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

I. Instructional software use

Level 1 I do not use instructional software as a part of my instructional program, nor am I aware of any titles which might help my students meet their learning goals.

Level 2 I use a few computer programs as an instructional supplement, as a reward, or with special needs children.

Level 3 I use several programs (drill and practice, simulations, tutorials, etc.) chosen by my department or grade level to help all my students meet specific learning objectives. The software allows me teach and/or reinforce concepts more effectively than traditional methods. When it is available, I use the software's management system to help assess individual student performance. I use technological resources to meet the needs of students who do not respond to traditional methods of instruction.

Level 4 I seek out new programs for evaluation and adoption. I know sources of software reviews and keep current on new developments in computer technologies through professional reading and conference attendance. I share my findings with other professionals.

II. Information literacy skills

Level 1 I am not familiar with the term information literacy, nor do I know why such skills are important.

Level 2 As a part of my curriculum, I have library research projects and I support the library skills taught by the media specialist. I am aware that there are electronic resources available to my students.

Level 3 My curriculum includes multiple projects that have an information literacy component. These are team taught with the media specialist. I understand the Big Six or a similar information literacy process and design student projects so that they require higher level thinking skills, use electronic information sources, require the use of computer productivity software, and are authentically assessed. I guide my students in accessing, evaluating and using information and experts from world-wide sources through the Internet and video conferencing.

Level 4 I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities which require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops.

III. Modification of instructional delivery

Level 1 I have one or two effective methods of delivering content or teaching skills to my students. I do not use technology which requires that I change my instructional methodology.

Level 2 I have tried units or projects which are student-directed, use small groups, or are highly individualized, but I primarily use teacher-directed, whole group instruction.

Level 3 I use a variety of instructional delivery methods and student grouping strategies routinely throughout the year. I can design activities and approaches which both best fit the learning objectives and the availability of the technology available to me. I can use small groups working cooperatively or in rotation to take advantage of student to equipment ratios of greater than one to one. I modify instructional methods to take advantage of the learning styles of individual students.

Level 4 I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to engage my students and meet curricular goals. I work with a team of fellow teachers to create, modify and improve my practices in this area.

IV. Assessment of student performance

Level 1 I evaluate my students using objective tests only.

Level 2 I evaluate some student performances or projects using subjective criteria. I save some student work for cumulative folders and parent conferences, and print some electronically produced student work.

Level 3 I use a wide range of assessments to evaluate student projects and performances. I can create assessment tools like checklists, rubrics and benchmarks which help the student assess his own performance and allow me to objectively determine the quality of student work. I ask students to keep both a physical and electronic portfolio of their work. Students and their parents have the means to continuously access the recorded progress students are making toward their learning goals through networked grade books and portfolios. Students are given the opportunity to demonstrate skills through performance to a wide audience via data and video networks. I have a means of aggregating performance data for my class which I use to modify my teaching activities and strategies.

Level 4 I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to help assess student learning. I work with a team of fellow teachers to create, modify and improve my work in this area.

V. Individualization of the educational program

Level 1 I modify my curriculum or instructional methods only for students with identified special needs.

Level 2 I occasionally give students the choice of assignments in my class, but all class members (unless they are in special education) must meet in the same learning objectives within the same time frame. Skill remediation is done during summer school or informally during or after school.

Level 3 With the assistance of the student, parents and appropriate specialists, I create an individualized learning plan for each of my students. I track the accomplishment of learning goals in the plan using a computerized tool. I use this tool during parent conferences and for school or state reporting. Students and their parents have networked access to this tool for continuous monitoring of progress and plan modification.

Level 4 I provide suggestions about the content and design of the individualized computerized planning and report tools.

VI. Professional growth and communication

Level 1 I do not use electronic resources for professional growth or communication.

Level 2 I can find lesson plans and some research in on-line data bases. I correspond with parents and other teachers using e-mail.

Level 3 I use the Internet and other on-line resources to obtain research findings, teaching materials and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices. I participate in electronic discussion groups and chat rooms which are related to my area of education, and both contribute to and use the best practices discussed there. I use a computerized presentation program when giving workshops or speaking at conferences. I use technology to take part in distance learning opportunities for my own professional development.

Level 4 I organize professional growth opportunities for other teachers and feel comfortable teaching other staff members about the use of technology.

VII. Research and evaluation of technology use

Level 1 I have not attempted to determine whether the use of instructional technology has made a difference in my students' learning or classroom climate.

Level 2 I gather, use and share anecdotal information and observations about student use of technology in my classroom.

Level 3 I use action research and aggregated data to accurately determine whether the technology and methodology I am using has an impact on how well my students learn and on school climate.

