Instructional design/ARCS Evaluation

Rubrics

Once you complete the final task, please refer to the rubric below for quality assurance. You need to score at least 75% (3 out of 4) or higher in order to pass.

CATEGORY	4	3	2	1
Content	All content is in your own words and is accurate.	Almost all content is in your own words and is accurate.	At least half of the content is in your own words and is accurate.	Less than half of the content is in your own words and is accurate.
Motivational Information Design Strategies	All the applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate.	Most applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate.	At least half of the applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate.	Less than half of the applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate.
Grammar and Spelling	No spelling or grammatical mistakes with a lot of text.	No spelling or grammatical mistakes with a little text.	Three spelling or grammatical error.	Five or more than five spelling and/or grammatical errors.
Clarity and Neatness	All elements are easy to read and all elements are so clearly written, labeled, or drawn. Your peer instructional designer could create the presentation if necessary.	Most elements are easy to read and all elements are so clearly written, labeled, or drawn. Your peer instructional designer might be able to the presentation if necessary.	Elements are hard to read with rough drawings and labels. Your peer instructional designer might ask a lot of questions. It might be hard for him to create this presentation.	Elements are hard to read and one cannot tell what goes where. It would be impossible for Your peer instructional designer to create this presentation without questions.

Reference

Clark, R. & Mayer, R. E. (2008). E-learning and the science of instruction (2nd ed.). San Francisco: Jossey-Bass.

Dick, W., & Carey, L. (1996). The systematic design of instruction (4th ed.). New York, NY: Harper Collin.

Fleming, N. (2001). VARK: A guide to learning styles. Retrieved from

http://www.vark-learn.com/english/index.asp

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: an overview of their current status (pp. 386-434). Hillsdale, NJ : Lawrence Erlbaum Associates.

Kemp, J. E., Morrison, G. R., & Ross, S. M. (2001). Designing effective instruction (6th ed.). Upper Saddle River, NJ: Prentice-Hall.

Rothwell, W. J., & Kazanas, H. C. (1998). Mastering the instructional design process: A systematic approach. San Francisco, CA: Jossey-Bass Publishers.

Willingham, D. T. (2005). Do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction? American Educator, 29(2), 31-35.

Wlodkowski, R. J. (1985). Enhancing adult motivation to learn. San Francisco, CA: Jossey-Bass.

1. Introduction

2. ARCS

3. Learner Analysis

3. Information Design & Motivational Design

5. Are You Ready?

6. Evaluation