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assessment_rubric.pdf
Page 1 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
Assessment Rubric
SPA Report: Assessment #6. Additional assessment that addresses AECT standards
1 For points calculation, please refer to Table 6.2. Calculation of student performance to meet each standard. In this column, the instructor will also
communicate with the student which area(s) of each standard is/are the weak area(s) for the student to improve.
CIMT 689
MS in Ed Tech
Assessment AECT
Standard Elements
Criteria Points
5
Exemplary 4
Proficiency 3
Developing 2
Unsatisfactory 1
Not evident
1.1 Instructional
Systems Design
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
instructional
systems design
Design
Score:
write appropriate
objectives for
specific content and
outcome levels
(1.1.1.a),
write appropriate
objectives for
specific content and
outcome levels
(1.1.1.a),
write appropriate
objectives for
specific content and
outcome levels
(1.1.1.a),
write appropriate
objectives for
specific content and
outcome levels
(1.1.1.a),
/5 1
Score:
analyze
instructional tasks,
content, and context (1.1.1.b),
analyze
instructional tasks,
content, and context (1.1.1.b),
analyze
instructional tasks,
content, and context (1.1.1.b),
analyze instructional
tasks, content, and
context (1.1.1.b),
Score:
and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).
and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).
and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).
and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).
1.2 Message Design Candidates demonstrated
comprehensive
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
message design
Page 2 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
ability to
Score:
apply principles of
educational
psychology,
communications
theory, and visual
literacy to the
development of instructional
messages specific
to the learning task
(1.2.b).
apply principles of
educational
psychology,
communications
theory, and visual
literacy to the
development of instructional
messages specific
to the learning task
(1.2.b).
apply principles of
educational
psychology,
communications
theory, and visual
literacy to the
development of instructional
messages specific
to the learning task
(1.2.b).
apply principles of
educational
psychology,
communications
theory, and visual
literacy to the
development of instructional
messages specific to
the learning task
(1.2.b).
1.3 Instructional
Strategies
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated sufficient ability to
Candidates
demonstrated some ability to
Candidates
demonstrated limited ability to
No evidence of
understanding instructional
strategies
Score:
select instructional
strategies
appropriate for a
variety of learner
characteristics and
learning situations
(1.3.a),
select instructional
strategies
appropriate for a
variety of learner
characteristics and
learning situations
(1.3.a),
select instructional
strategies
appropriate for a
variety of learner
characteristics and
learning situations
(1.3.a),
select instructional
strategies
appropriate for a
variety of learner
characteristics and
learning situations
(1.3.a),
Score:
analyze their
selection of
instructional
strategies and/or
models as influenced by the
learning situation,
nature of the
specific content,
and type of learner
objective (1.3.c),
analyze their
selection of
instructional
strategies and/or
models as influenced by the
learning situation,
nature of the
specific content,
and type of learner
objective (1.3.c),
analyze their
selection of
instructional
strategies and/or
models as influenced by the
learning situation,
nature of the
specific content,
and type of learner
objective (1.3.c),
analyze their
selection of
instructional
strategies and/or
models as influenced by the
learning situation,
nature of the
specific content, and
type of learner
objective (1.3.c),
Page 3 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
Score:
and select
motivational strategies
appropriate for the
target learners, task,
and learning
situation (1.3.d).
and select
motivational strategies
appropriate for the
target learners, task,
and learning
situation (1.3.d).
and select
motivational strategies
appropriate for the
target learners, task,
and learning
situation (1.3.d).
and select
motivational strategies
appropriate for the
target learners, task,
and learning
situation (1.3.d).
1.4 Learner
Characteristics
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
learner
characteristics
Score:
identify a broad
range of observed
and hypothetical
learner
characteristics for
their particular area(s) of
preparation (1.4.a).
identify a broad
range of observed
and hypothetical
learner
characteristics for
their particular area(s) of
preparation (1.4.a).
identify a broad
range of observed
and hypothetical
learner
characteristics for
their particular area(s) of
preparation (1.4.a).
identify a broad
range of observed
and hypothetical
learner
characteristics for
their particular area(s) of
preparation (1.4.a).