Level 4 I participate in formal studies of the impact of technology on student learning conducted by professional groups and academics. I have designed such studies as part of my own professional education. I report electronically and in print the findings of my research to other professionals.

Self-Evaluation Rubrics for Teacher Internet Use

To successfully complete this class you must be able to demonstrate mastery of each of the following skills. You will keep a portfolio of recorded searches, print-outs, journal entries, professional articles, etc. which demonstrate the competencies. This checklist will:

Allow the effectiveness of my instruction to be evaluated
Give you, the learner, a guide to the skills you must master to meet the course outcome.
Provide an indicator of what you need to do to complete the class.

I. Internet basics

Level 1 I do not understand how networks work, nor can I identify any personal or professional uses for networks, including the Internet. I do not have an account on any network nor would I know how to get one.

Level 2 I can identify some personal or professional uses for networks, and understand they have a value to my students and me. I?ve read some articles about the Internet in the popular press. I can directly use network access to a library catalog or CD-ROM.

Level 3 I can describe what a computer network does and how it can be useful personally and professionally. I can distinguish between a local area network, a wide area network, and the Internet and can describe educational uses for each. I can describe the history of the Internet, recognize its international character, and know to a degree the extent of its resources. I have personal access to the Internet that allows me to receive and send email, download files, and access the World Wide Web. I know that I must protect my password, and should restrict access by others to my account

Level 4 I use networks on a daily basis to access and communicate information. I can serve as an active participant in a school or organizational planning group, giving advice and providing information about networks. I can recommend several ways of obtaining Internet access to others.

II. Email and electronic mailing lists

Level 1 I do not use email.

Level 2 I understand the concept of email and can explain some administrative and educational uses for it.

Level 3 I use email regularly and can:

read and delete messages
send, forward and reply to messages to
create nicknames, mailing lists, and a signature file
send and receive attachments
use electronic mailing lists and understand the professional uses of them
read and contribute to a professional electronic mailing list

Level 4 I can send group mailings and feel confident that I could administer an electronic mailing list. I use activities that require email in my teaching. I can locate lists of subject oriented mailing lists.

III. The World Wide Web

Level 1 I do not use the World Wide Web.

Level 2 I am aware that the World Wide Web is a means of sharing information on the Internet. I can browse the Web for recreational purposes.

Level 3 I can use a Web browser like Explorer or Netscape to find information on the World Wide Web, and can list some of the Web's unique features. I can explain the terms: hypertext, URL, http, and html. I can write URLs to share information locations with others. I can use Web search engines to locate subject specific information and can create bookmarks to Web sites of educational value.

Level 4 I can configure my web browser with a variety of helper applications. I understand what "cookies" do and whether to keep them enabled. I can speak to the security issues of on-line commerce and data privacy.

IV. Search tools

Level 1 I cannot locate any information on the Internet.

Level 2 I can occasionally locate useful information on the Internet by browsing or through remembered sources.

Level 3 I can conduct an efficient search of Internet resources using directories likeYahoo or search engines like Excite, Lycos,or Infoseek. I can use advanced search commands to specify and limited the number of hits I get. I can state some guidelines for evaluating the information I find on the Internet and can write a bibliographic citation for information found.

Level 4 I can identify some specialized search tools for finding software and email addresses. I can speculate on future developments in on-line information searching including know-bots and other kinds of intelligent search agents.

V. Newsgroups, gophers and telnet

Level 1 I have no knowledge of newsgroups, gophers, or telnet functions.

Level 2 I know that there are resources in a variety of formats available on the Internet, but cannot confidently access them.

Level 3 I read the newsgroups that interest me on a regular basis, and I can contribute to newsgroups. I understand the use of gophers and can locate several that help me. I can write directions to locating a gopher so that others can find it as well. I can access a remote computer through the telnet command, including remote library catalogs. I can find the help screens when emulating remote computers and can log off properly.

Level 4 I know how to find, configure, and use the specialized tools for newsgroups, gophers, and telnet access. I use the resources found in these areas with my students.

VI. Obtaining, decompressing, and using files

Level 1 I cannot retrieve files from remote computers.

Level 2 I know that documents and computer programs that are useful to my students and me are stored on computers throughout the world. I cannot retrieve these files.

Level 3 I understand the concept and netiquette of "anonymous FTP" sites. I can transfer files and programs from remote locations to my computer, and can use programs or plug-ins that help me do this. I can extract compressed files, and know some utilities that help me view graphics and play sounds and movies. I understand the nature and danger of computer viruses, and know how to minimize my risk of contracting a computer virus.

