Course Rubric

CREDIT VALIDATION FORM/REQUIRED READING – RUBRIC FOR GRADING
Descriptors
Clear, written description and/or summary of what was taught in
this conference/course on the professional practice of science
education. The summary should include evidence of the
incorporation of the ideas garnered in the required readings
designated in the syllabus.
Minimum of two (2) pages and a maximum of three (3).
Strategies have been developed to implement learning when
participant returns to school environment. Cite examples.
Evidence of participation in tour opportunities provided at the
conference.
Good use of spelling, grammar, punctuation, and sentence
structure.
TOTAL
SCORE…………………………………………….
Proficiency
Levels
5-thorough and
complete
3-minimal
information
0-incomplete
5-thorough and
complete
3-minimal
information
0-incomplete
5-full
participation
3-minimal
Participation
0-incomplete
5-well written
3-few errors
0-many errors
Possible score:
20 points
Your
Score
Comments:
Grading Scales: 20-17………A
16-13………….B
12-9……………C
Less than 9…….D
All 0’s………….F

Class Discussion/Participation
Self-Evaluation Rubric
Participant:_____________________________
Session #:___________ Date:___________
Submit one form following each day to assess “active participation in all class sessions”.
Proficiency Levels Description Your Score
• Very attentive to classroom activities.
• Highly engaged in the learning process.
Advanced
• Numerous efforts to answer questions posed by the instructor
Proficient and others.
(5 points) • Consistent high participation in group discussion activities.
• Demonstrates excellent quality in discussion activities.
Proficient
(4 points)
Basic
(3 points)
Minimal
(2 points)
Uninvolved
(0 points)
• Attentive to classroom activities.
• Engaged in the learning process.
• Makes several efforts to answer questions posed by the
instructor and others.
• Strong participation in group discussion activities.
• Demonstrates very good quality in discussion activities.
• Somewhat attentive to classroom activities.
• Minimally engaged in the learning process.
• Makes a few efforts to answer questions posed by the
instructor and others.
• Minimal participation in group discussion activities.
• Demonstrates adequate quality in discussion activities.
• Little attention to classroom activities.
• Reluctant engagement in the learning process.
• Efforts to answer questions posed by the instructor and others
are rare.
• Reluctant participation in group discussion activities.
• Demonstrates poor quality in discussion activities.
• Indicates no interest in being involved in classroom activities.
• Demonstrates no engagement in the learning process.
• Makes no effort to answer questions posed by the instructor
and others.
• Demonstrates no quality in discussion activities.
• Consistent absenteeism.
Comments: