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Rubric Science Module

The document outlines the components and criteria for evaluating a science module development project. Students are tasked with developing a science module on a given topic and assessing its various elements such as introduction, learning outcomes, needs assessment, design, development, and assessments. The evaluation is worth a total of 50 marks and will be assessed based on criteria like clarity, measurability, engagement, progression, and inclusion of various assessment types.

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Nur Illiyana
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25 views

Rubric Science Module

The document outlines the components and criteria for evaluating a science module development project. Students are tasked with developing a science module on a given topic and assessing its various elements such as introduction, learning outcomes, needs assessment, design, development, and assessments. The evaluation is worth a total of 50 marks and will be assessed based on criteria like clarity, measurability, engagement, progression, and inclusion of various assessment types.

Uploaded by

Nur Illiyana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SCE583, Science Module and Training Development

Science Module Faculty of Education UiTM

SCIENCE MODULE DEVELOPMENT (40%)


Group Evaluation (20%), Individual (20%)
Name : _______________________________________________________________________________________
Student’s ID : _______________________________________
Group members :

Title of the module: _______________________________________________________________________________________

Module Component Indicate clearly and explain your contribution in the module
(Individual 20%) development
INTRODUCTION
LEARNING
OUTCOEMS
NEEDS ASSESSMENT
(Framing the
problem)
DESIGN
DEVELOPMENT

ASSESSMENTS
SCE583, Science Module and Training Development
Science Module Faculty of Education UiTM

Marks for each


criteria is based on
Module Component the following scale:
(Group evaluation: Evaluation Criteria 1 – Weak, 3 –
20%) Average, 5 – Very
Good

INTRODUCTION Students include a clear introduction about the 1 2 3 4 5


module by including the intended learning
strategies and synopsis of the material.
LEARNING Students clearly state the learning outcomes of
OUTCOEMS the module and its usefulness. The learning
objectives/outcomes are measurable and aligned
with Bloom’s Taxonomy of Educational
Objectives.
NEEDS ASSESSMENT Students clearly identify problems and needs,
determine the design of the needs assessment,
(Framing the
collect and analyze data, and provide a summary
problem)
of the needs assessment to indicate the significant
( X 2) contribution of a module.
DESIGN The design layout is effective with multiple
engagement elements (e.g., relevant use of
images, narration, storytelling, examples, etc.).
Clearly indicate the aspects, elements, and factors
considered during the design of the module.
DEVELOPMENT The content logically progresses throughout the
module. Strategize an appropriate strategy or
(X 3)
approach that works. All instructional materials
are included and are sufficient for students or the
target group to achieve the learning outcomes.
State theory was adopted to develop the module.
ASSESSMENTS Multiple assessment types are included (i.e., quiz,
self-test, written assignment), and feedback and
(X 2)
reinforcement are provided for each assessment.
TOTAL = ____/ 50

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