Commendable

Creditable

Good

Respectable

Typically this student makes effective use of class time by increasing his competence and confidence using software that he has chosen.

He attends all class sessions, coming and leaving on time, and making sure to make up missing time by working during free periods or at home. He informs the instructor if he knows he will be absent in the future.

His oral communication during class is focused on the learning tasks that he is engaged in.

His written communications (Blogs, and reports) are done according to deadlines and contain enough information for the teacher to understand what he is doing, what kinds of problems he is facing and how he feels about his learning experiences.

During class he remains focused on the task at hand and generally respects the integrity of the learning environment for all students.

He has positive attitudes towards acquiring technology skills, and makes a conscious effort to acquire new skills and apply them in meaningful ways.

He is an independent learner, who tries to solve problems by himself, and finds effective ways to overcome problems using a variety of other resources.

He is respectful of all members of this learning community and his behavior is in compliance with all school policies, in particular the RUP (Responsible Use Policy for Technology) and Academic Honesty Policy.

This is an appropriate course for this student and the performance of the student is such that it can be said that the student is meeting the standards well. His performance, on the whole, is good.

In what ways is the performance of a student receiving a C (75) different from that of a student receiving a B?

Adequate

Sufficient

Good Enough

Satisfactory

Reasonable

This student does not perform at the level of a B student in some areas. They may lack confidence or tend to work rather slowly. They may not be fully engaged during class time. This is an appropriate course for her, and she adequately meets the standards for the course.

In what ways is the performance of a student receiving an A (95) different from that of a student receiving a B?

Brilliant

Exceptional

Outstanding

An A student performs as described above. She also demonstrates a particularly high level of understanding or performance.

She might be doing substantial work out of class. She might have authentic clients for her skills.

She will tend to show leadership qualities in group oriented projects and she will be approached by other students for help because they recognize her superior skill levels.

She will be very independent and confident in her approach to learning. She will be interested in developing her own learning objectives and finding ways to meet them.

She will tend to reflect on her learning experiences and on her learning needs in her blog in such a way that the blog becomes a learning plan.

This is probably an appropriate course for her.

Under what circumstances would a student receive a D for this course?

Inadequate

Poor

Insufficient

Deficient

Unsatisfactory

Unacceptable

Substandard

Not good enough

Lacking

Incomplete

Wanting

This student is failing to meet the standards (described in B) to such an extent that this might not be an appropriate course for this student at this time. This student is in danger of failing the course.

Performance Rubric for Computer Applications

To what extent are you meeting the standards?

