Rubric DSEC Design Task Title:

Max score: Score: .../72

Rubrics
Name:

Weights
Score  0 1 2 3

Underpinning Design
Target group definition, starting Target group definition, starting Target group, starting situation Target group, its heterogeneity,
Target Group Definition, Starting situation and preliminary situation and preliminary and preliminary knowledge are starting situation and preliminary
2 Situation and Preliminary Knowledge are lacking knowledge are not clear defined but lack information / knowledge are well defined with
Knowledge hypotheses on cognitive and information on cognitive and
affective situation affective situation
Learning / Communication goal is Learning / Communication goal Learning / Communication goal Learning / Communication goal
2 Learning / Communication Goal lacking is given but does not describe describes learning outcomes but describes observable learning
learning outcomes not in observable behavior outcomes where possible
Conceptual analysis and/or Conceptual analysis and /or Conceptual analysis and/or Structured conceptual analysis
Conceptual Analysis and/or Concept concept map are lacking concept map are mentioned but concept map contain the and/or concept map are provided
3 Map concepts are unrelated and/or relevant concepts and describe and summarize concepts, skills,
incomplete relations relations, ...
HLT description is lacking HLT is described but not HLT is described and elaborated Clear HLT description, including
Hypothetical Learning Trajectory
elaborated. but lacks hypotheses steps, opportunities for
3 description
differentiation, hypotheses and
rationale
Theoretical Underpinning and Theoretical Underpinning and Theoretical Underpinning and Theoretical underpinning makes
Theoretical Underpinning and
2 Literature
Literature are lacking Literature are limited Literature are presented but not clear how design builds on existing
related to HLT and design knowledge and literature
Design Product
The design does not add to the The design is a variant of The design contains creative The design is innovative
2 Originality and creativity available sources existing material and original elements

The description of the design
Clarity provides no image of the desired
3 practice
Design is not appropriate for
target group and/or learning goal
3 Functionality
Design is not consistent
2 Consistency (internally, or with HLT and
theoretical underpinning)
Design Evaluation is lacking
2 Design Evaluation
The description of the design
leaves many questions as to the
desired practice
Design’s functionality for target
group and/or learning goal is
limited or doubtful
Design consistency is limited
(internally, or with HLT and
theoretical underpinning)
Design Evaluation is indicated
but unrelated to goals
The description of the design
provides an image of the desired
practice but is not sufficient for
testing
Functional design in terms of
target group and learning goal
Design is globally consistent
Design Evaluation
is related to goals but lacks
validity and/or reliability
The description gives all the
information necessary for testing in
practice
Very functional design in terms of
target group and learning goal
including guidelines for
differentiation
Learning goals, content, learning
activities and evaluation are visibly
related to each other in the design
Valid and reliable assessment tools
are proposed including guidelines
for differentiation