Score:
describe and/or
document specific
learner
characteristics
which influence the
selection of instructional
strategies (1.4.b).
describe and/or
document specific
learner
characteristics
which influence the
selection of instructional
strategies (1.4.b).
describe and/or
document specific
learner
characteristics
which influence the
selection of instructional
strategies (1.4.b).
describe and/or
document specific
learner
characteristics
which influence the
selection of instructional
strategies (1.4.b).
and describe and/or
document specific
learner
characteristics
and describe and/or
document specific
learner
characteristics
and describe and/or
document specific
learner
characteristics
and describe and/or
document specific
learner
characteristics
Page 4 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
Score:
which influence the
implementation of
instructional
strategies (1.4.c).
which influence the
implementation of
instructional
strategies (1.4.c).
which influence the
implementation of
instructional
strategies (1.4.c).
which influence the
implementation of
instructional
strategies (1.4.c).
2.1 Print Technologies Candidates demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
print technologies
Development
Score:
develop
instructional and
professional
products using a
variety of
technological tools
to produce text for communicating
information (2.1.1),
develop
instructional and
professional
products using a
variety of
technological tools
to produce text for communicating
information (2.1.1),
develop
instructional and
professional
products using a
variety of
technological tools
to produce text for communicating
information (2.1.1),
develop
instructional and
professional
products using a
variety of
technological tools
to produce text for communicating
information (2.1.1),
/5
Score:
and produce instructional and
professional
products using
various aspects of
integrated
application
programs (2.1.4).
and produce instructional and
professional
products using
various aspects of
integrated
application
programs (2.1.4).
and produce instructional and
professional
products using
various aspects of
integrated
application
programs (2.1.4).
and produce instructional and
professional
products using
various aspects of
integrated
application
programs (2.1.4).
2.2 Audiovisual
Technologies
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated sufficient ability to
Candidates
demonstrated some ability to
Candidates
demonstrated limited ability to
No evidence of
understanding audiovisual
technologies
apply principles of
visual and media
literacy for the
development and
apply principles of
visual and media
literacy for the
development and
apply principles of
visual and media
literacy for the
development and
apply principles of
visual and media
literacy for the
development and
Page 5 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
Score:
production of
instructional and
professional
materials and
products (2.2.1).
production of
instructional and
professional
materials and
products (2.2.1).
production of
instructional and
professional
materials and
products (2.2.1).
production of
instructional and
professional
materials and
products (2.2.1).
3.1 Media Utilization Candidates demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
media utilization
Utilization
Score:
use educational
communications
and instructional
technology (ECIT)
resources in a variety of learning
contexts (3.1.2).
use educational
communications
and instructional
technology (ECIT)
resources in a variety of learning
contexts (3.1.2).
use educational
communications
and instructional
technology (ECIT)
resources in a variety of learning
contexts (3.1.2).
use educational
communications and
instructional
technology (ECIT)
resources in a variety of learning
contexts (3.1.2).
/5
3.2 Diffusion of
Innovations
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
diffusion of
innovation
Score:
identify strategies
for the diffusion,
adoption, and
dissemination of
innovations in
learning
communities
(3.2.1).
identify strategies
for the diffusion,
adoption, and
dissemination of
innovations in
learning
communities
(3.2.1).
identify strategies
for the diffusion,
adoption, and
dissemination of
innovations in
learning
communities
(3.2.1).
identify strategies
for the diffusion,
adoption, and
dissemination of
innovations in
learning
communities
(3.2.1).
3.3 Implementation and
Institutionalization
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
implementation
and
Page 6 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
institutionalization
Score:
use appropriate
instructional
materials and
strategies in various
learning contexts
(3.3.1).
use appropriate
instructional
materials and
strategies in various
learning contexts
(3.3.1).
use appropriate
instructional
materials and
strategies in various
learning contexts
(3.3.1).
use appropriate
instructional
materials and
strategies in various
learning contexts
(3.3.1).
Score:
identify and apply
techniques for
integrating ECIT
innovations in
various learning
contexts (3.3.2).
identify and apply
techniques for
integrating ECIT
innovations in
various learning
contexts (3.3.2).
identify and apply
techniques for
integrating ECIT
innovations in
various learning
contexts (3.3.2).
identify and apply
techniques for
integrating ECIT
innovations in
various learning
contexts (3.3.2).
Score:
and identify
strategies to
maintain use after
initial adoption
(3.3.3).
and identify
strategies to
maintain use after
initial adoption
(3.3.3).
and identify
strategies to
maintain use after
initial adoption
(3.3.3).
and identify
strategies to
maintain use after
initial adoption
(3.3.3).
