Distributed Cognition Assessment

Assignment Description Readings | Assessment | Technology Integration Observation Instrument

_____ ED386 Distributed Cognition Assessment

For this assignment, my assessment is distributed in the following manner across three rubric domains:

Articulate An Argument (2x)

The domain relates to understanding and the development of ideas. Does technology make us smarter? How are a student’s capacities to learn augmented by the educational technologies s/he’s working with? Alternatively how are a teacher’s capacities to teach augmented by the educational technologies s/he’s working with?  What does/can it mean that cognition is distributed between and among students and the technologies they learn with or teachers and the technologies that augment their classroom practices?

Exceeding | The writer demonstrates a thorough understanding of context and purpose in selecting an appropriately complex topic and thoroughly developing and supporting an argument through appropriate organization, presentation, content knowledge, and style. [5 points]

Meeting | The writer demonstrates an adequate understanding of context and purpose in selecting an appropriately complex topic and thoroughly developing and supporting an argument through appropriate organization, presentation, content knowledge, and style. [3 points]

Approaching | The writer demonstrates an awareness of context and purpose in selecting a topic and attempting to develop and support an argument through appropriate organization, presentation, and content knowledge. [1 point]

Needing Improvement | The writer demonstrates minimal or no attention to context and purpose in selecting a topic and/or the topic may be unsuitable, and/or the writer may not develop or support an argument through appropriate organization, presentation. [0 point]

Sources, Evidence, and Documentation (2x)

Synthesize course readings and detailed field observations of student and/or teacher engagement in technologically enhanced learning environments.

Exceeding | The writer supports the argument with compelling evidence appropriate to the discipline and/or writing task(s) drawn from high quality, credible, relevant sources which are documented consistently using a citation style appropriate to the discipline or writing task(s) with no errors. [5 points]

Meeting | The writer supports the argument with evidence appropriate to the discipline and/or writing task(s) drawn from credible, relevant sources which are documented consistently using a citation style appropriate to the discipline or writing task(s) with no more than a few errors of formatting. (All important citation information is present). [3 points]

Approaching | The writer attempts to support the argument with evidence drawn from sources which are documented using a citation style. Formatting errors may occur, but all important citation information is present. [1 point]

Needing Improvement | The writer fails to support the argument with evidence from sources which are documented inconsistently, or some important citation information is missing. [0 grade points]

Control of Syntax and Mechanics (1x)

The domain of method relates to the ‘nuts and bolts’ of how a piece of work is carried forward and completed, as well as the skillful application of various modes of expression. Produce a series of blog posts about the mediation effects of classroom technologies on the learning experiences of students and the instructional practices of classroom teachers. (For the series of 4-5 blog posts, ~1500 words).

Exceeding | The writer uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and writing is virtually error-free. [5 points]

Meeting | The writer uses straightforward language that generally conveys meaning to readers with clarity and writing has few errors. [3 points]

Approaching | The writer uses language that generally conveys meaning to readers with clarity although writing may include some errors. [1 point]

Needing Improvement | The writer uses language that sometimes impedes meaning for readers because of major and frequent errors. [0 points]