Page 292 - CyberSecurityEssentialsEnglish

↻ Exercise 4: A short rubric
Goal: Describe quality in language a second marker would read the same way.
Required: An explanation or decision task you already assess. Allow about 35 minutes.
Steps: Choose three criteria that matter for this task. Write four levels for each in terms
of what is visible in the work. Check that no level rewards length or vocabulary alone.
Then apply the rubric to two real pieces of work of different quality.

Output: A rubric of three criteria and four levels, applied to two samples.
Assessment criterion: Two markers using it on the same work would reach the same
level. Levels separated only by better or more do not pass.

↻ Exercise 5: Turn a request for the answer into coaching
Goal: Keep the effort with the learner while still giving real help.
Required: A question your learners commonly ask you to answer for them. Allow about
25 minutes.
Steps: Write the exchange in six turns. Open by asking what the learner has already tried.
Give a hint rather than a step. Ask for a partial attempt before the next hint. Then give

the full solution only after the learner has attempted it.
Output: A six-exchange dialogue of questions and hints.
Assessment criterion: No full solution appears before the learner attempts the problem.

↻ Exercise 6: A safe support message
Goal: Respond to difficulty without diagnosing the person.
Required: A realistic situation of a struggling learner, using no real personal data. Allow
about 20 minutes.
Steps: State what you observed in behavior, not in character. Name one concrete next
step. Offer a channel of help. Then check the message for any word that assigns a
condition, a cause, or a judgment about the person.

Output: A short message to a struggling learner.
Assessment criterion: The message carries no diagnosis and no explanation of the learner
motives, and it names a human channel for anything beyond study support.

↻ Exercise 7: A use rule for one task
Goal: Replace a general prohibition with a rule a learner can actually follow.
Required: One assignment you set. Allow about 30 minutes.
Steps: List what is permitted, what is permitted with disclosure, and what is prohibited
for this task. Tie each line to the skill the task is meant to build. State how the use is
disclosed. Then test the card against three borderline cases.

Output: A half-page policy card of permitted, conditional, and prohibited uses.
Assessment criterion: A learner reading the card can classify the three borderline cases
without asking you.

↻ Exercise 8: Redesign a take-home assignment
Goal: Collect evidence of the process, not only of the final product.
Required: An assignment whose final product is now easy to generate. Allow about 40
minutes.
Steps: Keep the learning outcome and change what is submitted. Require a draft or a

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