Level 4 I use information I have retrieved as a resource for and with my students. I understand the concept of a network server, and the functions it can serve in an organization. I can use an ftp client to upload files to a server.

VII. Real-time and push technologies

Level 1 I use only static documents and files I retrieve from the Internet.

Level 2 I have some information sent to me on a regular basis through e-mail and I check some sites on a regular basis for information.

Level 3 I use chat-rooms and customized news and information feeds. I can listen to audio streamed from the web. I know the hardware and software requirements for web-based videoconferencing.

Level 4 I can use real-time applications to design a "virtual" classroom or interactive learning experience. My students use videoconferencing for communication with experts and project collaboration with other students.

VIII. Webpage construction

Level 1 I cannot create a page which can be viewed with a web browser.

Level 2 I can save text I've created as an html file with a command in my word processor. I know a few, simple html commands.

Level 3 Using hand-coded html or a web page authoring tool, I can:

view web pages as a source documents
create a formatted web page that uses background color, font styles and alignment, graphics, and tables
include links to other parts of my document or other Internet sites in my page
know basic guidelines for good web page construction and the district?s web policies

Level 4 I can use the web as an interface to databases. When appropriate, I can register my pages with search engine sites. I can help write web creation policies for design, content, and use.

IX. Learning opportunities using the Internet

Level 1 I am not aware of any ways the Internet can be used with students in my classroom.

Level 2 I occasionally allow my students to use the Internet to find information.

Level 3 I know a variety of projects and activities that effectively use the Internet to instruct and involve students. I know a source for collaborative projects, can direct students to on-line tutorials and learning resources, and encourage a variety of key-pal activities.

Level 4 I can design and implement an Internet project or maintain an educational Internet site.

X. Netiquette, On-line Ethics , and Current Issues Surrounding Internet Use in K-12 Schools

Level 1 I am not aware of any ethics or proprieties regarding the Internet nor am I unaware of any issues dealing with Internet use in a school setting.

Level 2 I understand a few rules that my students and I should follow when using the Internet. I understand that the Internet is sometimes a controversial resource which many educators and parents do not understand.

Level 3 I have read a guideline for Internet use such as Rinaldi's "The Net: User Guidelines and Netiquette" or other source, and follow the rules outlined. I know and read the FAQ files associated with sources on the Internet. I am aware that electronic communication is a new communications medium that may require new sensitivities. I can identify print and on-line resources that speak to current Internet issues like:

censorship/site blocking software
copyright
legal and illegal uses
data privacy
security

I can list some of the critical components of a good Acceptable Use Policy and know and use our district's.

Level 4 I can use my knowledge of the Internet to write good school policies and activities that help students develop good judgment and good information skills.

Permission to freely print and use these rubrics is given. Complete and updated versions of these rubrics plus other assessment tools for staff development in technology can be found Doug Johnson's The Indispensable Teacher's Guide to Computer Skills: a Staff Development Guide, Linworth Publishing, 1998 (800-768-5017). Contact Doug Johnson at 507-387-7698 or johnsd9@mail.mankato.msus.edu for further information.

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

[Teacher Technology Survey]

Level 1	I do not use instructional software as a part of my instructional program, nor am I aware of any titles which might help my students meet their learning goals.
Level 2	I use a few computer programs as an instructional supplement, as a reward, or with special needs children.
Level 3	I use several programs (drill and practice, simulations, tutorials, etc.) chosen by my department or grade level to help all my students meet specific learning objectives. The software allows me teach and/or reinforce concepts more effectively than traditional methods. When it is available, I use the software's management system to help assess individual student performance. I use technological resources to meet the needs of students who do not respond to traditional methods of instruction.
Level 4	I seek out new programs for evaluation and adoption. I know sources of software reviews and keep current on new developments in computer technologies through professional reading and conference attendance. I share my findings with other professionals.

Level 1	I am not familiar with the term information literacy, nor do I know why such skills are important.
Level 2	As a part of my curriculum, I have library research projects and I support the library skills taught by the media specialist. I am aware that there are electronic resources available to my students.
Level 3	My curriculum includes multiple projects that have an information literacy component. These are team taught with the media specialist. I understand the Big Six or a similar information literacy process and design student projects so that they require higher level thinking skills, use electronic information sources, require the use of computer productivity software, and are authentically assessed. I guide my students in accessing, evaluating and using information and experts from world-wide sources through the Internet and video conferencing.
Level 4	I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities which require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops.

