Mini-Project #1 Rubric & Feedback

Name of Project Developer: Jazelle Jones

Using the scale on the following page, in the first column of the rubric, rate from 0 - :
!" Un#erstan#ing of $%D &lements:
'" $mplementation an# $ntegration of $%D (actics an# %trategies:
)" *eflective +riting: )
" &ffectiveness an# ,raftsmanship:
,omments -compulsor./:
0s" Jones clearl. shows that she un#erstan#s the instructional #esign process"
(he reflective writing coul# have been #one with more #etail to provi#e a comprehensive view of her learning e1perience"
2or e1ample, evi#ence of how her 3nowle#ge an# s3ills about $%D #evelope# across the learning perio# woul# have been
a plus"
1
Mini-Instructional Project Feedback Rubric
Score
Understanding and Use of Strategies/Tactics ualit!
Understanding of
IS" #le$ents
I$%le$entation and Integration of IS"
Tactics and Strategies
Reflecti&e 'riting #ffecti&eness and (rafts$ans)i%
*
%hows
sophisticate#
un#erstan#ing of
the $%D process
an# elements"
$ntegrates a range of tactics creativel. an#
seamlessl. in the lecture" 0etho#s use# go
well be.on# straightforwar# application of
techni4ues" 5arger conte1t of lesson
e1amples inclu#e# are well #efine# an# are
aptl. place# in the short-term unit"
%ophisticate# e1planation an#
evaluation of e1perience" 6ll
necessar. components present"
*eflective +riting is insightful an#
well e1plaine#"
$nstructional %.stem is highl. effective"
$#eas are engaging, clear an#
polishe#, an# show insight regar#ing
au#ience, learning conte1t an#
purpose" 2ine craftsmanship in
evi#ence"
+
%hows soli#
un#erstan#ing of
the $%D process
an# elements"
6ppropriate instructional strategies are use#
an# integrate# well into the $%" %trategies
applie# with some innovation in some cases"
5arger conte1t of lesson e1amples are
clearl. #efine# appropriatel. place# within
the short-term unit"
,lear e1planation an# evaluation
of e1perience" 6ll necessar.
components present" *eflective
+riting is accurate an# well
e1plaine#"
$nstructional %.stem is effective" $#eas
are presente# in a clear an# thorough
wa., an# show awareness of au#ience,
conte1t an# purpose" &vi#ence of goo#
craftsmanship in evi#ence"
,
%hows a
somewhat naive
or limite#
un#erstan#ing of
the $%D process
an# elements
(he strategies an# tactics in the $% are use#
somewhat cru#el., or onl. fit somewhat well
or sometimes in the #efine# instructional
conte1t" Description of the larger conte1t
incomplete or unclear in places7 placement of
the lesson e1amples within the short-term
unit coul# be 4uestione#"
%omewhat confusing e1planation
an# evaluation of e1perience or
not thoroughl. e1plaine#" Not all
necessar. components are
present" *eflective writing is
somewhat cru#e an# not alwa.s
well e1plaine#"
$nstructional %.stem is effective in
some wa.s an# not others" (here are
problems with clarit. or setting the
conte1t" Unclear whether au#ience,
conte1t an# purpose have been 3ept in
min#" 5ittle evi#ence of goo#
craftsmanship"
1
%hows little
un#erstan#ing of
the $%D process
an# elements"
(he strategies an# tactics use# in the $% are
inappropriatel. use# or are irrelevant"
Descriptions of the larger conte1t in which
lessons are place# are missing"
0issing or incomplete e1planation
an# evaluation of e1perience,
missing components, an#
reflection lac3s evi#ence of effort
an# reflection"
$nstructional %.stem is ineffective,
unpolishe#, confusing an# shows little
evi#ence of an. planning of instruction
with au#ience an# conte1t in
min#" 5ac3ing craftsmanship"
2