Skip to main content
iRubric: EDU 313 Educational Psychology rubric

iRubric: EDU 313 Educational Psychology rubric

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
EDU 313 Educational Psychology 
EDU 313 Educational Psychology
This rubric is designed to evaluate the learning in the Education Psychology classroom based on the objectives of the course.
Rubric Code: E76BWB
By mooreb82
Ready to use
Public Rubric
Subject: Education  
Type: Class note  
Grade Levels: 6-8, 9-12, Undergraduate

Powered by iRubric EDU 313 Educational Psychology
  Poor

1 pts

Fair

2 pts

Good

3 pts

Objective

Educational Psychology and Teacher Decision Makiing
Poor

Student is unable to review resources that assist in the decision making processes. Student is enable to explore practices that enhance effective instruction in the classroom setting
Fair

Student is able to review a few resources that assist in decision making processes. Student is somewhat able to explore practices that enhance effective instruction in the classroom setting.
Good

Student is able to review resources that assist in the decision making processes. Student is able to explore practices that enhance effectice instruction in the classroom setting.
Objective

Development and Diversity
Poor

Student is unable to explain any of the basic principles of human development. Student in unable to define diversity in sense of self, social development, or morality.
Fair

Student can explain at least one basic principle of human development. Student can define diversity in sense of at least one of the following: sense of self, social development, or morality.
Good

Student can clearly and effectively explain basic principles of human development and define diversity in sense of self, social development, and morality.
Objective

Development and Diversity
Poor

Student is unable to decipher the basic principles of human group differences or identify individual differences as they relate to special populations.
Fair

Student can do one of the following, but not both: decipher the basic principles of human group differences or identify differences as they relate to special populations.
Good

Student is able to decipher the basic principles of human group differences. Student can identify individual differences as they relate to special populations.
Objective

Learning and Motivation
Poor

Student is unable to explain learning from different perspectives or outline constructive processes in learning and memory.
Fair

Student is somewhat able to explain learning from different perspectives and outline constructive processes in learning and memory.
Good

Student is able to clearly and effectively explain learning from different perspectives and outline constructive processes in learning and memory.
Objective

Motivation and Affect
Poor

Student is not able to identify how motivation affects learning and behavior, or define the theoretical perspectives of motivation.
Fair

Student is somewhat able to identify how motivation affects learning and behavior, and define the theoretical perspectives of motivation..
Good

Student can clearly and effectively identify how motivation affects learning and behavior, and define the theoretical perspectives of motivation.
Objective

Instructional Strategies
Poor

Student is unable to outline the guiding principles that can help identify appropriate instruction strategies or create the best plan for instruction.
Fair

Student is able to outline the guiding principles that can help identify appropriate instruction strategies; however, student lacks the ability to create the best plan for instruction.
Good

Student is able to outline the guiding principles that can help identify appropriate instruction strategies and create the best plan for instruction.
Objective

Creating a Productive Learning Environment
Poor

Student can complete only one of the following tasks, if any: decipher what kind of student-teacher relationships are most likely to enhance student achievement, compare and contrast effective instructional strategies, or decipher agrression and effective instructional strategies.
Fair

Student can effectively complete at least two of the following tasks: decipher what kind of student-teacher relationships are most likely to enhance student achievement, compare and contrast effective instructional strategies, or decipher agrression and effective instructional strategies.
Good

Student can effectively decipher what kind of student-teacher relationships are most likely to enhance student achievement, compare and contrast effective instructional strategies, and decipher agrression and effective instructional strategies.
Objective

Basic Concepts and Issues in Assessment
Poor

Students are unable to identify assessments used in schools today or examine them in terms of the various forms it might take.
Fair

Student is able to identify a few assessments used in schools today and note form they may take.
Good

Student is able to identify assessments used in schools today and examine them in terms of the various forms it might take.




Subjects:

Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
Test run

Test run

Test this rubric or perform an ad-hoc assessment.
Grade

Grade

Build a gradebook to assess students.
Collaborate

Collaborate

Apply this rubric to any object and invite others to assess.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n178