Level 1	I have one or two effective methods of delivering content or teaching skills to my students. I do not use technology which requires that I change my instructional methodology.
Level 2	I have tried units or projects which are student-directed, use small groups, or are highly individualized, but I primarily use teacher-directed, whole group instruction.
Level 3	I use a variety of instructional delivery methods and student grouping strategies routinely throughout the year. I can design activities and approaches which both best fit the learning objectives and the availability of the technology available to me. I can use small groups working cooperatively or in rotation to take advantage of student to equipment ratios of greater than one to one. I modify instructional methods to take advantage of the learning styles of individual students.
Level 4	I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to engage my students and meet curricular goals. I work with a team of fellow teachers to create, modify and improve my practices in this area.

Level 1	I evaluate my students using objective tests only.
Level 2	I evaluate some student performances or projects using subjective criteria. I save some student work for cumulative folders and parent conferences, and print some electronically produced student work.
Level 3	I use a wide range of assessments to evaluate student projects and performances. I can create assessment tools like checklists, rubrics and benchmarks which help the student assess his own performance and allow me to objectively determine the quality of student work. I ask students to keep both a physical and electronic portfolio of their work. Students and their parents have the means to continuously access the recorded progress students are making toward their learning goals through networked grade books and portfolios. Students are given the opportunity to demonstrate skills through performance to a wide audience via data and video networks. I have a means of aggregating performance data for my class which I use to modify my teaching activities and strategies.
Level 4	I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to help assess student learning. I work with a team of fellow teachers to create, modify and improve my work in this area.

Level 1	I modify my curriculum or instructional methods only for students with identified special needs.
Level 2	I occasionally give students the choice of assignments in my class, but all class members (unless they are in special education) must meet in the same learning objectives within the same time frame. Skill remediation is done during summer school or informally during or after school.
Level 3	With the assistance of the student, parents and appropriate specialists, I create an individualized learning plan for each of my students. I track the accomplishment of learning goals in the plan using a computerized tool. I use this tool during parent conferences and for school or state reporting. Students and their parents have networked access to this tool for continuous monitoring of progress and plan modification.
Level 4	I provide suggestions about the content and design of the individualized computerized planning and report tools.

Level 1	I do not use electronic resources for professional growth or communication.
Level 2	I can find lesson plans and some research in on-line data bases. I correspond with parents and other teachers using e-mail.
Level 3	I use the Internet and other on-line resources to obtain research findings, teaching materials and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices. I participate in electronic discussion groups and chat rooms which are related to my area of education, and both contribute to and use the best practices discussed there. I use a computerized presentation program when giving workshops or speaking at conferences. I use technology to take part in distance learning opportunities for my own professional development.
Level 4	I organize professional growth opportunities for other teachers and feel comfortable teaching other staff members about the use of technology.

Level 1	I have not attempted to determine whether the use of instructional technology has made a difference in my students' learning or classroom climate.
Level 2	I gather, use and share anecdotal information and observations about student use of technology in my classroom.
Level 3	I use action research and aggregated data to accurately determine whether the technology and methodology I am using has an impact on how well my students learn and on school climate.
Level 4	I participate in formal studies of the impact of technology on student learning conducted by professional groups and academics. I have designed such studies as part of my own professional education. I report electronically and in print the findings of my research to other professionals.

Level 1	I do not understand how networks work, nor can I identify any personal or professional uses for networks, including the Internet. I do not have an account on any network nor would I know how to get one.
Level 2	I can identify some personal or professional uses for networks, and understand they have a value to my students and me. I?ve read some articles about the Internet in the popular press. I can directly use network access to a library catalog or CD-ROM.
Level 3	I can describe what a computer network does and how it can be useful personally and professionally. I can distinguish between a local area network, a wide area network, and the Internet and can describe educational uses for each. I can describe the history of the Internet, recognize its international character, and know to a degree the extent of its resources. I have personal access to the Internet that allows me to receive and send email, download files, and access the World Wide Web. I know that I must protect my password, and should restrict access by others to my account
Level 4	I use networks on a daily basis to access and communicate information. I can serve as an active participant in a school or organizational planning group, giving advice and providing information about networks. I can recommend several ways of obtaining Internet access to others.

Level 1	I do not use email.
Level 2	I understand the concept of email and can explain some administrative and educational uses for it.
Level 3	I use email regularly and can: read and delete messages send, forward and reply to messages to create nicknames, mailing lists, and a signature file send and receive attachments use electronic mailing lists and understand the professional uses of them read and contribute to a professional electronic mailing list
Level 4	I can send group mailings and feel confident that I could administer an electronic mailing list. I use activities that require email in my teaching. I can locate lists of subject oriented mailing lists.

