Final Project (grading Rubric)
The Rubric progresses from left to right. Cells incorporate the achievements of the cells the their left and add additional achievement described in the cell.
80-86 |
87-93 |
94-100 |
|
Adequate |
Commendable |
Exemplary |
|
| Objectives | Identifies some conditions, behaviors, or standards relating to intended learning outcomes. | Conditions, behaviors, and standards clearly express intended learning outcomes with authentic standards and conditions. | Objectives reflect especially thorough grasp of the initial analysis. |
| Instructional Strategies | Aligns with most objectives. Guides learners through objectives adequately. | Includes a range of instructional strategies with effective sequencing | Innovative and creative strategies that engage and motivate learners while accounting for various learning styles |
| Student Assessment | Superficial assessment of learning outcomes. | Authentic assessment of learning outcomes. | Assessment incorporates considerations for transfer of knowledge and real world performance. |
| Practice and Feedback | Allows opportunities for learner activities and includes guidelines for instructor feedback. | Engaging and relevant practice. Provides feedback options for levels of performance | Practice reflects authentic behavior for transfer conditions and environment and feedback shows understanding of transfer expectations. |
| Content and scope | Considers audience and time allocated for workshop | Appropriate for audience and time allocated for workshop | Includes alternatives for adaptation based on audience variation. |
| Use of Technology | Supports learning outcomes | Includes justification for how technology supports outcomes. | Use of technology supports learning in innovative and relevant ways |
| Instructor Manual/Instructions | Instructor materials provide basic instruction to conduct activities, and provide cursory feedback. | Provide timing and directions to pace instruction, conduct activities, and provide feedback. | Includes extended references and resources to assist with detailed feedback and creation of supplementary or alternative activities. |
| Student Materials | Basic in-class and take home materials | Engaging in-class and take-home materials. | Materials that are “keepers” (e.g. usable job aids) |
| Extensions beyond the workshop — could be websites, etc. | Basic extensions (e.g. list of resources) | Activities, materials, and goals for transfer and extended learning and performance | Particularly innovative materials (e.g. something that might include the potential for longer term community building if appropriate). |
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