8th Grade Technology Literacy Assessment Rubric, Directions for Use & Glossary

Colorado Department of Education Definition of Technology Literacy:

Technology literacy is the ability to responsibly use appropriate technology to communicate; solve problems; and access, manage, integrate, evaluate, design, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.

Who: This assessment is to be used with all 8th grade students in Academy School District 20 in order to meet State and NCLB requirements for assuring all students are technology literate by the end of 8th grade. (Reference

Accommodations:Any accommodations should be based on information contained in students’ IEPs

When: Any time during 8th grade

What: “Rubric for Any Research Project”: Teachers, in collaboration with Library Media Specialists, will design a research project for any content area that requires students to demonstrate their skill and ability for each of the criteria found on the rubric. (See glossary for explanation of terms)

Procedures:

  1. The research project must be designed to allow room for students to perform in the advanced category for each of the criteria on the rubric. Your Library Media Specialistwill provide guidance to assure this.
  2. Students will receive the rubric at the beginning of the research project so they know what is expected of them.
  3. Samples of exemplary work and modeling of skills may be shared by the teacher and/or the Library Media Specialist before the students begin the research project.
  4. In keeping with best practices in using rubrics, teachers can respond to student questions throughout the research process and into project completion.
  5. The teacher, the library media specialistand/or the computer/technology teacherwill work collaboratively to score the assessment.
  6. The rubric may be used in earlier research projects to prepare students for success for the official 8th grade assessment.
  1. Students must work independently on their research project.
  2. The research and final product can be worked on at home, however it cannot be assigned as an all-at-home project. A note should be sent home to the parents clarifying expectations. (IT-ES will provide this)
  3. Evidence of meeting rubric criteria should be gathered through formative assessment tools throughout the process.

Understanding the Rubric

  • Sources
  • Students must be given free access to all of the types of sources listed in the “advanced” category
  • A specific number of resources can be set by the teacher based on the assignment
  • The project must have enough depththat students could not adequately complete the assignment without accessing information from multiple sources
  • Evaluating Information
  • The library media specialist will provide a means for the studentto communicate how she/he evaluated information, perhaps through a graphic organizer or template form
  • Integrating Information
  • The assignment must require students to go beyond basic recall and collection of facts tocommunicate fresh insights and perspectives
  • Citing Sources
  • Students can use available tools to assist with citing sources using MLA Format
  • Organization
  • The method of organization will depend on the project. The teacher should consult with the library media specialist to determine any specific criteria.
  • Inventive Thinking
  • The assignment must give students room to be creative and demonstrate their critical thinking ability
  • Questioning
  • The project needs to be inquiry-based so students have an opportunity to investigate a question that they generate
  • Technology
  • The assignment must allow students to choose from an array of technology tools to create their final product rather than the teacher determining what tool will be used for the final product.
  • Teachers may offer 3-5 choices if they include an open-ended option (for the final form of the project) by pre-arrangement with the teacher
  • The assignment must require students to use technology to access information and communicate their learning.

Glossary of Terms

Appropriate Information: Information that is relevant to the assignment.

Accurate Information:Information that is true and from a reliable source.

Authentic: Has a real world connection

Integrated Information:Information that is clearly demonstrating the student’s thinking and uses their own words.

Inquiry-based: Allows students to explore a question of their own choosing in which they can defend an opinion.

Copyright Laws/Guidelines: Note: In the classroom (physical or electronic), as long as it is never published on the Web, students are free to use images, video & text, though music is limited to:

  • Copyrighted Music: Unless permission to use is received, no more than 30 seconds or 10% of a song, whichever is less

For items that are going to be shared outside of the classroom, then nothing can be used without permission unless it is public domain or published under Creative Commons or some other less restrictive copyright authority.

Effective Organization:Elements such as order of information, arrangement of information, and amount of information and how well these elements come together to effectively communicate the student’s ideas and learning

Unique Features:Distinctive, “outside-the-box” use of toolsand/or ideas to communicate learning

Technology - Current Examples Include but are not limited to: Word, PowerPoint, Excel, Wiki, Access, Blog, Glog, VoiceThread, Windows MovieMaker, Microsoft Photostory, Audacity, Wordle, Podcast, Vodcast, Wikipedia, Google Docs, Google Apps, ALEC, ...and many more!

Other Resources

Colorado’s Technology Standards for Students: