Satisfactory

Unsatisfactory

Total points

Informal Activity - Learning from Media

Participant completes the activity and writes an appropriate reflection of the experience; has fun with the activity!

Participant does not complete the activity on time.

________/10

Participant answers all questions on the test on a given attempt with 100% accuracy. Participant can take the test as often as s/he wishes up to the due date listed in the syllabus. (Every question must be answered correctly during any one attempt. If one or more questions are answered incorrectly on an attempt, that entire attempt is discounted.) No partial credit will be given for this requirement.

Note: The test will be subdivided into two or more sections.The participant must attain a score of 100% on each section as described above.

Instructional Design Activities

Participant responses appropriately address all of the instructional design concepts and principles in the respective IDA. If the participant receives an initial grade of “not satisfactory”, the participant revises the IDA according to the feedback given by the instructor and submits the revision to the instructor by the appropriate due date.

(IDA 1) X 4 points

(IDA 2) X 4 points

(IDA 3) X 4 points

(IDA 4) X 4 points

(IDA 5) X 4 points

Participant chooses not to submit an IDA, or, if the initial evaluation is rated as “not satisfactory”, chooses not to revise and resubmit the IDA to the instructor by the appropriate due date.

________/20

Buddy Feedback on Instructional Design Activities

Participant provides thoughtful feedback to all aspects of his/her design buddy’s first draft of the respective IDA by the appropriate due date.

(IDA 1) X 2.5 points

(IDA 2) X 2.5 points

(IDA 3) X 2.5 points

(IDA 4) X 2.5 points

Participant chooses not to provide feedback to his/her design buddy’s respective IDA, or fails to do so by the appropriate due date.

________/10

Instructional Design Project

Team Report & Deliverables

Each participant is required to submit an instructional design project as part of a team. The purpose of this project is to demonstrate competency with all of the instructional design skills and techniques described below in an authentic topic and context.

It is acceptable (and encouraged) that participants complete their respective IDAs with their individual project in mind.The purpose of this report is to provide written documentation of all of the phases carried out in the design of your entire course, including both macro-design decisions ("what to teach") for course and unit design and micro-design decisions ("how to teach") for lesson design.

The instructional design project is a document written in a narrative style that includes various sections that are traditionally found in real-world design reports. The scope of an independent project should encompass a course consisting of at least two units where each unit consists of at least two lessons. Lessons are defined according Gagne’s events of instruction and usually include between 30-60 minutes of learner time to complete. This is a formal report that should be written with much care. The grade for the instructional design project depends on how well this report communicates the way in which you carried out the instructional design phases.

Subtotal _____/100 X 35% = Instructional Design Project: Team Report & Deliverables

Note: This score could be reduced based on your team members' critique of your individual performance on the team.

Team Participation & Contribution

Beyond the project itself, each person will receive a grade for their overall participation on the team and his/her contribution to the team effort. This grade is separate from the other project grade and it is intended to represent the person's efforts in fulfilling their team responsibilities in a timely, cooperative, and competent manner. Your instructor will use the information collected from the confidential team interviews, as described in the syllabus, to determine part of this grade.

Subtotal 15% = Instructional Design Project: Team Participation & Contribution

Excellent

Average

Unsatisfactory

Writing Quality

Report is written in a standard narrative style, that is, with complete sentences and complete paragraphs throughout. Report is written using APA format. Writing is clear, concise, and precise. Each section of the report includes an appropriate introduction and conclusion. Each section flows well (consistency and continuity). Report is written in Microsoft Word with a length of no less than 8 pages and no more than 12 pages, excluding the title page and any appendices (based on double-spacing your report and using a standard font equivalent to about 12 characters per inch).

(9-10)

Report is written in a standard narrative style, that is, with complete sentences and complete paragraphs throughout. Writing is generally clear, concise, and precise with only occasional vagueness.

(5-8)

Writing style is poor and does not use a standard narrative style. Writing is fragmented. Writing style is over-dependent on bulleted lists. Report is either excessively short or excessively long.

(0-4)

________/10

Executive Summary

The Executive Summary is a brief and comprehensive summary of the contents of the instructional design project. It includes an overview of each element of the project. It is between 250-400 words in length. It is accurate, self-contained, concise, specific, coherent, and readable. It includes information on the problem, your instructional goal, the context and learners, and an overview of the instructional strategies.

(4-5)

The Executive Summary includes an overview of each element of the project. It includes information on the problem, your instructional goal, the context and learners, and an overview of the instructional strategies.

(2-3)

The Executive Summary is missing or does not meet its purpose.

(0-1)

________/5

Needs Assessment

The need for the instructional design project is well stated and is substantiated with data that clearly points to instruction as a viable means to meet the need. The problem statement is well written. An instructional goal is provided that is consistent with the stated need. This section of the report should contain the following subheadings: Background of the problem; problem statement; needs analysis; rationale for the need for instruction; and goal statement.

