Archived: CODE 77 Self-Evaluation Rubrics for Basic Teacher Computer Use

A r c h i v e d I n f o r m a t i o n

An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms - December 1998

Appendix C - Examples of Technology Surveys

CODE 77 Self-Evaluation Rubrics for Basic Teacher Computer Use

Please judge your level of achievement in each of the following competencies. Circle the number which best reflects your current level of skill attainment. (Be honest, but be kind.) At the end of the training program, you will complete the same set of rubrics that will reflect your level of skill attainment at that time. (Level 3 is considered mastery.) This tool is to help measure the effectiveness of our training program, and to help you do a self-analysis to determine the areas in which you should continue to learn and practice. Keep a copy of these rubrics to refer to during the training.

I. Basic computer operation

Level 1 I do not use a computer.

Level 2 I can use the computer to run a few specific, preloaded programs. It has little effect on either my work or home life. I am somewhat anxious I might damage the machine or its programs.

Level 3 I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the scrapbook, clock, note pad, find command, and trash can (recycling bin). I can format a data disk.

Level 4 I can run two programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I use techniques like shift-clicking to work with multiple files. I look for programs and techniques to maximize my operating system. I feel confident enough to teach others some basic operations.

II. File management

Level 1 I do not save any documents I create using the computer.

Level 2 I save documents I've created but I cannot chose where they are saved. I do not back-up my files.

Level 3 I have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files to floppy disk or other storage device on a regular basis.

Level 4 I regularly run a disk-optimizer on my hard drive, and use a back-up program to make copies of my files on a weekly basis. I have a system for archiving files which I do not need on a regular basis to conserve my computer's hard drive space.

III. Word processing

Level 1 I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I occasionally use the word processor for simple documents which I know I will modify and use again. I generally find it easier to hand write or type most written work I do.

Level 3 I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit, spell check, and change the format of a document. I can paginate, preview and print my work. I feel my work looks professional.

Level 4 I use the word processor not only for my work, but have used it with students to help them improve their own communication skills.

IV. Spreadsheet use

Level 1 I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet which adds a column of numbers.

Level 3 I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart.

Level 4 I use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills.

V. Database use

Level 1 I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I understand the use of a database and can locate information within one which has been pre-made. I can add or delete data in a database.

Level 3 I use databases for a personal applications. I can create an original database - defining fields and creating layouts. I can find, sort and print information in layouts which are clear and useful to me.

Level 4 I can use formulas with my database to create summaries of numerical data. I can use database information to mail merge in a word processing document. I use the database not only for my work, but have used it with students to help them improve their own data keeping and analysis skills.

VI. Graphics use

Level 1 I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.

Level 2 I can open and create simple pictures with the painting and drawing programs. I can use programs like PrintShop or SuperPrint.

Level 3 I use both pre-made clip art and simple original graphics in my word processed documents and presentation. I can edit clip art, change its size, and place it on a page. I can purposefully use most of the drawing tools, and can group and un-group objects. I can use the clipboard to take graphics from one application for use in another. The use of graphics in my work helps clarify or amplify my message.

Level 4 I use graphics not only for my work, but have used it with students to help them improve their own communications. I can use graphics and the word processor to create a professional looking newsletter.

VII. Hypermedia use

Level 1 I do not use hypermedia (HyperStudio), nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I can navigate through a pre-made hypermedia program.

Level 3 I can create my own hypermedia stacks for information presentation. These stacks use navigation buttons, sounds, dissolves, graphics, and text fields. I can use an LCD projection device to display the presentation to a class.

Level 4 I use hypermedia with students who are making their own stacks for information keeping and presentation.

VIII. Network use

Level 1 I do not use the on-line resources available in my building, nor can I identify any uses or features they might have which would benefit the way I work.

Level 2 I understand that there is a large amount of information available to me as a teacher which can be accessed through networks, including the Internet. With the help of the media specialist, I can use the resources on the network in our building.