3.4 Policies and
Regulations
Candidates
demonstrated
comprehensive ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
policies and regulations
Score:
identify and apply
policies which
incorporate
professional ethics
within practice
(3.4.2).
identify and apply
policies which
incorporate
professional ethics
within practice
(3.4.2).
identify and apply
policies which
incorporate
professional ethics
within practice
(3.4.2).
identify and apply
policies which
incorporate
professional ethics
within practice
(3.4.2).
and identify and apply copyright and
fair use guidelines
within practice
(3.4.3).
and identify and apply copyright and
fair use guidelines
within practice
(3.4.3).
and identify and apply copyright and
fair use guidelines
within practice
(3.4.3).
and identify and apply copyright and
fair use guidelines
within practice
(3.4.3).
Page 7 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
Score:
4.2 Resource
Management
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated sufficient ability to
Candidates
demonstrated some ability to
Candidates
demonstrated limited ability to
No evidence of
understanding resource
management
Management
Score:
apply resource
management
techniques in
various learning
and training
contexts (4.2.1).
apply resource
management
techniques in
various learning
and training
contexts (4.2.1).
apply resource
management
techniques in
various learning
and training
contexts (4.2.1).
apply resource
management
techniques in
various learning and
training contexts
(4.2.1).
/5
4.3 Delivery System
Management
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
delivery system
management
Score:
apply delivery
system management
techniques in
various learning
and training
contexts (4.3.1).
apply delivery
system management
techniques in
various learning
and training
contexts (4.3.1).
apply delivery
system management
techniques in
various learning
and training
contexts (4.3.1).
apply delivery
system management
techniques in
various learning and
training contexts
(4.3.1).
4.4 Information
Management
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
information
management
Score:
apply information
management
techniques in
various learning
and training
contexts (4.4.1).
apply information
management
techniques in
various learning
and training
contexts (4.4.1).
apply information
management
techniques in
various learning
and training
contexts (4.4.1).
apply information
management
techniques in
various learning and
training contexts
(4.4.1).
5.1 Problem Analysis Candidates demonstrated
Candidates
demonstrated
Candidates
demonstrated some
Candidates
demonstrated
No evidence of
understanding Evaluation
Page 8 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
comprehensive
ability to
sufficient ability to ability to limited ability to problem analysis
Score:
identify and apply
problem analysis
skills in appropriate
educational
communications
and instructional technology (ECIT)
contexts (5.1.1).
identify and apply
problem analysis
skills in appropriate
educational
communications
and instructional technology (ECIT)
contexts (5.1.1).
identify and apply
problem analysis
skills in appropriate
educational
communications
and instructional technology (ECIT)
contexts (5.1.1).
identify and apply
problem analysis
skills in appropriate
educational
communications and
instructional technology (ECIT)
contexts (5.1.1).
/5
5.2 Criterion-
Referenced
Measurement
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
criterion-
referenced
measurement
Score:
develop and apply
criterion-referenced
measures in a variety of ECIT
contexts (5.2.1).
develop and apply
criterion-referenced
measures in a variety of ECIT
contexts (5.2.1).
develop and apply
criterion-referenced
measures in a variety of ECIT
contexts (5.2.1).
develop and apply
criterion-referenced
measures in a variety of ECIT
contexts (5.2.1).
5.3 Formative and
summative Evaluation
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
formative and
summative
evaluation
develop and apply
formative and
summative
evaluation
strategies in a variety of ECIT
develop and apply
formative and
summative
evaluation
strategies in a variety of ECIT
develop and apply
formative and
summative
evaluation
strategies in a variety of ECIT
develop and apply
formative and
summative
evaluation strategies
in a variety of ECIT contexts (5.3.1).
Page 9 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
Project Description:
The assessment is a final project of CIMT 689. This project requires students to design and develop a training manual on instructional
strategies (as the learning content area) to instructional designers (as target learners) following the procedure of one of the ID models
and integrating learning/instructional theories into practice. Like for the instructional design projects in other classes, the following
major elements are emphasized about instruction of any type and using any media: An instructional/learning goal, learning objectives,
instructional strategies, activities and practices, feedback, and the assessment. The design also needs to include diversity concerns and
the APA style is required for citing references. Not like in other courses where students choose a topic and the target learners for the
project, this project requires students to focus on the content area of instructional strategies and the target audience of professionals in
the field. CIMT 689 is a course at a more advanced level than CIMT 620, 630, 640; the requirements are not at the fundamental level
and the scope of the instruction is not small. This learning task requires students more critical thinking skills.
