Rubric for assessing a Learning Design

Instructions to fill in this Rubric:

 Go through each category of the rubric and identify to what extent the learning design masters the aspect addressed. For example: the
learning design does not mention the use of any technology to aid learning, therefore you mark “The learning design does not include any
planned technology use.”For each item, you can add comments and remarks. Why did you choose that level? What areas would you
identify as strengths? What areas you feel could be improved? What would you like to know more about?

 If you use this rubric to assess the work of your peers, make sure that you include fair, encouraging, and helpful feedback that allows
the author to improve their design. Note that you can also use it to self-assess your own work.

 Remember: a rubric is an alternative assessment method – the level of mastery does NOT correspond to grades. Rubrics emphasize
strengths and help identify areas/skills that need improvement.

Categories Improvement necessary
Aim and relevance of ☐ The aim of the learning
the learning design design is not clearly defined,
and no reference is made to
students’ identified needs.
Real-world connections ☐ There is no reference to the
real-world situations that
students face online.
Activity time and ☐ The activities of the
description learning design are
inadequately scheduled and
described.
Educational materials ☐ There are no educational
materials included in the
learning design.
Delivery of learning ☐ The learning design does
not consider the need for
alternative delivery such as
remote learning.
Technology use ☐ The learning scenario does
not include any planned
technology use.
Participants’ needs/ ☐ The learning design cannot
Feedback address participants’ learning
needs/expectations nor gives
them the opportunity to
Some level of mastery
☐ The aim of the learning
design is quite clear, but it is
unclear how this meets the
identified needs of students.
☐ There is some mention of
real-world connections, but a
link between learning and
application is unclear.
☐ The description of some of
the activities leaves terms
undefined and educator’s/
participant’s tasks
undetermined, while some of
them are not appropriately
scheduled.
☐ Educational materials are
included in the learning
design, but they are not the
most appropriate.
☐ The learning design makes
some reference to how
activities could be carried out
remotely if face-to-face
teaching is unavailable.
☐ There is some planned
technology use, but the
learning design does not
reference whether this is
appropriate for students’ age
and expertise.
☐ The learning design takes
into consideration
participants’ learning
needs/expectations, but it
High level of mastery
☐ The aim of the learning design
is clear as well as how it relates
to the identified needs of
students, but the amount of
work is too much or too little for
the educational activity.
☐ The learning design refers to
how the learning relates to real
world contexts.
☐ The activities are described
and scheduled so that someone
can generally perceive the
content of the learning design
and the time needed for its
implementation.
☐ The educational materials are
adequate, and adjusted to the
aim of the lesson, but they are
not so easy to access (require
login, etc.).
☐ Alternative delivery of
activities is clearly planned
throughout the learning design.
☐ There is planned technology
use with clear reference to how
and why this use will aid learning
and is appropriate for students’
age and expertise.
☐ The learning design fairly
addresses participants’ learning
needs/expectations, while they
have an opportunity to share
Remarks/
Excellent level of mastery
Comments
☐ The objective of the
learning design is clearly
defined and highly relevant
to students’ identified needs,
and the workload is adequate
for the educational activity.
☐ The learning design
considers real-world contexts
and draws clear links
between the learning and
how students can apply this
in real-life situations.
☐ The activities of the
learning design are
adequately described,
sufficiently scheduled and
thoroughly comprehensive.
☐ The educational materials
are adequate, easily
accessible, and enough for
the scope of the learning
design.
☐ Alternative delivery of
activities is referenced
throughout and
consideration has been given
to safeguarding students who
may be working
unsupervised.
☐ Appropriate and relevant
technology use is planned
throughout the learning
design. Reference is made to
safeguarding considerations
to ensure students can use it
safely and positively.
☐ The learning design fully
addresses participants’
learning needs/expectations
and it introduces certain
2
 provide feedback.
General ☐ The learning design is
incomplete and it is not ready
to be implemented.
gives no opportunity to
participants to give their
opinions about the
educational activity.
☐ The learning design is
complete but it must be
adjusted before it is ready to
be implemented.
their opinions about the
educational activity.
☐ The learning design is clear
and easy to understand. It is
possible to implement the lesson
without any difficulties.
ways through which they can
provide feedback.
☐ The learning design is
clear, easy to understand.
The learning design is ready
to be implemented without
any difficulties.