project
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
LEARNING DESIGN RUBRIC
Designer: Yuri Pavlov Date: June 9, 2016
Instruction Title: Spanish 201 Language practice through conversation Component type: Content presentation, practice, discussion, debrief
Reviewer: Yuri Pavlov
Brief description of overall expected learning outcomes:
1. Students will remember and use correctly at least 60 new words and expressions introduced in the chapter.
2. Students will discuss and evaluate the actions of the main characters of the short film using new words.
3. Students will verbalize their opinions about personal relationships using new words.
Brief description of component design and its relationship to facilitating learning:
The chosen instructional unit combines flipped classroom model as well as face-to-face sessions. The teacher serves as a “guide on the side,” asks
students to work individually and have discussions in pairs, and conducts debrief activities.
NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating
Learning
expectations
defined
Not clearly stated, no clear learning intent
Stated, not necessarily related to overall course
Clearly stated, clear intent, related well to
component and overall
instruction
The clearly stated outcomes were added to the
instruction and show exactly what can be
expected from the instruction
Activity
relatedness to
learning
Unrelated to type / level of learning
Activity related to level of learning
Activity related to level of learning and supports
transfer
Most textbook speaking activities are included
in the instruction and support low level as well
as high level thinking
Level of
Generative /
Developmental
Engagement
Little or no generative activity
Generative activity, lacks developmental
feedback
Engaging in generative and knowledge
organization, ample
developmental feedback
Cognitive strategies and scaffolds are
incorporated in the instruction
Presence of
formative /
developmental
feedback
Little or no feedback within activity
Feedback opportunities, correct/incorrect, not
formative or
developmental
Feedback formative, multiple types support
progression in learning,
critical thinking
Feedback in well-incorporated in the revised
instructional unit
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating
Impact of
activity on
learning
No display of learning required
Learning display prompted, related to
expected outcomes
Learning display required higher level
thinking, creative
responses
In addition to recall-recognize-summarize
activities, higher order thinking activities are
also included
Activity
outcomes /
products
Not clearly defined Traditional outcomes defined, e.g., paper,
drawing, etc.
Prompts learner to produce meaningful
representations of their
own learning
All activities are purposeful and support the
bigger learning outcomes
Graphics and
images
Do not prompt learning of content
Support learning process Engage learners deeply in content (prompt
critical, deep thinking)
The textbook and online SuperSite resources
were great and involved students deeply in the
content
Overall Learning
Design
Lack creativity in engaging learners in
multiple ways
Engages learners in multiple way with
content
Prompts learners to engage in traditional and
new ways, make own
choices
The instruction was redesigned to engage
learners in traditional and new ways of
learning. There is now more elements of
surprise in some activities
Instruction
Lacks clear instruction Provides instruction, no prompting for
exploration beyond
instruction
Clear instructions, prompts for further
exploration of content
Instruction is clear, engaging; however,
prompting students to explore beyond the
content is only done in the final debrief activity
Score Awarded Points: 44 Possible Points: 45
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
INSTRUCTION AND MESSAGE DESIGN RUBRIC
Designer: Yuri Pavlov Date: June 9, 2016
Instruction Title: Spanish 201 Language practice through conversation Component type: Introduction, practice, demo, discussion, debrief
Reviewer: Yuri Pavlov
Brief description of overall instructional design (e.g. format, flow, etc.): Flipped model and face-to-face model were combined. Balance between lower level and higher level tasks. The unit includes presentation of the
material, practice of the material, discussions, short film interpretations and evaluations, and a debrief.
Brief description of component design, purpose, and fit within instructional unit:
The overall purpose of the unit was introduction to a new topic and activation of new vocabulary. Transfer of the learned material was promoted at
the end of class session II.
NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating
Content
presentation
No clear organization, disjointed, no logical
order
Basic organization with logical progression
Completely organized, many connections and
interconnections,
enhances the message.
The organization is well-designed, logical,
interconnected, communicated clear
message(s) to students
Topic / Activity
Focus
No clear focus; message / activity is confusing
Message / activity is focused with a clear
message
Message / activity is complex, each aspect
clear, contributes to
overall message
Activities were varied, focused, logically
flowed one from another
Quality of
information
Inaccurate content, uninformative,
uninteresting
Content accurate, adds new knowledge
Content accurate, easy to understand, complex
info, expands
knowledge
The content was at an appropriate level
Citations
(images, web
sites, books
used)
Does not credit sources correctly
Includes most credits Includes credits in correct format
No violations of other people’s intellectual
property was noticed
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating
Quantity of
information
Some information that does not promote
message / activity
Enough basic information to cover the
message / activity
Significant amount of info, connections make
message / activity very
informative
Information was good and engaged learners
with it. Each activity contributed to each
other and built upon each other to promote
retention and usage of new vocabulary
Clarity of
information
Spelling, grammatical errors inappropriate
language
Few spelling, grammar errors, appropriate use
of language
Message well scripted, significantly improves
the message
No spelling, grammar, syntax errors detected
in the redesigned instruction. The message is
clear and easily understandable
Impact of
message / level
of activity
Passive. Little thought or activity required
Engaging. Some thought about the
message required.
Very engaging, requires in-depth reflection
Activities were engaging, fostered
collaboration, interaction, deep thinking
Graphics and
images
Not related to message, not related, distracting
Related to message / activity, poor position
Depicts message beyond text
This was very well-done
Overall use of
colors
None or too many, no purpose, distracting
Suggests purpose or organization
Adds depth to message beyond text
Colors were used meaningfully to show
contrasts, similarities, connections, etc.
Message
Organization
Titles, graphics, audio, video, transitions, etc.
detract from message
Titles, graphics, audio, video, transitions, etc.
appropriate for message
Titles, graphics, audio, video, transitions, etc.
enhance message
This was well-done
Text / Font
Font type, size, color difficult to read, many
changes, distracting
Font type, size, color easy to read, organized
use of fonts
Font type, size, color, etc. emphasize points,
relationships, etc.
Well-done
Score Awarded Points: 55 Possible Points: 55