No executive summary is included.

(0 points)

Explanation of module and is somewhat unclear and the overview of the instructional design plan is incomplete.

(1-2 points)

Explains the module and gives a general overview of what is included in the instructional design plan. It is mostly free of technical jargon.

(3-4 points)

Clearly explains the module and gives a concise yet complete overview of what is included in the instructional design plan. It is easy to understand and free of technical jargon (any jargon used is explained).

(5 points)

The layout and formatting of the plan make it difficult to follow and navigate. It is not professional in appearance.

(0 points)

The layout and formatting of the plan make it somewhat difficult to follow and navigate.

(1-2 points)

The plan is cleanly laid out and formatted. It is somewhat easy to follow and navigate.

(3-4 points)

The plan is well-designed and well-formatted. It is easy to follow and navigate. It is professional in appearance and content.

(5 points)

The instructional problem is not defined.

(0 points)

The instructional problem is unclear and/or it is unclear how the instructional module will address that problem.

(1-2 points)

Identifies the instructional problem and communicates the purpose of the instructional module.

(3-4 points)

Clearly and concisely identifies the instructional problem, making the need for instruction evident. It is clear what purpose the instructional module will serve.

(5 points)

The instructional goal(s) have not been identified.

(0 points)

The instructional goal(s) are unclearly stated and/or it is not clear how they are related to the instructional problem.

(1-2 points)

The overall instrucational goal(s) are identified and are related to the instructional problem. They are broadly stated and provide a general focus for the instruction.

(3-4 points)

The overall instrucational goal(s) are clearly and concisely stated, and logically follow from the instructional problem. They are broadly stated and provide a general focus for the instruction.

(5 points)

Target audience is not identified.

(0 points)

Identification of target audience lacks clarity and specificity, and leaves out relevant learner characteristics.

(1-2 points)

Identifies the target audience and identifies relevant characteristics.

(3-4 points)

Clearly identifies the target audience, identifying all relevant characteristics including prerequisite or assumed knowledge.

(5 points)

Objectives are not identified or are missing.

(0 points)

Objectives are poorly written or much of the necessary information is missing (3 or the 4 criteria are not clear).

(1-2 points)

Objectives are fairly clear and most of the necessary information is included (1 or the 4 criteria may not be clear).

(3-4 points)

Objectives are concise, clear and complete, and are written using the ABCD format.

(5 points)

The instructional strategies are missing.

(0 points)

The instructional strategies are difficult to follow and do not fit with the given objective(s) and task(s).

(1-2 points)

The instructional strategies are adequate and appropriate for the given objective(s) and task(s).

(3-4 points)

The instructional strategies are logical, clearly written and tied to the given objective(s) and task(s).

(5 points)

The course map/instructional sequence is missing. It is unclear how learners will progress through the module.

(0 points)

The sequence of instruction is somewhat unclear. It is unclear how the learners progress through at least some parts of the module.

(1-2 points)

The sequence of instruction is identified. It is clear how the learners progress through the module.

(3-4 points)

The sequence of instruction is clearly and creatively expressed. It is clear exactly how the learners progress through the module.

(5 points)

Method of assessment is missing.

(0 points)

Assessment plan is not adequate and does not make sense for the type of lesson.

(1-2 points)

Assessment plan is adequate but may not be the most appropriate for the intended instruction.

(3-4 points)

Assessment plan is clearly identified and strongly tied to the objectives and purpose for instruction.

(5 points)

There is little or no alignment between the instructional objectives, learning activities, and assessment. The lesson is not well-designed.

(0 points)

There is limited alignment between the instructional objectives, learning activities, and assessment. The lesson is disjointed and does not flow well together.

(1-2 points)

There is mainly alignment between the instructional objectives, learning activities, and assessment.

(3-4 points)

There is strong and evident alignment between the instructional objectives, learning activities, and assessment. The lesson is cohesive and well-designed.

(5 points)