sec.fail information security defense project based learning rubric my.sec.fail/1swqe6f

SEC.FAIL

Information Security DefenseProject Based Learning Rubric

my.sec.fail/1SWqE6F

SEC.FAIL

Project Based Learning Rubric

Project Based Learning Rubric Curriculum Objective

Design & Plan Provides project calendar and assessment criteria.

Course is intended to consume 64 contact hours including instructor assisted labs. Each section is broken down into relatively equal units, with each unit ending in a lab where student assessment can be done.

Align to Standards Scaffolding of student learning, critique and revision protocols, assessments and rubrics refer to and

support student achievement of specific standards.

Class heavily aligns to US NIST standards for classifying and defending an enterprise IT environment. Deliverables during project align to recognized standards.

Build the Culture Norms to guide the classroom are co-crafted with students, which are largely self-monitored. Student voice and choice is expected and ongoing, including identification of real-world issues and

problems student want to address in projects. Students usually know what they need to do and are directed by the teacher only to the extent

necessary when working individually or in teams. Students work collaboratively in healthy, high-functioning teams, much like an authentic work

environment; the teacher rarely needs to be involved in handling problems. Students understand that there is no single “right answer” or preferred way to do the project, and that

it is OK to make mistakes and learn from them. The values of critique and revision, persistence, rigorous thinking, and pride in doing high-quality work

are shared, and students hold each other accountable to them.

Class is built on earlier red team “attack” activity where students will now be performing blue team “defense”.

Students can determine best course of action given multiple options to address risk and will have their results measured by other teams.

Framework provides a range of solutions the students can choose from in order to improve their results. Course technology is designed to give them real time feedback on their performance.

Course provides guidance on continuous response and improvement of results. Students are encouraged to rank risks and effort to mitigate, and choose among available solutions to

determine the best overall approach to a given problem. The lab can be iteratively completed to accommodate different variables and different strengths of

attack. The dynamic nature of the field, the quality of the attack, and what they have to defend creates infinite variability in creating a best fit solution that balances all goals.

Scaffold Student Learning All students receive necessary instructional supports, removed when no longer needed, to access both

content and resources. Scaffolding is guided as much as possible by students’ questions; teacher does not “front-load” too

much information at the start of the project, but waits until it is needed or requested by the student.

Basing course content on US NIST standards connects students with a rich set of internet based resources which can guide exploration. Lab materials use these resources as a basis for determining how to implement standards.

Monitoring and assessment labs create student feedback as to performance and build on prior knowledge to create questions around continuous improvement.

SEC.FAIL

Project Based Learning Rubric

Project Based Learning Rubric Curriculum Objective

Assess Student Learning Project products and other sources of evidence are used to thoroughly assess subject-area standards

as well as success skills. Individual student learning is adequately assessed, not just team-created products. Formative assessment is used regularly and frequently, with a variety of tools and processes. Structured protocols for critique and revision are used regularly at checkpoints; students give and

receive effective feedback to inform instructional decisions and students’ actions. Regular, structured opportunities are provided for students to self-assess their progress and, when

appropriate, assess peers on their performance. Standards-aligned rubrics are used by students and the teacher to guide both formative and

summative assessment, and to guide students to deeper levels of thinking.

Engage & Coach Students and teachers, as appropriate for the students’ age, co-define goals and benchmarks for the

project guided by standards. Students’ enthusiasm and sense of ownership of the project is maintained by the shared nature of the

work between teachers and students. Student questions play the central role in driving the inquiry and product development process; the

driving question is actively used to sustain inquiry. Appropriately high expectations for the performance of all students are clearly established and shared

by teachers and students. Student needs are identified and met not only by the teacher buy by students themselves or other

students, acting independently.

SEC.FAIL

PBL Evaluation Rubric for Lab 1

Below Standard Approach Standard At Standard

Explanation of Ideas & Information

May not fully understand all of the implied system functionality.5 points

Significant understanding of major technical functions.System underlying functionality may not be fully explored.15 points

Thorough exploration of business and technical functions.Provides evidence for analysis.25 points

Organization Workbook contains business functionality, but impact may not be rationalized.5 points

Workbook contains all major business functions with rationalized impact.15 points

Workbook contains thorough understanding of all business and technical functions with rationalized impact.25 points

Technical Effectiveness

SEC.FAIL




Improperly identified communications needs significant revision before implementation.5 – 10 Points (depending on revision)

Partially identified communication protocols and partial evidence.10 – 12 Points (depending on revision)

Fully identified all communication protocols and identified evidence.15 Points

Organization Partially filled out workbook documenting partial firewall policy.5 Points

Partially filled out workbook documenting all firewall policies.7 Points

Properly filled out workbook documenting all firewall policies.10 Points


Partially configured firewalls.10 Points

Partially configured firewalls.15 Points

Correctly configured firewalls.25 Points

SEC.FAIL




Organization


sec.fail information security defense project based learning rubric my.sec.fail/1swqe6f

Documents

students questions teacher

student assessment

problems student

student voice

best course of action

us nist standards

course technology

basing course content