1. 1
Rubric for the Development Project - Lecturer Training Programme, SDU
This rubric lists and explains the expectations and requirements for the different components of the Development Project. Use this rubric when
designing your Development Project and when writing the final report. The Theme column refers to the elements of the report template.
Theme Not acceptable Acceptable Convincing
Pedagogical
challenge
- Subject/theme It is not clear with which class or subject
the development project will be carried
out.
The class and subject with which the
development project is to be carried out
are listed.
The class and subject with which the
development project is to be carried out
are listed and a brief description has been
provided.
- Identification
of problem
area and plan
for your own
development
The pedagogical challenge which the
development project is intended to
overcome has not been clearly described.
The development project does not appear
to be connected to learning objectives in
the curriculum. There is no account of
how the planned initiative/s can
contribute to enhancing students’
learning.
Knowledge on the problem area has not
been obtained and no plan for acquiring
the skills and competences necessary has
been made. There are no references to
relevant literature in the report.
There is a clear description of the
pedagogical challenge that the
development project is intended to
overcome. The development project is
connected to learning objectives in the
curriculum. There is an explanation of
how the planned initiative/s can
contribute to enhancing students’
learning.
Knowledge on the problem area has been
obtained and a plan for acquiring the
skills and competences necessary has
been made. This plan is described in the
report together with an account of how
the plan was carried out. Relevant
literature has been read and listed as
references in the report.
There is a clear description of the
pedagogical challenge that the
development project is intended to
overcome. The development project is
connected to learning objectives in the
curriculum and there is an account of how
the initiative/s can contribute to fulfilling
these learning objectives. There is a
thorough explanation of how the planned
initiative/s can contribute to enhancing
students’ learning.
Knowledge on the problem area has been
collected in various ways and a plan for
acquiring the skills and competences
necessary has been made. This plan is
described in the report together with an
account of how the plan was carried out.
Relevant literature has been read and
listed as references in the report.
- Problem
formulation
A problem formulation is lacking. There is a concise problem formulation
that explains what will be explored in the
development project.
There is a concise problem formulation
that explains what will be explored in the
development project. There is a clear
connection between the problem area, the
account of the problem and the problem
formulation.
2. 2
Design of
initiatives,
including e-
learning
activity/ies
unless
exemption
applies
The planned initiative/s is described in a
few words with no details or processes.
The planned e-learning activity appears to
be isolated and unconnected to the course
where it has been carried out. The e-
learning tool has been listed but the
choice of tool has not been substantiated.
The planned initiative/s is described with
an account of details and processes. The
planned initiative/s appears as an
integrated part of the course where it has
been carried out. The e-learning tool has
been listed and the choice of tool has been
substantiated.
The planned initiative/s is described with
an account of details and processes. The
planned initiative/s appears as an
integrated part of the course where it has
been carried out. Synergy between online
initiative/s and face-2-face elements has
been incorporated. The e-learning tool
has been listed and the choice of tool has
been discussed and substantiated.
Data collection No plan for the collection of data.
Timetable for data collection is missing or
not understandable.
Method(s) and Plan available. Clear
rationale for data collection methods.
Appropriate timing and focus of the data
collection in relation to the project
formulation.
Plan very well described with well
selected multiple methods, proper timing
and foci in relation to project formulation.
Considerations of how to use and present
data are well described.
Carrying out
the initiatives,
including e-
learning
activity/ies
unless
exemption
applies
There is no description of how the
initiative/s was carried out.
There is a description of how the
initiative/s was carried out. There is an
account of any challenges that were
encountered in the process.
There is a description of how the
initiative/s was carried out. There is an
account of any challenges that were
encountered in the process. Possible
courses of action have been discussed and
choices have been described.
Evaluation Neither the teacher’s nor the students’
experiences with regards to the
development activity have been
described.
The teacher’s and the students’
experiences with regards to the
development activity are described. Oral
or written student evaluations have been
conducted.
The teacher’s and the students’
experiences with regards to the
development activity have been
described. Both oral and written
evaluations with students have been
conducted.
Conclusion There are no answers or conclusions to
the project’s problem formulation.
There are answers or considerations
regarding the project’s problem
formulation.
There are answers and a conclusion to the
problem formulation of the project. There
are reflections on the future use of the
problem formulation approach. There are
considerations on how e-learning could
contribute to student learning in other
courses.