The focus of this project is designed on how to identify, select, and use instructional strategies in various instructional/learning
situations. The requirements include developing at least five chapters, each chapter discussing one instructional strategy/approach.
Within each chapter, students need to include the following contents, each under an individual subheading:
What it is (description of the strategy/approach),
When to select and use it (conditions of use),
Why it should be selected (research on effectiveness of the strategy),
How it is best utilized, and
Related research and references
2 The instructor will provide overall comments on the student’s strength and weakness of the project and advise the student how to improve to make progress.
3 Total points that the student gets of Design + Development+ Utilization + Management + Evaluation; Total possible is 25 points.
Score:
contexts (5.3.1). contexts (5.3.1). contexts (5.3.1).
Overall Comments 2 :
Total Points 3
Page 10 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
There are eleven reading reflections including online critiques and debates, a term paper including online critiques and debates, and
this final project including online critiques and debates as course requirements for CIMT 689. This project meets all the eight learning
objectives for the course. This project alone not including online discussions is assigned 100 points from a grand total of 400 points.
The project meets AECT Standards 1-5.
Students’ projects are graded using the rubric and the points are transferred using the formula in Table 6.3.
Table 6.1 Standards to meet:
AECT Standards for
MS in Ed Tech
Performances related to the Standards
Standard 1 Design 1.1.1,a, 1.1.1.b, 1.1.1.c, 1.2.b, 1.3.a, 1.3.c, 1.3.d, 1.4.a, 1.4.b, 1.4.c
Standard 2 Development 2.1.1, 2.1.4, 2.2.1
Standard 3 Utilization 3.1.2, 3.2.1, 3.3.1, 3.3.2, 3.3.3, 3.4.2, 3.4.3
Standard 4 Management 4.2.1, 4.3.1, 4.4.1
Standard 5 Evaluation 5.1.1, 5.2.1, 5.3.1
Table 6.2 Calculation of student performance to meet each standard:
AECT Standards for
MS in Ed Tech
Calculation of Score Obtained for Each Standard An Example (assume this student gets all 5s)
Standard 1 Design Design Score = sum of (1.1.1,a + 1.1.1.b + 1.1.1.c +
1.2.b + 1.3.a + 1.3.c + 1.3.d + 1.4.a + 1.4.b + 1.4.c)/10
Design Score = (5+5+5+5+5+5+5+5+5+5)/10
= 5
Standard 2 Development Development Score = sum of (2.1.1 + 2.1.4 + 2.2.1)/3 Development Score = (5+5+5)/3 = 5
Standard 3 Utilization Utilization Score = sum of (3.1.2 + 3.2.1 + 3.3.1 + 3.3.2
+ 3.3.3 + 3.4.2 + 3.4.3)/7
Utilization Score = (5+5+5+5+5+5+5)/7 = 5
Standard 4 Management Management Score = sum of (4.2.1 + 4.3.1 + 4.4.1)/3 Management Score = (5+5+5)/3 = 5
Standard 5 Evaluation Evaluation Score = sum of (5.1.1 + 5.2.1 + 5.3.1)/3 Evaluation Score = (5+5+5)/3 = 5
Page 11 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
Table 6.3 Calculation of points (the table cannot include all. For those that are not included in this table, calculate using the transfer
calculation formula. For example, if a student has received 22.5 using the rubric, his score for the project for the course is 100 *
(22.5/25) = 90)
Points transfer formula:
Points a student receives for the project = 40 * (student’s points on the rubric/25 (total possible))
Points received based on the Rubric Transfer calculation Transferred points for the project
25 100 * (25/25) 100
24 100 * (24/25) 96
23 100 * (23/25) 92
22 100 * (22/25) 88
21 100 * (21/25) 84
20 100 * (20/25) 80
19 100 * (19/25) 76
18 100 * (18/25) 72
17 100 * (17/25) 68
16 100 * (16/25) 64
15 100 * (15/25) 60
14 100 * (14/25) 56
13 100 * (13/25) 52
12 100 * (12/25) 48
11 100 * (11/25) 44
10 100 * (10/25) 40
9 100 * (9/25) 36
8 100 * (8/25) 32
7 100 * (7/25) 28
6 100 * (6/25) 24
5 100 * (5/25) 20
4 100 * (4/25) 16
3 100 * (3/25) 12
2 100 * (2/25) 8
Page 12 of 12 Assessment #6 MS in Educational Technology CIMT, BCOE, Indiana State University
1 100 * (1/25) 4
0 100 * (0/25) 0
