Assessment Rubrics

A  (A+, A, A-) (8.5 – 10)* Distinction	Outstanding. Overall, the individual presentation on the e-learning plan demonstrates an excellent ability to plan carefully, think critically and synthesize clearly the essential elements of a practical and innovative school-based e-learning approach, including an appropriate key learning area; well-defined learning objective(s); e-learning activities; staff training/sharing approaches; and an appropriate form of evaluation for the plan. Plan is communicated effectively with very few or no major grammatical errors and/or major gaps in meaning.
B (B+, B, B-) (7.0 – 8.4)* Good	Good. Overall, the individual presentation on the e-learning plan demonstrates a good ability to plan well, think critically and combine some essential elements of a practical and effective school-based e-learning approach, including an appropriate key learning area; well-defined learning objective(s); e-learning activities; staff training/sharing approaches; and an appropriate form of evaluation for the plan. Plan is communicated well with few major grammatical errors and/or major gaps in meaning.
C (C+, C) (6.0 – 6.9)* Satisfactory	Adequate/Satisfactory. Overall, the individual presentation on the e-learning plan demonstrates a satisfactory ability to plan, think critically and combine elements of a practical school-based e-learning approach, including a key learning area; defined learning objective(s); e-learning activities; staff training/sharing approaches; and a clear form of evaluation for the plan. Plan is communicated well with some major grammatical errors and/or major gaps in meaning.
C-, D (4.5 – 5.9)*	Weak. Overall, the individual presentation on the e-learning plan demonstrates a limited ability to plan, think critically and combine elements of a practical school-based e-learning approach, including a key learning area; defined learning objective(s); e-learning activities; staff training/sharing approaches; and an evaluation for the plan. Plan is not clearly communicated, with some major grammatical errors and/or major gaps in meaning.
Fail (0 – 4.4)*	Very weak/Unacceptable/Incomplete. Little evidence of thoughtful planning or critical thinking; poorly conceived and organised; inadequately presented/designed and insufficiently addressing the different aspects of the assignment. Several and/or major grammatical errors and or major gaps in effective communication.