Skip to main content

iRubric: EDU 313 Educational Psychology 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: R747CW By FBYERSON Ready to use Public Rubric Subject: Education Type: Class note Grade Levels: 6-8, 9-12, Undergraduate

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:

Education

Types:

Class note

Discuss this rubric

You may also be interested in:

More rubrics by this author

More Education rubrics

More Class note rubrics

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

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 iRubric^tm.

n178