Doug Johnson

These rubrics are part of the The Indispensable Teacher’s Guide to Computer Skills, 2nd edition, Linworth Publishing.

Please note that the letters and numbers following the rubric name indicate with which ISTE’s National Educational Technology Standards (NETS) or Technology Standard for School Administrators it can be correlated.

The Beginning (Basic) Rubrics have been validity tested. E-mail me if you want more information.

Beginning CODE 77 Rubrics
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 (NETS I.A., I.B.)

Level 1           I do not use a computer.

Level 2           I know the basic operations of using a mouse, clicking, and working with windows. I can use the computer to open, run and close a few specific, preloaded programs. Computer use has little effect on how I work. 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 clipboard, clock, note pad, find command, and trash can (recycling bin). I can format a data disk, connect to my school’s network, and run programs that require a CD. I have a virus protection program that scans my files on a regular basis.

Level 4           I can run several programs simultaneously, and have multiple 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 such as using virtual memory to maximize my computer system. I feel confident enough to teach others some basic operations.

II. File management (NETS I.A., I.B.)

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

Level 2           I save documents I’ve created but often have difficulty finding them. I do not store duplicates of my files on disks or servers for back-up purposes.

Level 3           I have a filing system for organizing my files, and can locate files quickly and reliably in folders and subfolders. I back-up my files to disk, file server, or Internet storage site on a regular basis. I use the district’s networked file storage server when provided so I can access my files from any computer, including my home computer. I save my files with the appropriate extension (.txt, ..jpg, doc, cwk, etc.) to facilitate cross-platform use.

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 Time management and organization (NETS V.C.)

Level 1           I do not use electronic tools or devices to help me keep a calendar or organize my tasks and address book..

Level 2           I can access the school’s calendar for basic schedule information.

Level 3           I use an electronic calendar program, to-do list, and address book that includes email address to help organize and schedule my professional activities. I can synchronize the information on my computer with that in my PDA (personal digital assistant).

Level 4           I store my calendar, task manager, web bookmarks, and address book online so it can be accessed from any Internet-worked computer. I help my students with using technology for time management and organizational purposes.

IV. Word processing (NETS I.A., I.B. V.C.)

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 that I know I will modify and use again. I generally find it easier to handwrite 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 my document using commands like copy and paste, find, undo, and save as. I can spell check, and change the format of a document. I can paginate, preview and print my work. I can use tables within my documents. I feel my work looks professional.

Level 4           I can save my document as a text or rtf document so it can be opened by others who may use the same word processor I use. I take advantage of collaborative writing/editing environments when available. I use the word processor not only for my work, but have used it with students to help them improve their own communication skills.

V. Spreadsheet use (NETS I.A., I.B., V.C.)

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 that adds a column of numbers.

Level 3           I use a spreadsheet for several professional applications such as keeping a budget or analyzing student data. My 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 can import a spreadsheet into a word processing document or presentation program when needed. 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.

VI. Database use (NETS I.A., I.B., V.C.)

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 function of a database and can locate information within one that has been pre-made. I can add or delete data in a database.

Level 3           I use databases for professional applications. I can create a simple original database that has a professional application such as an address book by defining fields and creating layouts. I can find, sort and print information that is useful to me. I can use my building’s student information system database to find information about students in my class.

Level 4           I can use formulas with my database to create summaries of numerical data. I can use database information to do 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.

VII. Graphics and digital image use (NETS I.A., I.B. V.C., V.D.)

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 CardShop.

Level 3           I use both pre-made clip art and simple original graphics in my word-processed documents and presentations. I can edit clip art, change its size, and place it on a page. I can 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. I can take, import, edit, and use images from a digital camera in my work. I can use a scanner. 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 them with students to help them improve their own communications. I can use graphics and digital images to create a professional looking newsletter. I can do basic editing of digital video production.

VIII. Hypermedia/presentation software use (NETS I.A., I.B.)

Level 1           I do not use hypermedia or presentation software, 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 or presentation program. I can create a simple presentation using a program’s templates or wizards.

Level 3           I can create my own hypermedia stacks and computer presentations that can be used to accompany a lesson in my classroom. These stacks use navigation buttons, sounds, dissolves, graphics, and text fields. I know some basic rules of graphic design that can apply when designing the presentation. I can use an LCD projection device to display the presentation to a class. The computer generated slides help reinforce or amplify my message.

Level 4           I can link to other programs and to websites from my hypermedia stacks or presentations. I use hypermedia and presentation programs with students in their own information keeping and communication efforts.

IX. Network and Internet use (NETS I.A., I.B. V.A., V.D.)

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 that 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 and periodical databases, and the World Wide Web. I have an e-mail account that I use on a regular basis to communicate with parents and other professionals. I use the district-specific networked resources that are available to me such as file storage space, student information, IEP forms, curriculum guides, and online forms. I have a strategy for analyzing the quality of information I find online.

Level 4           Using telecommunications, I am an active participant in on-line discussions, can download files and programs from remote computers. I use the network to share documents with my colleagues for collaborative review and editing. I accept student work sent to me electronically. I use telecommunications activities with my students.

X. Student Assessment (NETS IV. A.)

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. I use the networked grading, attendance, report card/progress report, and discipline system provided by my district.

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.

XI. Ethical use understanding (NETS VI. A, D, F.)

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, moral, and safety 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.