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ID 101 Designing Instructional Systems
Spring 2000
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For this class, you are required to design an instructional product. During the course of the class, you will proceed step-by-step through the process of creating this product, and the seven mini-assignments are designed to guide you in this effort. The product you design can be print and/or electronically-based, can be targeted for education or industry, or for an audience that you define. Your final project will be evaluated according to these criteria:

  • Thorough understanding of the steps involved in the instructional design process.
  • Thoughtful analysis of the learning process, learner needs and learning styles.
  • Creative and effective use of media.
  • Evidence of evaluation and revision.
  • Development of a design model representative of your process.

Grading Rubric

A = exceptional (quality, NOT QUANTITY, goes above and beyond expectations)

  • presentation work is worthy of a professional portfolio;
  • addresses every major subheading in the assignment;
  • does not summarize or paraphrase the content of the chapter.
  • demonstrates content mastery using examples of and/or personalized reflections about the content of the chapter; AND
  • demonstrates an applied level of understanding through personalized reflections about the content area literacy strategies and procedures used to read and learn the chapter content

    B = excellent (superior quality, NOT QUANTITY, in meeting expectations)
  • presentation of work is worthy of a professional portfolio;
  • addresses most subheadings in the assignment;
  • does not summarize or paraphrase the content of the chapter.
  • demonstration of content mastery using examples of and/or personalized reflections about the content of the chapter; OR
  • demonstration of an applied level of understanding through personalized reflections about the content area literacy strategies and procedures used to read and learn the chapter content.

    C = acceptable (satisfactory quality and quantity in meeting expectations)
  • needs substantial revision to be worthy of a professional portfolio;
  • addresses about half the major subheadings in the assignment;
  • includes some summarizing or paraphrasing of chapter content;
  • demonstration of content mastery using examples of and/or personalized reflections about the content of the chapter; OR
  • demonstration of an applied level of understanding through personalized reflections about the content area literacy strategies and procedures used to read and learn the chapter content.

    D = unacceptable quality (does not meet expectations)
  • needs substantial revision to be worthy of a professional portfolio;
  • addresses less than half the major subheadings in the assignment;
  • consists primarily of a summary of main ideas from the chapter content;
  • summarized information is accurate

    F = no credit (effort not worthy of credit)
  • needs substantial revision to be worthy of a professional portfolio;
  • addresses no more than one major subheading in the assignment;
  • consists primarily of a summary of main ideas from the chapter content;
  • summarized information is inaccurate.