Level 3 I use the networks to access professional and personal information from a variety of sources including networked CD-ROM reference materials, on-line library catalogs, the ERIC database, and the World Wide Web. I have an e-mail account that I use on a regular basis.

Level 4 Using telecommunications, I am an active participant in on-line discussions, can download files and programs from remote computers. I use telecommunications with my students.

IX. Student Assessment

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. Ethical use understanding

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.

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[Technology Needs Assessment Survey]

[CODE 77 Self-Evaluation Rubrics for Advanced Teacher Computer Use]

Level 1	I do not use a computer.
Level 2	I can use the computer to run a few specific, preloaded programs. It has little effect on either my work or home life. I am somewhat anxious I might damage the machine or its programs.
Level 3	I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the scrapbook, clock, note pad, find command, and trash can (recycling bin). I can format a data disk.
Level 4	I can run two programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I use techniques like shift-clicking to work with multiple files. I look for programs and techniques to maximize my operating system. I feel confident enough to teach others some basic operations.

Level 1	I do not save any documents I create using the computer.
Level 2	I save documents I've created but I cannot chose where they are saved. I do not back-up my files.
Level 3	I have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files to floppy disk or other storage device on a regular basis.
Level 4	I regularly run a disk-optimizer on my hard drive, and use a back-up program to make copies of my files on a weekly basis. I have a system for archiving files which I do not need on a regular basis to conserve my computer's hard drive space.

Level 1	I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work.
Level 2	I occasionally use the word processor for simple documents which I know I will modify and use again. I generally find it easier to hand write or type most written work I do.
Level 3	I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit, spell check, and change the format of a document. I can paginate, preview and print my work. I feel my work looks professional.
Level 4	I use the word processor not only for my work, but have used it with students to help them improve their own communication skills.

Level 1	I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.
Level 2	I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet which adds a column of numbers.
Level 3	I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart.
Level 4	I use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills.

Level 1	I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.
Level 2	I understand the use of a database and can locate information within one which has been pre-made. I can add or delete data in a database.
Level 3	I use databases for a personal applications. I can create an original database - defining fields and creating layouts. I can find, sort and print information in layouts which are clear and useful to me.
Level 4	I can use formulas with my database to create summaries of numerical data. I can use database information to mail merge in a word processing document. I use the database not only for my work, but have used it with students to help them improve their own data keeping and analysis skills.

Level 1	I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.
Level 2	I can open and create simple pictures with the painting and drawing programs. I can use programs like PrintShop or SuperPrint.
Level 3	I use both pre-made clip art and simple original graphics in my word processed documents and presentation. I can edit clip art, change its size, and place it on a page. I can purposefully use most of the drawing tools, and can group and un-group objects. I can use the clipboard to take graphics from one application for use in another. The use of graphics in my work helps clarify or amplify my message.
Level 4	I use graphics not only for my work, but have used it with students to help them improve their own communications. I can use graphics and the word processor to create a professional looking newsletter.

Level 1	I do not use hypermedia (HyperStudio), nor can I identify any uses or features it might have which would benefit the way I work.
Level 2	I can navigate through a pre-made hypermedia program.
Level 3	I can create my own hypermedia stacks for information presentation. These stacks use navigation buttons, sounds, dissolves, graphics, and text fields. I can use an LCD projection device to display the presentation to a class.
Level 4	I use hypermedia with students who are making their own stacks for information keeping and presentation.

Level 1	I do not use the on-line resources available in my building, nor can I identify any uses or features they might have which would benefit the way I work.
Level 2	I understand that there is a large amount of information available to me as a teacher which can be accessed through networks, including the Internet. With the help of the media specialist, I can use the resources on the network in our building.
Level 3	I use the networks to access professional and personal information from a variety of sources including networked CD-ROM reference materials, on-line library catalogs, the ERIC database, and the World Wide Web. I have an e-mail account that I use on a regular basis.
Level 4	Using telecommunications, I am an active participant in on-line discussions, can download files and programs from remote computers. I use telecommunications with my students.

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.

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.