NIFL LINCS Technology Training Special Collection Document Review Rubric

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Organization	Organization of document is not effective: No Table of Contents or Index to enable easy access to key concepts Content is not logically sequenced	Organization of document is somewhat effective: Table of Contents might be included Sketchy index might be included Content is somewhat logically arranged	Organization of document is mostly effective: Table of Contents included Index might be included to enable easy access to key concepts Most of the content is logically arranged	Organization of document is very effective: Table of Contents included Easy to move from page to page Index included to enable easy access to key concepts Logical sequence and organization of material
Presentation	Presentation of content is not appealing: Layout is unclear and difficult to follow Text is difficult to read against the background Graphic elements (if any are included) don't refer to content No date to indicate when document was published	Presentation of content is somewhat appealing: Simple, uncreative layout Text is somewhat readable A few graphic elements add to the purpose May not include a date to indicate when document was published	Presentation of content is mostly appealing: Layout is clear Text is easy to read against background Most graphic elements add to the purpose Date indicates the publication is current	Presentation of content is very appealing: Layout is clear and easy to follow Background and text work well together Graphic elements add to the purpose Date indicates the publication is current
Target Audience	Document does not focus on any of the following areas (adult literacy/ESL, adult education, training/development opportunities for adult ed practitioners, community resources connected to adult ed or adult literacy/ESL) and will not appeal to any of these practitioners: Adult education teachers or tutors Resource teachers Administrators or program directors Researchers or policy makers ABE, ESL or GED instructors Instructors in correctional facilities Adult secondary teachers	Document focuses on one of the following areas (adult literacy/ESL, adult education, training/development opportunities for adult ed practitioners, community resources connected to adult ed or adult literacy/ESL) and appeals to only one specific type of practitioner: Adult education teachers or tutors Resource teachers Administrators or program directors Researchers or policy makers ABE, ESL or GED instructors Instructors in correctional facilities Adult secondary teachers	Document focuses on one or more of the following areas (adult literacy/ESL, adult education, training/development opportunities for adult ed practitioners, community resources connected to adult ed or adult literacy/ESL) and appeals to a few types of practitioners: Adult education teachers or tutors Resource teachers Administrators or program directors Researchers or policy makers ABE, ESL or GED instructors Instructors in correctional facilities Adult secondary teachers	Document focuses on one or more of the following areas (adult literacy/ESL, adult education, training/development opportunities for adult ed practitioners, community resources connected to adult ed or adult literacy/ESL) and appeals to a wide variety of practitioners: Adult education teachers or tutors Resource teachers Administrators or program directors Researchers or policy makers ABE, ESL or GED instructors Instructors in correctional facilities Adult secondary teachers
Quality of Content	Document's content is not current, accurate or scholarly; there isn't a clear indication of authorship; document offers no bibliographic citations; it is not unique and content is easily available through regular distribution channels	Document provides access to content that is somewhat current, accurate or scholarly but without a clear indication of authorship; there may not be bibliographic citations; content is not necessarily unique and is available through regular distribution channels for any of the following areas: Professional development Educational resources Lesson plans Adult education (not K-12 best practices & resources) Research and theory	Document provides access to content that is current, accurate and scholarly, and based upon research, when relevant, with a clear indication of authorship; it might include bibliographic citations; content might be available through regular distribution channels for any of the following areas: Professional development Educational resources Lesson plans Adult education (not K-12 best practices & resources) Research and theory	Document provides access to content that is current, accurate and scholarly, and based upon research, when relevant, with a clear indication of authorship including bibliographic citations, when relevant; unique content is not readily available through regular distribution channels for any of the following areas: Professional development Educational resources Lesson plans Adult education (not K-12 best practices & resources) Research and theory
Enables Effective Use of Technology in the Classroom	Document does not enable the field practitioner to utilize technology effectively in the classroom: Document does not offer examples of how technology can be integrated into adult learning environments Reading the document will not develop field practitioners' technology skills There is no indication of technology skill level required to choose appropriate activities Document does not offer examples for using technology tools in the classroom	Document somewhat enables the field practitioner to utilize technology effectively in the classroom: Document offers limited examples of how technology can be used in an adult learning environment Reading the document might develop field practitioners' technology skills There might be an indication of technology skill level required to choose appropriate activities Document offers examples for using one technology tool: word processors, Internet, email, databases, sspreadsheets or presentation software	Document enables the field practitioner to utilize technology effectively in the classroom: Document offers examples of how technology can be integrated into a few adult learning environments Reading the document will most likely develop field practitioners' technology skills There is an indication of technology skill level required to choose appropriate activities Document offers examples for using two or three technology tools: word processors, Internet, email, databases, spreadsheets and presentation software	Document enables the field practitioner to utilize technology more effectively in the classroom: Document offers examples of how technology can be integrated into a variety of adult learning environments Reading the document is likely to develop field practitioners' technology skills There is an indication of technology skill level required to choose appropriate activities Document offers examples for using a variety of technology tools: word processors, Internet, email, databases, spreadsheets and presentation software
Usefulness in Developing Educational Programs or Technology- Based Materials	Document does not enable program managers to develop educational programs or plans and/or practitioners to develop technology-based materials that address national or state standards	Document unlikely to enable program managers to develop educational programs or plans and/or practitioners to develop technology-based materials for which learner outcomes will be associated with competencies identified in national or state standards including, but not limited to: EFF SCANS CASAS	Document enables program managers to develop educational programs or plans and/or practitioners to develop technology-based materials for which learner outcomes might be associated with competencies identified in national or state standards including, but not limited to: EFF SCANS CASAS	Document enables program managers to develop educational programs or plans and/or practitioners to develop technology-based materials for which learner outcomes will be associated with competencies identified in national or state standards including, but not limited to: EFF SCANS CASAS