The “Background of the Problem” includes narrative with references of general professional or research literature and/or state/national reports that support and justify the instructional goal.

The “Needs Analysis” includes data collected locally (e.g. surveys, interviews, etc.) that support and justify the instructional goal.

The "rationale for the need for instruction" should explain and justify why instruction is the best solution to this problem.

(13-15)

The need for the instructional design project is clearly stated and at least some data is provided that clearly points to instruction as a viable means to meet the need. An instructional goal is provided.

(8-12)

The need is not stated clearly and/or is not substantiated with data. The case is not convincingly made that instruction is a viable means to meet the need. An instructional goal is not provided or it does not clearly address the need.

(0-7)

________/15

Learner Analysis

A learner analysis is conducted with the following reported clearly (include each as subheads in your report): entry behaviors; prior knowledge of the topic area; motivation, education and ability levels; and general learning preferences.

(9-10)

A learner analysis is conducted with most of the following reported clearly: entry behaviors; prior knowledge of the topic area; motivation, education and ability levels, and general learning preferences.

(5-8)

A learner analysis is not conducted or is incomplete.

(0-4)

________/10

Context Analysis

A context analysis of the performance setting and the learning environment is conducted and reported clearly and accurately.

(9-10)

A context analysis of the performance setting and the learning environment is conducted and reported.

(5-8)

A context analysis of the performance setting and the learning environment is either not conducted or reported, or it is incomplete or vague.

(0-4)

________/10

Course and Unit Design (Macro-Instructional Design)

A course is designed that appropriately addresses the instructional goal resulting from the needs assessment. The course must consist of between 2-5 unit topics. An Instructional Curriculum Map (ICM) is constructed for the course topic and for at least one of the units. The course and unit ICM objectives are written to show what the learner will be able to do after the instruction takes place. The objectives are written to clearly indicate the learning capability verb and a clearly observable behavior. The ICMs should be written at the appropriate level (problem-solving and rule-using with supporting verbal information and attitudes) and scope.

(13-15)

A course is designed that appropriately addresses the instructional goal resulting from the needs assessment. The course must consist of between 2-5 unit topics. An Instructional Curriculum Map (ICM) is constructed for the course topic and for at least one of the units. The course and unit ICM objectives are written to show what the learner will be able to do after the instruction takes place.

(8-12)

The course does not address the instructional goal resulting from the needs assessment. The course is designed at an inappropriate level or scope. The course and unit objectives are written poorly and do not reflect what the learner will be able to do after the instruction takes place.

(0-7)

________/15

Lesson Design (Micro-Instructional Design)

Lessons are designed from one of the course units (the team should design as many lessons as there are team members). The instructional objectives are appropriately written to show what the learner will be able to do after the instruction takes places. Using an “Instructional Strategy Planning Sheet”, a lesson is designed using instructional strategies appropriate for the audience and objective. The lesson integrates instructional media in appropriate and creative ways. The lesson is designed at an appropriate level (concept learning) with supporting verbal information and attitudes. The lesson is designed at an appropriate scope (30-60 minutes of learner time).

(13-15)

The lessons are designed from one of the course units (the team should design as many lessons as there are team members). The instructional objectives are appropriately written to show what the learner will be able to do after the instruction takes places. Using an “Instructional Strategy Planning Sheet”, a lesson is designed using instructional strategies appropriate for the audience and objective.

(8-12)

The lessons are not designed to meet the Unit-level objective and/or an insufficient number of lessons are designed. The lesson objectives are poorly written and/or do not tell what the learner will be able to do after the instruction takes place. The instructional strategies of the lesson do not address the lesson objectives. The lessons do not creatively or appropriately use media.

(0-7)

________/15

Formative Evaluation Plan

A formative evaluation plan is designed for each of the following levels: expert review; one-to-one evaluation; small-group evaluation; and field trial. Each level should describe what the evaluation will include, when it would be conducted, and the respective procedures for each (i.e. how). The plan should be consistent with the instructional objectives and should yield data informing the designer of necessary revisions.

(9-10)

A formative evaluation plan is designed for each of the following levels: expert review; one-to-one evaluation; small-group evaluation; field trial. Each level should describe what the evaluation will include, when it would be conducted, and the respective procedures for each (i.e. how).

(5-8)

The formative evaluation plan is designed poorly or does not address all levels. It does not adequately describe what, when, or how the evaluation will be conducted.

(0-4)

________/10

Formative Evaluation

Conducts a small-group field test with 3-5 students representative of the target audience; collects data directly related to student learning; provides a summary of the results of the field test based on the data; provides the reader with insight into the effectiveness of the instruction; includes recommendations for revisions.

(9-10)

Conducts a small-group field with students representative of the target audience; fails to meet all of the criteria listed in "excellent".

(5-8)

Does not collect a field test or does not use students representative of the target audience.

(0-4)

________/10