This document provides a rubric for evaluating student blog posts. It assesses posts across several dimensions, including quality of writing, voice, use of multimedia, consistency of updates, presentation/design, digital citizenship, community building, and responses to comments. Each dimension has criteria for different levels of performance from prestructural to extended abstract. The rubric aims to help students improve their blogging skills and content over time.

1. Upper Moutere
School
Blogging
Rubric
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract
Quality of
Writing
£ Posts
give
no
new
information
about
your
learning
£ Idea
has
no
elaboration
£ Gives
some
new
information
about
your
learning
£ Posts
have
one
idea
related
to
the
topic
£ Ideas
have
no
elaboration
£ Posts
have
many
ideas
related
to
the
topic
£ Some
ideas
have
basic
elaboration
£ Some
new
information
about
the
your
learning
OR
is
reflective
£ Informational
post:
your
create
new
ideas
OR
make
new
meaning
£ Posts
have
one
elaborated
idea
OR
many
ideas
that
have
some
elaboration
£ Very
informative
or
deeply
reflective
£ Informational
post:
synthesizes
learning
and
construct
new
meaning
£ Ideas
are
complex
and
elaborate
Voice
£ Uses
a
small
range
of
simple,
everyday
words
and
phrases
from
personal
vocabulary
£ Uses
a
wider
range
of
simple,
everyday
words
and
phrases
from
personal
vocabulary
£ May
use
adjectives,
adverbs
and/or
precise
verbs
to
add
interest
and
detail
£ May
use
idioms,
metaphors,
similes
and
other
figures
of
speech
to
entertain
the
reader
£ Deliberate
and
sustained
use
of
precise
vocabulary
(descriptive,
expressive,
academic,
technical
and/or
abstract)
for
effect
Multimedia
and Posts
£ No
multimedia
£ Write
posts
simply
about
“what
you
already
know”
£ Includes
text
and
an
image
in
posts
£ Write
posts
simply
about
“what
you
already
know”
£ Includes
facts
in
posts
£ End
posts
with
questions
to
encourage
comments
£ Plan
posts
and
save
drafts
to
edit
before
publishing
£ Use
one
simple
hyperlinks
£ Include
text
and
an
image
and/or
embedded
Web
2.0
tool/multimedia
in
post
£ Includes
some
research
or
facts
in
posts
£ Web
2.0
/
multimedia
tool
shares
your
learning
OR
extends
your
ideas
£ Use
one
or
two
hyperlinks
to
add
to
the
readers’
understanding
£ Multiple
pieces
of
multimedia
used
in
one
post
£ Multimedia
shares
your
learning,
adds
depth
to
the
message,
and
extends
your
ideas
–
posts
are
original
and
creative
£ Include
a
range
of
different
images
(own
and
Creative
Commons),
multimedia
and
web
2.0
tools
to
enhance
posts.
Consistency
£ Do
not
update
your
blog
£ Updates
blog
when
reminded
£ Updates
blog
occasionally
£ Moderate
comments
£ Updates
blog
on
a
regular
basis
£ Moderate/replies
to
comments
within
a
few
days
of
receiving
them
£ Updates
blog
often,
even
when
not
required
£ Moderate/replies
to
comments
as
they
arise
Emma
Watts
&
Upper
Moutere
Staff
2013
Blogging
Rubric
based
on:
Silvia
Rosenthal
Tolisano
–
Langwitches
–
Globally
Connected
Learning
&
Andrew
Churches
Blooms
Taxonomy
Commenting
Rubric
&
Kim
Cofino’s
&
Uni
of
Wisconsin’s
Blogging
Rubric
&
Kathleen
Morris
http://primarytech.global2.vic.edu.au

2. Upper Moutere
School
Blogging
Rubric
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract
Presentation
(Blog Design)
£ Uses
the
basic
blog
theme
from
setting
up
blog
£ Choose
a
basic
theme
that
is
easy
to
navigate
£ Includes
labels
for
students
OR
learning
areas
£ Include
an
about
page
£ Include
a
search
box
and
links
£ Use
fonts
and
dark
coloured
text
that
is
easy
to
read
£ Include
a
number
of
pages
with
static
information
e.g.
guidelines,
websites,
parent
information
£ Include
some
third
part
widgets
(e.g.
ClustrMaps)
£ Include
an
email
subscription
£ Use
a
theme
that
is
clear,
well
designed
and
easy
to
customize
£ Revise
pages
regularly
to
ensure
info
is
up-­‐to-­‐date
£ Customize
your
theme
with
images
and
backgrounds,
layout
etc.
ensuring
blog
is
still
easy
to
navigate
and
read
£ Limit
“fun”
widgets
to
not
take
a
way
from
posts
and
speed
up
loading
time
Digital
Citizenship
£ Uses
copyrighted
images
£ Use
own
images
and
copyrighted
images
£ Keep
YAPPY
information
safe
(your
full
name,
address,
phone
number)
£ Beginning
to
Creative
Commons
materials
£ Developing
netiquette:
respecting
the
viewpoints
of
all
readers
and
commenters
£ Understands
and
is
beginning
to
use
netiquette:
respect
the
viewpoints
of
all
readers
and
commenters
£ Often
uses
Creative
Commons
materials
and
beginning
to
use
correct
attributions.
£ Consistently
uses
netiquette
£ Consistently
use
Creative
Commons
materials
with
correct
attributions.
£ Cite
all
sources
of
information
Community
£ No
labels
(tags)
on
post
£ Label
(tag)
some
posts
£ Label
(tag)
most
posts
£ Label
(tag)
all
posts
£ Contains
links
to
other
blogs,
websites
or
PDFs
to
help
the
reader’s
understanding
£ Contains
links
to
other
blogs,
websites
or
PDFs
to
help
the
reader’s
understanding
£ Links
are
relevant
£ All
posts
are
labeled
Comments
£ Read
some
comments
£ Read
all
comments
£ Read
all
comments
and
reply
to
comments
with
questions
£ Begin
to
use
the
letter
format
for
quality
commenting
£ Read
and
reply
to
all
comments
£ Compliment
the
writer
£ Ask
questions
£ Consistently
follow
the
letter
format
for
quality
commenting
£ Reply
to
all
comments
and
regularly
ask
commenters
thoughtful
questions
to
generate
further
discussion
£ Add
new
ideas
and
include
links
to
sources
Collaboration
£ Read
your
own
blog
and
other
class
blogs
within
our
school
£ Read
your
own
blog,
other
class
blogs
from
your
school,
and
blogs
from
around
the
world
£ Regularly
read
and
occasionally
comment
on
a
number
of
blogs
from
your
school
and
around
the
world
£ Regularly
read
and
comment
on
a
number
of
blogs
from
your
school
and
around
the
world
£ Organise
other
blogs
in
a
blogroll
on
your
blog
£ Work
together
with
other
educational
bloggers
on
global
collaborative
projects