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Rubric Demo
Rubric Demo

Resource Integration

Resource Integration: The Web page is easily implemented, adds value to preexisting resources (text, video, worksheets, and so on), and is articulated to the Standards. Materials include answers to all specific questions asked. This rubric is not intended to evaluate a page's ability to integrate across different disciplines, but how well the page in question provides teacher or classroom integration recommendations, e.g. teacher tips, editable worksheets, technology instigation tips, etc.

 

Participants rate the web page for the following criteria:

Poor

Fair

Good

i. Page provides no mention of how it might be integrated into the curriculum, adapted to existing resources, or various classroom environments, audiences, or levels of connectivity.

i. Page provides a link to download a worksheet, study guide.

The Page provides any one of the following:

i. Supporting materials called for by the web page (hand-outs, worksheets, study guides) are printable. The page explains why the materials are required or suggested, and it suggests alternatives. The materials are available for download in various file formats (PDF/Word/Appleworks) or mail, and provide help instructions for downloading/viewing/ printing.

ii. A description or link describing how the page's content may be adaptable to various classroom environments, for example different class sizes, duration of instruction periods, number of computers available, or other variations; and provides illustrative examples. These adaptations provide a central and prominent role in the teacher support section of the Web page.

iii. The Web page is adaptable to diverse multicultural environments, and includes methods that enhance the appeal or success of the Web page for students typically underrepresented in the sciences such as bilingual students and/or minority students.

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Rubrics

  • Authority: Information presented is reliable, valid, and authoritative
  • Design (overall): In addition to being educational, the materials are visually appealing and/or entertaining.
  • Interactivity: Interactive features, such as dynamic feedback based on user manipulation, is provided and add value to the site. Content provides the manipulation of data sets and simulations
  • Communication/Collaboration: Content allows communication/data exchange between content providers and students, as well as between distributed students via the Internet.
  • Scientific Inquiry: To what extent does the content, presentation method, and learner activity facilitate inquiry-based learning -- supported with real world examples
  • How Scientist Work/Nature of Scientific Inquiry: How students learn about what scientists do in the process of inquiry
  • Quality of Writing: Instructional and explanatory text is well written.
  • Resource Integration: The Web page is easily implemented, adds value to pre-existing resources, and is articulated to the Standards.

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