Level 1	I do not use the World Wide Web.
Level 2	I am aware that the World Wide Web is a means of sharing information on the Internet. I can browse the Web for recreational purposes.
Level 3	I can use a Web browser like Explorer or Netscape to find information on the World Wide Web, and can list some of the Web's unique features. I can explain the terms: hypertext, URL, http, and html. I can write URLs to share information locations with others. I can use Web search engines to locate subject specific information and can create bookmarks to Web sites of educational value.
Level 4	I can configure my web browser with a variety of helper applications. I understand what "cookies" do and whether to keep them enabled. I can speak to the security issues of on-line commerce and data privacy.

Level 1	I cannot locate any information on the Internet.
Level 2	I can occasionally locate useful information on the Internet by browsing or through remembered sources.
Level 3	I can conduct an efficient search of Internet resources using directories likeYahoo or search engines like Excite, Lycos,or Infoseek. I can use advanced search commands to specify and limited the number of hits I get. I can state some guidelines for evaluating the information I find on the Internet and can write a bibliographic citation for information found.
Level 4	I can identify some specialized search tools for finding software and email addresses. I can speculate on future developments in on-line information searching including know-bots and other kinds of intelligent search agents.

Level 1	I have no knowledge of newsgroups, gophers, or telnet functions.
Level 2	I know that there are resources in a variety of formats available on the Internet, but cannot confidently access them.
Level 3	I read the newsgroups that interest me on a regular basis, and I can contribute to newsgroups. I understand the use of gophers and can locate several that help me. I can write directions to locating a gopher so that others can find it as well. I can access a remote computer through the telnet command, including remote library catalogs. I can find the help screens when emulating remote computers and can log off properly.
Level 4	I know how to find, configure, and use the specialized tools for newsgroups, gophers, and telnet access. I use the resources found in these areas with my students.

Level 1	I cannot retrieve files from remote computers.
Level 2	I know that documents and computer programs that are useful to my students and me are stored on computers throughout the world. I cannot retrieve these files.
Level 3	I understand the concept and netiquette of "anonymous FTP" sites. I can transfer files and programs from remote locations to my computer, and can use programs or plug-ins that help me do this. I can extract compressed files, and know some utilities that help me view graphics and play sounds and movies. I understand the nature and danger of computer viruses, and know how to minimize my risk of contracting a computer virus.
Level 4	I use information I have retrieved as a resource for and with my students. I understand the concept of a network server, and the functions it can serve in an organization. I can use an ftp client to upload files to a server.

Level 1	I use only static documents and files I retrieve from the Internet.
Level 2	I have some information sent to me on a regular basis through e-mail and I check some sites on a regular basis for information.
Level 3	I use chat-rooms and customized news and information feeds. I can listen to audio streamed from the web. I know the hardware and software requirements for web-based videoconferencing.
Level 4	I can use real-time applications to design a "virtual" classroom or interactive learning experience. My students use videoconferencing for communication with experts and project collaboration with other students.

Level 1	I cannot create a page which can be viewed with a web browser.
Level 2	I can save text I've created as an html file with a command in my word processor. I know a few, simple html commands.
Level 3	Using hand-coded html or a web page authoring tool, I can: view web pages as a source documents create a formatted web page that uses background color, font styles and alignment, graphics, and tables include links to other parts of my document or other Internet sites in my page know basic guidelines for good web page construction and the district?s web policies
Level 4	I can use the web as an interface to databases. When appropriate, I can register my pages with search engine sites. I can help write web creation policies for design, content, and use.

Level 1	I am not aware of any ways the Internet can be used with students in my classroom.
Level 2	I occasionally allow my students to use the Internet to find information.
Level 3	I know a variety of projects and activities that effectively use the Internet to instruct and involve students. I know a source for collaborative projects, can direct students to on-line tutorials and learning resources, and encourage a variety of key-pal activities.
Level 4	I can design and implement an Internet project or maintain an educational Internet site.

Level 1	I am not aware of any ethics or proprieties regarding the Internet nor am I unaware of any issues dealing with Internet use in a school setting.
Level 2	I understand a few rules that my students and I should follow when using the Internet. I understand that the Internet is sometimes a controversial resource which many educators and parents do not understand.
Level 3	I have read a guideline for Internet use such as Rinaldi's "The Net: User Guidelines and Netiquette" or other source, and follow the rules outlined. I know and read the FAQ files associated with sources on the Internet. I am aware that electronic communication is a new communications medium that may require new sensitivities. I can identify print and on-line resources that speak to current Internet issues like: censorship/site blocking software copyright legal and illegal uses data privacy security I can list some of the critical components of a good Acceptable Use Policy and know and use our district's.
Level 4	I can use my knowledge of the Internet to write good school policies and activities that help students develop good judgment and good information skills.