ICT Integration Project (Planning) Checklist 3b

Detail required
Component

Overall visual
appeal

Design and flow

Mechanical aspects

Motivational
attributes

Cognitive
effectiveness
Cognitive level

Clarity of learning
process

Scaffolding

2 points
Appropriate and thematic graphic elements are
used to make visual connections that
contribute to the understanding of concepts,
ideas and relationships. Differences in type size
and/or colour are used well and consistently.
2 points
The SEPEP unit is clear and easy to follow and
would ensure a successfully run tournament.
2 points
No mechanical problems noted.
2 points
The way in which the SEPEP unit is introduced
and explained draws the reader into the lesson
by relating to the learner's interests or goals
and/or engagingly describing a compelling
question or story.
2 points
The way in which SEPEP unit and the student
roles are introduced effectively explains what
their roles will be.
2 points
The overall design of the learning sequence is
significant to students lives and is stimulating
for the target audience. The overall design of
the learning sequence elicits thinking that goes
beyond rote comprehension. Task requires
synthesis of multiple sources of information,
and/or taking a position, and/or going beyond
the data given and making a generalization or
creative product.
2 points
Learning processes are clearly described. Every
step in the learning sequence is clearly stated
at a level appropriate to the learner. Most
students or users would know exactly where
they are in the learning sequence and know
what to do next.
2 points
Comprehensive scaffolding processes or tools
are evident. Checks are in place to assess
student understanding. Provision of guides and
templates for thinking about learning and
opportunities provided for students to manage
their own learning.

Date/
Assig
ned
Memb
er

Compl
ete

2 points
The learning design promotes extensive
communication and debate amongst students.
Relevance and
3 points
quality of resources Learning sequences are activity driven and
supported by relevant, interactive and
engaging resources. Every resource carries its
weight and there is a clear connection between
the resource and the activities that students
are asked to undertake.
Links make excellent use of the Web's
timeliness and colorfulness.
Varied resources provide enough meaningful
information for students to think deeply, eg
resources specify tasks and/or student roles or
perspectives.
Reflection activity
2 points
Activity provided promotes deep student
reflection about the ICT integration project.
Clarity of evaluation 2 points
criteria
Criteria for success are clearly stated to
students and users in the form of a rubric.
Criteria include qualitative as well as
quantitative descriptors.
The evaluation instrument clearly measures
what students must know and be able to do to
accomplish the task
Communicative
attributes