1. SEC.FAIL Information Security Defense Project Based Learning Rubric my.sec.fail/1SWqE6F

2. SEC.FAIL 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.

3. SEC.FAIL 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.

4. SEC.FAIL PBL Evaluation Rubric for Lab 1 Below StandardApproach StandardAt 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 OrganizationWorkbook 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

5. SEC.FAIL PBL Evaluation Rubric for Lab 2 Below StandardApproach StandardAt Standard Explanation of Ideas & Information 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 OrganizationPartially 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 Technical Effectiveness Partially configured firewalls. 10 Points Partially configured firewalls. 15 Points Correctly configured firewalls. 25 Points

6. SEC.FAIL PBL Evaluation Rubric for Lab 3 Below StandardApproach StandardAt Standard Explanation of Ideas & Information Organization Technical Effectiveness

7. SEC.FAIL PBL Evaluation Rubric for Lab 4 Below StandardApproach StandardAt Standard Explanation of Ideas & Information Organization Technical Effectiveness

8. SEC.FAIL PBL Evaluation Rubric for Lab 5 Below StandardApproach StandardAt Standard Explanation of Ideas & Information Organization Technical Effectiveness

9. SEC.FAIL PBL Evaluation Rubric for Lab 6 Below StandardApproach StandardAt Standard Explanation of Ideas & Information Organization Technical Effectiveness

10. SEC.FAIL PBL Evaluation Rubric for Lab 7 Below StandardApproach StandardAt Standard Explanation of Ideas & Information Organization Technical Effectiveness

11. SEC.FAIL PBL Evaluation Rubric for Lab 8 Below StandardApproach StandardAt Standard Explanation of Ideas & Information Organization Technical Effectiveness

12. SEC.FAIL PBL Evaluation Rubric for Lab 9 Below StandardApproach StandardAt Standard Explanation of Ideas & Information Organization Technical Effectiveness