EDUC261 TASK 2 – MOODLE MODULE ASSESSMENT RUBRIC Not Evident Developing Competent Advanced Excellent Pedagogy Infuses pedagogical reasoning throughout the learning design Not evident There is some evidence of pedagogical reasoning in the module and justification, but at times it is superficial, incomplete or inappropriate There is evidence of appropriate pedagogical reasoning in the module and justification There is substantial and convincing evidence of effective pedagogical reasoning in the module and justification There is sustained and integrative pedagogical reasoning throughout the module and justification that displays critical insight and creativity Technology Uses technology appropriately and creatively to support learning Not evident Some tools have been used in order to support learning, but they are limited in terms of their variety and appropriateness The module and justification clearly evidence the appropriate use of a variety of tools to support learning The module and justification clearly evidence the use of a wide variety of tools to support effective learning The module and justification clearly evidence the insightful and creative use of a wide variety of tools to support effective learning Content Represents content in a way that supports learning Not evident Efforts have been made to represent the content of the module, but the content is inaccurate, incomplete, or ineffectively represented in several places The module and justification make it clear that content has been accurately and appropriately represented to support learning The module and justification make it clear that content has been accurately and appropriately represented to support effective learning The module and justification make it clear that content has been accurately, creatively and insightfully represented to support deep learning Contextualisation Designs the module in a way that caters to the selected audience and institutional context Not evident The content and activities are generic or inappropriate for the selected audience and institutional context The learning design is appropriate for the selected audience and institutional context The module is clearly designed in a way that would be engaging for the selected audience in the institutional context The module is creatively and insightfully designed in way that would clearly be engaging and meaningful for the selected audience within the institutional context Alignment Aligns learning outcomes, tasks, and assessments Not evident There are several places where the tasks, assessment and outcomes are not aligned There is alignment between tasks, assessment and outcomes There is clear and close alignment between tasks, assessment and outcomes The tasks and assessments have clearly been designed in a way that enables students to effectively achieve the outcomes and educators to accurately assess that those outcomes have been achieved Scholarship Integrates educational research to substantiate the module design Not evident The justification only superficially references scholarly literature Scholarly literature is appropriately used to justify the design of the module A wide range of scholarly literature is appropriately and effectively used to justify the design of the module A wide range of carefully selected and highly relevant scholarly literature has been integrated to insightfully and convincingly justify the module design Argumentation Clearly argues the virtue of the module design Not evident The justification is superficial or unclear, with some erroneous arguments or only a few valid points The justification provides a clear and appropriate rationale for the design of the module The justification provides a clearly communicated rationale for the design of the module, in a way that demonstrates a degree of critical insight The justification articulately and convincingly communicates the rationale for the module design, in a way that demonstrates sustained critical insight Referencing Uses APA referencing procedures Not evident The referencing is erroneous in a way that renders it inadequate for academic purposes There is evidence of accurate referencing with few errors There is sustained evidence of accurate referencing with few errors There is sustained evidence of entirely accurate referencing Copyright Adheres to copyright and acknowledges sources Not evident There a numerous cases where the work of others is inappropriately used or not appropriately acknowledged The work of others has been appropriately used and acknowledged with only a few minor omissions The work of others has been appropriately used and acknowledged with only one or two minor omissions All work of other people has without exception been appropriately used and acknowledged Groupwork reflection Critically reflects on the groupwork process Not evident The group work reflection lacks clarity and specificity The group work reflection clearly outlines events and reflects upon them The group work reflection clearly outlines key events and provides some critical reflection upon them The critical reflection of the groupwork process incorporates deep analysis of events and insight into effective strategies for groupwork contexts