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Course design · Level Advanced · Course design Rubrics Criteria
Rubrics: knowing how it is judged
Learners keep asking whether their work is acceptable.
Prompt
One test: after the session, learners can do something unaided that they could not before. Without that, richness is noise.
Task: Learners keep asking whether their work is acceptable.
[Before you start, do three things]
1. Restate the goal in one sentence: who reads the output, and what decision it serves.
2. If I have not given you the following, ask me. Do not assume:
- the ability assessed
- deliverable form
- dimensions
- pass mark
3. Say how you plan to do it (at most 5 steps) and wait for my go-ahead.
[Go through each of these]
- three or four dimensions with observable descriptors
- the difference between pass and excellent
- walk through grading one real sample
- which requirements are hard
[Process]
1. Write an observable 'can do' statement
2. Work backwards and cut what does not serve it
3. One ten-minute exercise per session
4. One question that exposes misunderstanding
5. Mark where learners drop out
[Output]
Goal, content, exercise, check, dropout point.
[Do not]
- No unobservable objectives like 'understand'
- One point per session
- Never lecture without practice
- Do not assume their interest matches yoursWhat to state before it starts
Leave these unsaid and the model fills them with an assumption. Most 'wrong answers' start here.
- the ability assessed
- deliverable form
- dimensions
- pass mark
Go through each of these
Where this kind of work most often goes wrong. Already in the prompt, so you do not have to remember it.
- three or four dimensions with observable descriptors
- the difference between pass and excellent
- walk through grading one real sample
- which requirements are hard