Grading Rubric for Assignment 2 Goal Analysis
Instructional Goal, Subordinate Skill Analysis, Learning Context & Learner Characteristics

 

2.1 Instructional Need and Goal Analysis (10 points)

Design Materials
Evaluation Criteria
Yes
Mostly
No
Problem or need statement

Based on data or experience?
Clearly stated?
Need can be addressed using instruction?

      
Purpose for your instruction

Is congruent (addresses) with need identified in previous step?
Will likely resolve identified problem?

      

Instructional goal
Context/Organization: Is/Are the instructional goal statement(s):
  • Linked clearly to an identified problem in the organization?
  • Linked clearly to documented performance gaps?
  • Clearly a solution to the problem?
  • Acceptable to those who approve the instructional effort

Does the plan include evidence of these resources?

  • Stable content/skills over time to warrant ID investment/resources?
  • Sufficient designer expertise in instructional goal area?
  • Sufficient people available to
    design/develop/deliver instruction?
  • Sufficient time available to
    design/develop/deliver instruction?
  • An adequate number of learners for trying out development/delivery
      
Clarity of goal statement

Identifies the learners
Contains a clear verb describing what the learner will do
Describes content area clearly.
Describes tools available to learners in performance context
Classifed correctly according to Gagne's learning domains

      
General description of the intended learners
 Describes intended learners using general categories relevant to training content/complexity (e.g., age level, education level, work role, etc.)      
General description of the performance context Describes performance context, especially in relation to how information and skills will be used following instruction.      
General description of the learning context, if different Describes learning context (e.g., classroom, workplace, instructor-led, web-based, print materials, etc.)      
Description of any tools the
learners will have to accomplish the goals		 Describes tools that will be available in the learning context and the performance context, e.g., calculators, computer programs, personal computers, web-based instructional programs, performance support systems, manuals, subject-matter experts, and so forth.      

 

2.2 Instructional Analysis (30 points)

Subordinate Skills Statements

 Yes Mostly No

  - includes verb (behavior/action)

      

  - outcome visible/observable

      

  - content focused/clear

      

  - subskills focused on learner actions rather than trainer/teacher actions

      

  - each subskill represents a discrete performance

      

  - content relationships among subskills are clear

      

  - performance relationships among subskills are clear

      

  - redundancy among/between subskills is avoided

      
Intellectual and Psychomotor Skills Yes Mostly No

Sequence of subordinate skills steps down from problem solving to rules to concepts to discriminations

      

Subskills are supported by verbal information and attitudes as needed

      
Attitudes Yes Mostly No

Sequence of subordinate skills may include intellectual and psychomotor skills

      

Subskills are supported by verbal information as needed

      
Verbal information Yes Mostly No

Categories of information are identified within the goal

      

Information is clustered according to a logical organizational plan

      
Diagramming Yes Mostly No

Main steps placed in boxes, left to right on page

      

Decision points illustrated with a diamond, question, and branch answers (e.g., yes, no) with arrows illustrating next step

      

Sequencing clearly illustrated

    • arrows between steps, subskills, and other subskills
    • numbering system for main steps and subskills
    • breaks in flow chart have a circle with a letter at break point and a circle with matching letter at resumption point
      

Subskills included for all main steps that require significant subordinate skill performance

      

Entry behaviors are separated from other skills by a dotted line

      

 

2.3 Learner and Context Analysis (10 points)

Analyze Learner Characteristics.     Statement includes relevant information for instruction related to goal, subordinate skills, and entry behaviors, such as
Yes
No
Not
Relevant
  - age      
  - grade/education level?      
  - achievement level?      
  - ability level?      
  - current job?      
  - prior experience?      
  - entry behaviors?      
  - prior knowledge of topic area?      
  - attitudes towards content?      
  - attitudes towards delivery system?      
  - academic motivation (attention, relevance, confidence, satisfaction)?      
  - expectations for instruction?      
  - learning preferences?      
  - attitudes about training organization?      
  - group characteristics?      
Analyze Performance Setting.      Description includes whether Yes No
Not
Relevant
  - goal is based on needs assessment and identified problem or opportunity?      
  - project has managerial support?      
  - physical aspects are positive or a constraint?      
  - social aspects of site are positive or a constraint?      
  - goal and skills are relevant to target group and managers in the workplace?      
Analyze Learning Environment.     Description includes whether Yes No
Not
Relevant
  - instructional tools and resources are compatible with instructional site?      
  - site can be adapted to simulate workplace?      
  - site can be adapted to accommodate planned delivery approaches?      
  - there are site resources that will affect instructional design?      
  - there are site constraints that will affect instructional design?      

© 2014 Dr. Susan Codone Mercer University School of Engineering