Subject area rubrics: all identical

I was a bit miffed when I saw a nine item rubric on the Taskstream Cornerstone assignment for our next class. I thought it might be the professor, then looked a little further down the line. Get used to the nine-item rubric because it appears on every subject area course we'll take for this Masters.

Here it is. I don't have the patience to edit it for grammatical errors...you'll understand if you read it carefully. Every subject area cornerstone assignment we face will be measured this way. They all contain the same grammatical error (hint: NYETS 0011)...Can you say cookie-cutter?

EDSS 620 Social Studies...(& the rest of them -TJ)

Levels:	Unacceptable	Acceptable	Target	Score
Criteria:
	value: 1	value: 2	value: 3
MSIT 2 - Use an understanding of learners and learning and apply instructional design model in a curriculum development project.	The candidate does not demonstrate an understanding of learners and learning and how to apply an instructional design model in a curriculum development project.	The candidate demonstrates an adequate understanding of learners and learning and how to apply an instructional design model in a curriculum development project.	The candidate demonstrates a thorough understanding of learners and learning and how to creatively and effectively apply an instructional design model in a curriculum development project.
MSIT 8 - Use data analysis tools to inform problem-solving, decision-making and data representations and communication.	The candidate does not use data analysis tools to inform problem-solving, decision-making and data representations and communication.	The candidate uses data analysis tools adequately to inform problem-solving, decision-making and data representations and communication.	The candidate uses data analysis tools extensively and systematically to inform problem-solving, decision-making and data representations and communication.
AECT 1: DESIGN -Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.	The candidate is unable to design effective conditions for learning. They lack the knowledge in the principles, theories and research associated with instructional systems design, message design, instructional strategies, and learner characteristics.	The candidate's knowledge, skills, and dispositions to design conditions for learning are well-grounded in principles, theories, and research associated with instructional systems design, message design, instructional strategies, and learner characteristics.	The candidate's knowledge, skills, and dispositions to design conditions for learning are fully grounded in principles, theories and research associated with instructional systems design, message design, instructional strategies, and learner characteristics.
AECT 2: DEVELOPMENT - Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.	The candidate demonstrates simplistic knowledge, skills, and dispositions in the development of instructional materials and experiences. Their products do not reflect basic principles, theories, and research related to print, audiovisual, computer-based, and integrated technologies.	The candidate demonstrates essential knowledge, skills, and dispositions in the development of instructional materials and experiences by applying basic principles, theories, and research related to print, audiovisual, computer-based, and integrated technologies.	The candidate demonstrates complex, integrated knowledge, skills, and dispositions in the development of instructional materials and experiences by applying principles, theories, and research related to print, audiovisual, computer-based, and integrated technologies.
AECT 3: UTILIZATION - Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.	The candidate does not demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.	The candidate demonstrates adequate knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.	The candidate demonstrates extensive knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
AECT 5: EVALUATION - Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.	The candidate is unable to effectively evaluate the adequacy of instruction and learning. They lack the basic knowledge of principles, theories, and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.	The candidate demonstrates essential knowledge and skill in the evaluation of instruction and learning by applying principles, theories and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.	The candidate demonstrates extensive knowledge and skill in the evaluation of instruction and learning by applying principles, theories, and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
NYETS 0009 Understand educational and technology-related research.	The candidate does not understand educational and technology-related research.	The candidate has adequate understanding of educational and technology-related research.	The candidate has extensive understanding of educational and technology-related research.
NYETS 0010 Understand principles of instructional design and product development.	The candidate does not understand principles of instructional design and product development.	The candidate understands basic principles of instructional design and product development.	The candidate understands basic and advanced principles of instructional design and product development.
NYETS 0011 Understand factors involve in creating and maintaining effective learning environments using technology.	The candidate does not understand factors involve in creating and maintaining effective learning environments using technology.	The candidate has some basic understanding of factors involve in creating and maintaining effective learning environments using technology.	The candidate has extensive understanding of factors involve in creating and maintaining effective learning environments using technology.

Unit vs. daily lesson?

O.K. we all heard what we heard:
"It's not a unit lesson, it's not a lesson; it's a translation of the UBD model on top of the stuff you already knew, but please don't hand it in like that (sorry Mike) because I don't want to divine your intent from a lengthy submittal"

Okay that's clear enough...

Rob had a good thought: translate last semesters UBD model across a three tiered column that incorporates the Knowledge/Strategy/Emotions we just went through.

Any thoughts beyond that?

Let's help each other

Maybe this is what the whole NYIT 'cohart' style model is all about. I will create a Blog not to create a 'Rage Against the Machine' mentality, but rather to create a place for us all to interact beyond the eyes of our instructor(s). If we all use our standard email addresses and blogger IDs, we will be easily discovered (witness the blog we are all invited into by Sarah and the one I created; click on a profile and you gain access to any Blog you are associated with on Blogspot). We'll have to create new digital identities in order to assure a reasonable sense of isolation from our other Blogger lives. There are plenty of places to create a new identity on the internet; all you need for a blogger ID is a valid email address (hotmail, yahoo, etc.). So I recommend in order to participate in this new 'offline' Blog you create a new email ID or just post anonymously and remember to include your name.