Use component-level checklists for lesson planning and rubric design¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The Toolkit recommends that teachers use its Checklists as flexible instruments in two ways: pulling specific skill items when planning technology-rich lessons, and using them as criteria when designing rubrics to assess student work. The Checklists translate the Frameworks' broad level descriptions into concrete, observable skills, organized by areas of technology sophistication such as getting information into a presentation, using multimedia capabilities, positioning and formatting material, and structuring the presentation.

Design Implications¶

Context¶

Requirements¶

• Checklists must be used alongside the Conceptual Frameworks, which supply the general level descriptions the checklist items concretize

Constraints¶

• The document notes the more sophisticated skill areas 'tend to be goals that build on the basic skills, and are thus less detailed'

Target Learners¶

• K-12 students

Target Learning Goals¶

• Specific digital production skills such as importing images, using transitions, and structuring slide shows

Related Strategies¶

• Use a three-part process-understanding-product rubric for formative and summative maker assessment
• Rubrics

Examples¶

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Key Sources¶

• The Evaluation Toolkit: A Work-in-Progress. (2002). https://eric.ed.gov/?id=ED463744