	Unable to meet the standards	Meeting the standards	Meeting the standards	Exceeding the standards
	D (65) inadequate	C (75) adequate	B (85) good	A (95) outstanding
	Inadequate Poor Insufficient Deficient Unsatisfactory Unacceptable Substandard Not good enough Lacking Incomplete Wanting	Adequate Sufficient Good Enough Satisfactory Reasonable	Commendable Creditable Good Respectable	Brilliant Exceptional Outstanding
Performance Area	This student's performance suggests that this is not an appropriate course for her at this time.	This student's performance is below the general expectations for the class in some areas.	This student's performance is good. She is meeting the standards described above.	This student is being as good as he can be but would like to achieve more.
Time in class	This student welcomes any chance not to be in class, and does not give the class any thought when absent.	This student makes some effort to make up for lost time, but this does not usually cover the time missed. He does not always communicate his time arrangements to the teacher.		This student takes responsibility for all classes. If he knows he is going to miss a class he takes this into account in planning his workload. If he misses a class because of sickness he makes sure to make up for lost time. He communicates his reorganization of time to the teacher.
Oral Communication	She is reluctant to communicate orally. When she does communicate she is ineffective in getting her thoughts across to the other person. She tends to grumble to her classmates rather than speaking directly to the person that can help solve her problem.	She communicates effectively when she has to, but tends not to be reactive rather than taking an initiative. Her communication tends to be exclusively focused on herself. The tone of her voice is appropriate for the context of the communication		She is an effective communicator translating her thoughts into clear concise statements addressed to the appropriate person. She understands that listening to other people is an essential for effective communication.
Written Communication	His session logs are often not done. When they are done they usually give no information about what was actually done during the class. He makes no references and makes no note of what needs to be done in the next class. His cumulative reflection record is minimalistic. He treats the exercise as a chore, which has to be done as quickly as possible, leaving the instructor with many unanswered questions.	His session logs are usually adequate, but sometimes miss important details. Cumulative reflective records provide plenty of information, but tend to be rather objective seeming to hold back observations about his learning that would come up in an interview with the teacher. His logs include links to learning resources that he has used, but usually without review so that the teacher has little sense of the value of the resource for the student.		His session logs are updated at the end of each class with a clear concise description of what was done during the class including reference to tutorials, page numbers, links to images and videos. Cumulative reflective records show serious thought about his learning & performance in the class. He is honest & realistic. He uses his e-mail account to maintain communication between himself, his teacher, and his classmates.
Work Habits	She tends to wander in late and leave early and take regular extended breaks during class time. She will use the class time to check her faceBook, e-mail, check the sports results, or finish off a homework assignment rather than focus on the task at hand. She will start up, or join in, conversations unrelated to the task. Her membership in a group will slow the group down.	She comes to class on time and does not leave before time without permission. She tends to stay on task during class, asking permission if she wants to do something unrelated to the task at hand. Her in-class conversations are usually focused on class-relevant issues. She is a valued member of a group.		She is completely self-motivated. She comes to class & gets on with her work. She works in the same way regardless of whether the teacher is in the class or not. She plans ahead and continues to think about the class assignments between classes. In group work she takes a leadership role.
Basic IT skills (competence & confidence)	He is techno-phobic, and would much prefer to find non-technical solutions to problems.	He knows his way around a computer and uses a variety of applications on a regular basis.		He is very competent & confident using information technologies. He shares his knowledge with others and takes a leadership role in technology-based projects.
Respect (for people and property)	Her behavior does not take into account the feelings or needs of other members of the community. She does not exhibit self-control over her actions, and does not take responsibility for her actions when confronted.	Her behavior shows no signs of disrespect to any members of the learning community or the physical environment.		Her behavior shows respect for other members of her learning community & she shows appreciation for diverse nature of an international school population rich learning opportunities.
Approach to learning	She does not think of the class in terms of learning. She is here because she was assigned to the class and goes through the motions of being active. She would rather be using the technology to play games or use social media.	She thinks of herself as a "good student", because she always does what is required, but tends not to go beyond these requirements.		She takes the initiative for her learning. She is clear about what she knows & does not know. She has clear short-term and long term learning goals, which give direction to her work.
Ethical behavior	He believes that ethics are for other people. He does what he wants to and when he wants to. He does not see himself as a responsible part of the community. He has not read, nor does he care to read the acceptable use policy. He believes that his signature on the policy does not commit him to anything.	He wants to know the rules, and he is prepared to abide by the rules. He tends to ignore unethical behavior in others unless it directly effects him. He is perfectly happy for other people to define the acceptable use policy.		He has an internalized ethical code, which helps him recognize unethical behavior. He takes an active role in promoting ethical behavior in others. He sees the school's responsible use policy as a living document essential for any networked community. He believes that he has a right to contribute to the document as part of his responsibility towards the community.
Presentation	He shows no enthusiasm for this task, asking for postponements and generally making excuses. He shows little respect for his audience and does the absolute minimum to get by.	He makes an effort to present his work and experiences, but tends to not to consider his audience and leaves many questions unanswered. A member of the audience is unlikely to be be inspired to take the same module as a result of this presentation.		He is looking forward to present his work because he is proud of his achievements in the course. He gives thought to the design of his presentation so that it will inform and engage his audience. He will include examples of his work and will provide an overview of his learning experiences in such a way that a member of his audience would understand what would be involved if she opted to take the same module.
	The descriptions below are examples taken from various modules. They are given here to give you a sense of how performance is evaluated.
Web Design	Her web site design confuses the user. Information is missing and links do not work.	She can confidently create, edit, and upload web pages. Her pages tend to be functional and deliver the appropriate information. Her designs tend to be static and do not contain original design elements.		She fully realizes the potential and the limitations of the Web as a publishing medium. Her designs show knowledge of effective design practices, and she can refer to sites that she considers to exemplify these practices. Her designs contain original elements appropriate for the purpose of the site. She is aware of the types of software tools available for the development of interactive multimedia pages.
Desk Top Publishing and Design	His designs tend to be little more than collections of media	He is technically competent to produce a variety of print formats. His designs show some thought about the use of the design elements, but the designs tend to use ready-made elements and lack cohesion.		He is involved in publishing projects that make use of his technical and design skills. He has an interest in print design and can discuss the advantages and disadvantages of various design choices for particular publications.
Business Applications	She can use some of the functions of both spreadsheets and relational databases, but she does not see them as part of her problem solving toolkit.	She can set up and use spreadsheets and relational databases to organize and manipulate data to solve problems.		She is able to propose information technology solutions for a variety of data management problems. She can implement these solutions by using the integrated features of word processors, spreadsheets and relational databases.
Digital arts	He has done a variety of exercises using one or more digital art applications, but has done no original work. He believes that creativity is ok for "arty types" but that he has no artistic talents.	He has skills in a variety of digital art applications and uses those skills when appropriate. He does not create for the sake of creation.		He has a broad and deep knowledge of digital art applications. He is a creative & productive digital artist with a portfolio of work that he is proud of, and which he is willing to share & discuss. He is aware of the work of some professional digital artists, being able to recognize technique & style. He is interested in developing his own style as a digital artist.
Computer Science	She has written, compiled and run some simple programs. These programs are based on models that she has seen. She has never solved any problem on her own initiative.	She has enough knowledge and experience in a programming language to be able to solve simple problems. She can get her programs to work, but her program design is unsophisticated. She often requires help in debugging her code.		She is capable of analyzing complex problems and constructing elegant algorithmic solutions for the problems. She can implement the solution in an appropriate programming language and efficiently debug the code and test the program. She is aware of some of the major issues in the field of computer science.