Peer and Self Assessment Rubric

EDET 709 Design(Redesign) Task Rubric

Standard 1: DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics 1.1.1 Analyzing 11.1.1.b Analyze instructional tasks, content, and context. Standard 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products. Unsatisfactory - Less than 7 Adequate - 8 - 11 Good - 12 - 13 Exemplary -14 Purpose of instruction and rationale for Purpose of instruction and rationale for choice of Purpose of instruction rationale for choice of Purpose of instruction and rationale for choice of choice of concept or topic and how it is concept or topic is given, but only slightly concept or topic and how it is delivered is concept/topic and type of instruction delivered is not given. Relevance to area of appropriate for Big Task. How the instruction is appropriate. A description of relevance to designed/developed clearly describes relevance personal or professional interest is delivered is not clearly stated. Relevance to area of personal or professional interest is to area of personal or professional interest and is inappropriate. There is no description of area of personal or professional interest is appropriate for the Big Task. A description highly appropriate for the Big Task. A characteristics of the learners nor is the mentioned, but is somewhat inaccurate. There of characteristics of the learners and the description of characteristics of the learners and learning context described. is only a brief description of characteristics of learning context are described. the learning context are described in detail. the learners and description of the learning context. Domain(s) of learning are not identified or Domain(s) of learning are mentioned but are Domain(s) of learning and general learning Domain(s) of learning and specific learning goals are inaccurate. Goals of learning are not incomplete or inaccurate. Goals of learning are goals are stated. Prerequisite knowledge are explicitly stated. Prerequisite knowledge stated. No prerequisite knowledge insinuated but not explicitly stated. Prerequisite requirements are given. The domains and requirements are given. The identified domains requirements are given. knowledge requirements are given but are goals are somewhat appropriate for and goals are highly appropriate for cognitionincomplete. cognition-based instruction. based instruction. Application of theories/principles/guidelines is not described nor evident in instructional materials. Instruction is not relevant to the learner. Information is inaccurate, incomplete or out of date. Purpose is unclear - a disconnect between learning goals and content. Graphics are absent, poorly placed, or fail to incorporate an understanding of human cognitive architecture. Background and text are not compatible and text is difficult to read. Graphics are inconsistent, inappropriate, and do not enhance learning. Poor use of color. Gratuitous animation with no relation to learning goals. Multimedia is superfluous and often gets in the way of purpose and learning goals. Instruction does not demonstrate an understanding of cognitive principles. Does not require learners to actively process the information. Limited capacity of working memory and dual channels are not taken into consideration. The instruction does not help learners select, organize, and integrate presented information. It does not promote organization of a coherent mental structure (schema acquisition) nor integrate it with prior knowledge. Scale: Below 52=Unacceptable for Use Application of theories/principles/guidelines is not sufficiently described and/or evidenced in instructional materials. Information is somewhat relevant to the learner. Information is somewhat accurate and complete. The purpose is somewhat related to the learning goals and content. Graphics minimally support learning and minimally incorporate an understanding of human cognitive architecture. Background and text are frequently incompatible and text is often difficult to read. Graphics are not always consistent or appropriate. Colors are used somewhat ineffectively. Animation rarely complements learning. Multimedia seems unrelated to purpose and learning goals Instruction does not demonstrate an understanding of cognitive principles. Sometimes requires learners to actively process the information. Limited capacity of working memory and dual channels are only slightly taken into consideration. The instruction does not help learners select, organize, and integrate presented information nor promote organization of a coherent mental structure (schema acquisition) and integrate it with prior knowledge. 52-61-=Satisfactory 62-67=Good Application of theories/principles/guidelines is adequately describe and demonstrated in instruction materials. Information is relevant to the learner. Information is accurate, complete, and up-to-date. The purpose is related to the stated learning goals and content. Graphics are intended to assist learning and demonstrate an understanding of human cognitive architecture. Background and text are usually pleasing, compatible and legible. Most graphics are consistent and appropriate in design. Colors are used in a somewhat effective way. Animation often complements learning. Multimedia is sometimes unrelated to purpose and learning goals. Instruction demonstrates an understanding of cognitive principles. Usually requires learners to become actively engaged. Limited capacity of working memory and dual channels are taken into consideration most of the time. The instruction somewhat helps learners to select, organize, and integrate presented information and moderately promotes organization of a coherent mental structure (schema acquisition) integrated with prior knowledge. 68-70= Exemplary Application of theories/principles/guideline is fully described, highly appropriate, and demonstrated in all instructional materials. Information is extremely relevant to the learner, and information is accurate, complete, and up-todate. The learning goals and content are fully aligned to promote student learning and understanding. Graphics are intended to assist learning and demonstrate an understanding of human cognitive architecture. Graphics are well designed and rendered to enhance learning. Background and text are pleasing, compatible and easy to read. Graphics are consistent, appropriate and designed to optimize learning. Colors are used in an effective way. Animation always complements learning. Multimedia appears to be directly related to stated purpose and learning goals. Instruction explicitly demonstrates an understanding of cognitive principles. Learners are required to actively process the information. Limited capacity of working memory and dual channels are taken into consideration. The instruction helps learners to select, organize, and integrate presented information. It promotes organization of a coherent mental structure (schema acquisition) and integrate it with prior knowledge. _________Total Points

Support of Cognitive Processes

Graphics, Layout & Multimedia

Instruction-al Content

Learning Goals and Domain

Rationale and Learner Characteristics