CATEGORY

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3

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Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Notes

Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded.

Notes are recorded only with peer/teacher assistance and reminders.

Curriculum Related Goals

Fully articulates the telecomputing project's content and process goals. Content goals are aligned with state academic standards. Process goals are measurable and attainable. Describes what could NOT be achieved using non-telecomputing activity or activities.

Lists the telecomputing project's content and process goals. Most content goals are aligned with state academic standards. Most process goals are measurable and attainable. Includes a brief description of what could NOT be achieved using non-telecomputing activity or activities.

Lists the telecomputing project's content and process goals. Content goals are not fully aligned with state academic standards. Process goals are not consistently measurable and most are not attainable. Does not include any reference to what could NOT be achieved using non-telecomputing activity or activities.

Incomplete list of the telecomputing project's content and process goals. Content goals are not aligned with state academic standards. Process goals are not measurable and are not attainable. Does not include any reference to what could NOT be achieved using non-telecomputing activity or activities.

Activity Structures

The category or categories under which the project falls is noted and evidence is provided which supports such categorization.  Interpersonal Exchange  Information Collection and Analysis  Problem Solving A minimum of three (3) activity structure(s) represented in each of the Activity Structure categories for the project are identified and supported with evidence.

The category or categories under which the project falls is listed. Evidence supporting such categorization is limited.  Interpersonal Exchange  Information Collection and Analysis  Problem Solving A minimum of three (3) activity structure(s) represented in each of the Activity Structure categories for the project are identified. Evidence for the placement is limited.

The category or categories under which the project falls is listed. No evidence supporting such categorization is included.  Interpersonal Exchange  Information Collection and Analysis  Problem Solving A limited number of activity structure(s) are identified. Evidence for the placement is not included.

The category or categories under which the project falls is listed but the placement is questionable. No evidence supporting such categorization is included.  Interpersonal Exchange  Information Collection and Analysis  Problem Solving No activity structure(s) are identified.

Project Plan/Design

Applies an instructional design process model in the design and development of this learning project. Documents the ID process as part of the project materials.

Applies elements of an instructional design process model in the design and development of this learning project. Documentation of the ID process is not an integral part of the project materials.

Applies elements of an instructional design process model to a limited degree in the design and development of this learning project. Documentation of the ID process is not an integral part of the project materials.

Does not apply an instructional design process model in the design and development of this learning project. No documentation of the ID process is included as part of the project materials.

Project Timeline

Supplies a projected timeline for the project, detailing the key stages of project preparation, implementation, and evaluation.

Supplies a projected timeline for the project with limited detail of the key stages of the project.

Supplies a rough timeline for the project. Limited detailing of the project stages of the project.

No projected timeline supplied for the project.

Recruitment Plan

A detailed plan of action is articulated describing the process and resources needed to invite participants to join the telecomputing project. Prototypes of the materials, brochures, mailings, or emailings are included. A description of the region and/or learner demographics which are to be targeted for recruitment for this project are included.

A general plan of action is included, describing the process and resources needed to invite participants to join the telecomputing project. Some prototypes of the materials, brochures, mailings, or emailings are included. A description of the region and/or learner demographics which are to be targeted for recruitment for this project are limited at best.

A limited plan of action describes the process needed to invite participants to join the telecomputing project. Prototypes of the materials, brochures, mailings, or emailings are included limited or not included. A description of the region and/or learner demographics which are to be targeted for recruitment for this project are not included.

A limited plan of action is articulated describing the process needed to invite participants to join the telecomputing project. No prototypes of the materials, brochures, mailings, or emailings are included. A description of the region and/or learner demographics which are to be targeted for recruitment for this project are not included.

Budget

A projected budget is included. Budget figures are realistic and are within the limits of the grant RFP. Categories should include: *Personnel *Fringe Benefits *Travel *Equipment *Supplies *Contractual *Other (specified)

A projected budget is included. Budget figures are less than realistic and are not within the limits of the grant RFP. Categories should include: *Personnel *Fringe Benefits *Travel *Equipment *Supplies *Contractual *Other (specified)

A limited budget is included. Budget figures are not realistic and are not within the limits of the grant RFP. Categories do not include: *Personnel *Fringe Benefits *Travel *Equipment *Supplies *Contractual *Other (specified)

A projected budget is not included.

Communications Barriers/Challenges

Articulates at least four barriers to communication with your participating teachers/students and/or barriers to project implementation/execution. A plan to overcome these barriers in detailed for each of the barriers listed.

Briefly describes 2 to 3 barriers to communication with your participating teachers/students and/or barriers to project implementation/execution. A limited plan to overcome these barriers in included for each of the barriers listed.

Lists 2 to 3 barriers to communication with your participating teachers/students and/or barriers to project implementation/execution. No plan to overcome these barriers in included.

Lists none to two (2) barriers to communication with your participating teachers/students and/or barriers to project implementation/execution. No plan to overcome these barriers in included.

Closure

Describes in detail what the final tangible product(s) will be and how it will be presented to participants.

Lists the final tangible product(s) that will project will include. Brief description of how these will be presented to participants.

Lists the final tangible products(s) for the project. No description of how these will be presented to participants.

Limited or no listing of the tangible product(s) for the project

Student Assessment

Describes in detail how student learning will be assessed as a result of participation in the telecomputing project. The assessment is directly related to the project goals (from above). Provides any materials, web sites or other information to be used in your assessment (i.e., a complete rubric, an outline of a portfolio + rubric, a completed copy of an exam, etc.). NOTE: You are encouraged to use Rubistar, an online Rubrics Generator (http://rubistar.4teachers.org/index.php)

Describes how student learning will be assessed as a result of participation in the telecomputing project. The assessment is related to the project goals (from above). Some assessment materials are provided (i.e., a rubric, an outline of a portfolio + rubric, a sample copy of an exam, etc.).

Briefly describes how student learning will be assessed as a result of participation in the telecomputing project. The assessment is marginally related to the project goals (from above). Assessment materials are not provided.

Assessment of student learning is not addressed. Assessment materials are not provided (i.e., a rubric, an outline of a portfolio + rubric, a sample copy of an exam, etc.).