - Basic level. An introduction is here.
VI. Student Assessment (1995)
Level 1 I do not use the computer for student assessment.
Level 2 I understand that there are ways I can keep track of student progress using the computer. I keep some student produced materials on the computer, and write evaluations of student work and notes to parents with the word processor.
Level 3 I effectively use an electronic grade book to keep track of student data and/or I keep portfolios of student produced materials on the computer. I use the electronic data during parent/teacher conferences.
Level 4 I rely on the computer to keep track of outcomes and objectives individual students have mastered. I use that information in determining assignments, teaching strategies, and groupings.
X. Student Assessment (NETS IV. A.) (2002)
Level 1 I do not use the computer for student assessment.
Level 2 I understand that there are ways I can keep track of student progress using the computer. I keep some student produced materials on the computer, and write evaluations of student work and notes to parents with the word processor.
Level 3 I effectively use an electronic grade book to keep track of student data and/or I keep portfolios of student produced materials on the computer. I use the electronic data during parent/teacher conferences. I use the networked grading, attendance, report card/progress report, and discipline system provided by my district.
Level 4 I rely on the computer to keep track of outcomes and objectives individual students have mastered. I use that information in determining assignments, teaching strategies, and groupings.
X. Student Assessment (NETS ???) (2009)
Level 1 I do not use the computer for student assessment.
Level 2 I understand that there are ways I can keep track of student progress using the computer. I keep some student produced materials on the computer, and write evaluations of student work and notes to parents with the word processor. I use an electronic gradebook and electronically complete report cards/progress reports.
Level 3 I effectively use an electronic grade book to both keep track of student data and to give students and parents access to real-time information on assignments and outcomes of projects, tests and quizes via a student/parent portal. and/or I keep portfolios of student produced materials on the computer. I use the electronic data during parent/teacher conferences. I use the networked grading, attendance, report card/progress report, and discipline system provided by my district. I can access my district's data-mining program to find useful data about my students. I can use a rubric/checklist generator to create authentic assessment tools for formative assessment.
Level 4 I rely on the computer to keep track of outcomes and objectives individual students have mastered. I use that information in determining assignments, teaching strategies, and groupings. I have access and use the district curriculum management and common assessments systems.
