Distinguished - Thoroughly discusses the importance of instructional design to support the needs of all learners. Supports points by using personal experience, prior course learning, and the Week Two discussion.

Proficient - Discusses the importance of instructional design to support the needs of all learners. Supports points by using personal experience, prior course learning, and/or the Week Two discussion.

Basic - Partially discusses the importance of instructional design with some support from personal experience, prior course learning, or the Week Two discussion.

Below Expectations - Attempts to discuss the importance of instructional design, but does not use any personal experience, prior course learning, or the Week Two discussion to support points.

Non-Performance - The discussion of the importance of instructional design to support the needs of all learners is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Expertly redesigns a prior MATLT activity that demonstrates the attainment of Program Learning Outcome (PLO) 3 through application of technology-enhanced instructional strategies to support the needs of all learners. The redesign thoroughly demonstrates the use of instructional design principles and theories, and the selection of principles and theories is fully explained.

Proficient - Redesigns a prior MATLT activity that demonstrates the attainment of PLO 3 through application of technology-enhanced instructional strategies to support the needs of all learners. The redesign demonstrates the use of instructional design principles and theories and explains the choice of principles and theories.

Basic - Redesigns a prior MATLT activity that demonstrates the attainment of PLO 3 through application of technology-enhanced instructional strategies to support the needs of all learners. The redesign may be limited in scope, does not fully demonstrate the use of instructional design principles, and does not fully explain the choice of principles and theories.

Below Expectations - Attempts to redesign a prior MATLT activity that demonstrates the attainment of PLO 3 through application of technology-enhanced instructional strategies to support the needs of all learners; however, the redesign is limited in scope, does not fully demonstrate the use of instructional design principles, and does not explain the choice of principles and theories.

Non-Performance - The redesign of a prior MATLT activity is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly discusses the challenges that were experienced during the redesign and expertly articulates how those challenges were overcome.

Proficient - Discusses the challenges that were experienced during the redesign and describes how those challenges were overcome.

Basic - Briefly discusses challenges that were experienced during the redesign, but does not fully explain how those challenges were overcome.

Below Expectations - Attempts to discuss challenges that were experienced during the redesign, but does not discuss how those challenges were overcome.

Non-Performance - Discussion of the challenges experienced during the redesign is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient - Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic - Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations - Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Assesses changes in own learning over time, recognizing varied contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).

Proficient - Effectively communicates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness).

Basic - Depicts own performances with general descriptions of success and failure.

Below Expectations - Unsuccessfully defines own performances with general descriptors of success and failure.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.