Organization

Organization of document is not effective:

No Table of Contents or Index to enable easy access to key concepts
Content is not logically sequenced

Organization of document is somewhat effective:

Table of Contents might be included
Sketchy index might be included
Content is somewhat logically arranged

Organization of document is mostly effective:

Table of Contents included
Index might be included to enable easy access to key concepts
Most of the content is logically arranged

Organization of document is very effective:

Table of Contents included
Easy to move from page to page
Index included to enable easy access to key concepts
Logical sequence and organization of material

Presentation

Presentation of content is not appealing:

Layout is unclear and difficult to follow
Text is difficult to read against the background
Graphic elements (if any are included) don't refer to content
No date to indicate when document was published

Presentation of content is somewhat appealing:

Simple, uncreative layout
Text is somewhat readable
A few graphic elements add to the purpose
May not include a date to indicate when document was published

Presentation of content is mostly appealing:

Layout is clear
Text is easy to read against background
Most graphic elements add to the purpose
Date indicates the publication is current

Presentation of content is very appealing:

Layout is clear and easy to follow
Background and text work well together
Graphic elements add to the purpose
Date indicates the publication is current

Target
Audience

Document does not focus on any of the following areas (adult literacy/ESL, adult education, training/development opportunities for adult ed practitioners, community resources connected to adult ed or adult literacy/ESL) and will not appeal to any of these practitioners:

Adult education teachers or tutors
Resource teachers
Administrators or program directors
Researchers or policy makers
ABE, ESL or GED instructors
Instructors in correctional facilities
Adult secondary teachers

Document focuses on one of the following areas (adult literacy/ESL, adult education, training/development opportunities for adult ed practitioners, community resources connected to adult ed or adult literacy/ESL) and appeals to only one specific type of practitioner:

Adult education teachers or tutors
Resource teachers
Administrators or program directors
Researchers or policy makers
ABE, ESL or GED instructors
Instructors in correctional facilities
Adult secondary teachers

Document focuses on one or more of the following areas (adult literacy/ESL, adult education, training/development opportunities for adult ed practitioners, community resources connected to adult ed or adult literacy/ESL) and appeals to a few types of practitioners:

Adult education teachers or tutors
Resource teachers
Administrators or program directors
Researchers or policy makers
ABE, ESL or GED instructors
Instructors in correctional facilities
Adult secondary teachers

Adult education teachers or tutors
Resource teachers
Administrators or program directors
Researchers or policy makers
ABE, ESL or GED instructors
Instructors in correctional facilities
Adult secondary teachers

Quality of
Content

Document's content is not current, accurate or scholarly; there isn't a clear indication of authorship; document offers no bibliographic citations; it is not unique and content is easily available through regular distribution channels

Document provides access to content that is somewhat current, accurate or scholarly but without a clear indication of authorship; there may not be bibliographic citations; content is not necessarily unique and is available through regular distribution channels for any of the following areas:

Professional development
Educational resources
Lesson plans
Adult education (not K-12 best practices & resources)
Research and theory

Document provides access to content that is current, accurate and scholarly, and based upon research, when relevant, with a clear indication of authorship; it might include bibliographic citations; content might be available through regular distribution channels for any of the following areas:

Professional development
Educational resources
Lesson plans
Adult education (not K-12 best practices & resources)
Research and theory

Document provides access to content that is current, accurate and scholarly, and based upon research, when relevant, with a clear indication of authorship including bibliographic citations, when relevant; unique content is not readily available through regular distribution channels for any of the following areas:

Professional development
Educational resources
Lesson plans
Adult education (not K-12 best practices & resources)
Research and theory

Enables
Effective
Use of
Technology
in the
Classroom

Document does not enable the field practitioner to utilize technology effectively in the classroom:

Document does not offer examples of how technology can be integrated into adult learning environments
Reading the document will not develop field practitioners' technology skills
There is no indication of technology skill level required to choose appropriate activities
Document does not offer examples for using technology tools in the classroom

Document somewhat enables the field practitioner to utilize technology effectively in the classroom:

Document offers limited examples of how technology can be used in an adult learning environment
Reading the document might develop field practitioners' technology skills
There might be an indication of technology skill level required to choose appropriate activities
Document offers examples for using one technology tool: word processors, Internet, email, databases, sspreadsheets or presentation software

Document enables the field practitioner to utilize technology effectively in the classroom:

Document offers examples of how technology can be integrated into a few adult learning environments
Reading the document will most likely develop field practitioners' technology skills
There is an indication of technology skill level required to choose appropriate activities
Document offers examples for using two or three technology tools: word processors, Internet, email, databases, spreadsheets and presentation software

Document enables the field practitioner to utilize technology more effectively in the classroom:

Document offers examples of how technology can be integrated into a variety of adult learning environments
Reading the document is likely to develop field practitioners' technology skills
There is an indication of technology skill level required to choose appropriate activities
Document offers examples for using a variety of technology tools: word processors, Internet, email, databases, spreadsheets and presentation software

Usefulness in
Developing
Educational Programs or Technology-
Based
Materials

Document does not enable program managers to develop educational programs or plans and/or practitioners to develop technology-based materials that address national or state standards

Document unlikely to enable program managers to develop educational programs or plans and/or practitioners to develop technology-based materials for which learner outcomes will be associated with competencies identified in national or state standards including, but not limited to:

EFF
SCANS
CASAS

Document enables program managers to develop educational programs or plans and/or practitioners to develop technology-based materials for which learner outcomes might be associated with competencies identified in national or state standards including, but not limited to:

EFF
SCANS
CASAS

Document enables program managers to develop educational programs or plans and/or practitioners to develop technology-based materials for which learner outcomes will be associated with competencies identified in national or state standards including, but not limited to:

EFF
SCANS
CASAS