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
CharacteristicRationale and

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
Learner

delivered is not given. Relevance to area of
personal or professional interest is
inappropriate. There is no description of
characteristics of the learners nor is the
learning context described.
s GnIeL
appropriate for Big Task. How the instruction is appropriate. A description of relevance to designed/developed clearly describes relevance to
delivered is not clearly stated. Relevance to area area of personal or professional interest is area of personal or professional interest and is
of personal or professional interest is mentioned, appropriate for the Big Task. A description of highly appropriate for the Big Task. A description
but is somewhat inaccurate. There is only a brief characteristics of the learners and the of characteristics of the learners and the learning
description of characteristics of the learners and learning context are described. context are described in detail.

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
Application of theories/principles/guidelines is Application of theories/principles/guidelines is not Application of theories/principles/guidelines is Application of theories/principles/guideline is fully
Graphics are absent, poorly placed, or fail to Graphics minimally support learning and Graphics are intended to assist learning and Graphics are intended to assist learning and
Instruction does not demonstrate an Instruction does not demonstrate an Instruction demonstrates an understanding Instruction explicitly demonstrates an
Support of Cognitive

understanding of cognitive principles. Does understanding of cognitive principles. of cognitive principles. Usually requires understanding of cognitive principles. Learners
not require learners to actively process the Sometimes requires learners to actively process learners to become actively engaged. Limited are required to actively process the information.
information. Limited capacity of working the information. Limited capacity of working capacity of working memory and dual Limited capacity of working memory and dual
Processes

memory and dual channels are not taken into memory and dual channels are only slightly taken channels are taken into consideration most of channels are taken into consideration. The
consideration. The instruction does not help into consideration. The instruction does not help the time. The instruction somewhat helps instruction helps learners to select, organize, and
learners select, organize, and integrate learners select, organize, and integrate learners to select, organize, and integrate integrate presented information. It promotes
presented information. It does not promote presented information nor promote organization presented information and moderately organization of a coherent mental structure
organization of a coherent mental structure of a coherent mental structure (schema promotes organization of a coherent mental (schema acquisition) and integrate it with prior
(schema acquisition) nor integrate it with acquisition) and integrate it with prior structure (schema acquisition) integrated knowledge.
prior knowledge. knowledge. with prior knowledge.
Scale: Below 52=Unacceptable for Use 52-61-=Satisfactory 62-67=Good 68-70= Exemplary _________Total Points