Distinguished - Thoroughly and accurately describes the six steps of the D.I.D. model, demonstrating an expert understanding of each element in the designing and planning process.  If creating a PowerPoint, successfully employs the Speaker’s Notes section to describe the D.I.D. model.

Proficient - Accurately describes the six steps of the D.I.D. model, demonstrating a strong understanding of each element in the designing and planning process.  If creating a PowerPoint, successfully employs the  Speaker’s Notes section to describe the D.I.D. model.

Basic - Describes the six steps of the D.I.D. model, demonstrating a rudimentary understanding of each element in the designing and planning process.  Descriptions may lack detail and contain minor inaccuracies. 

Below Expectations - Attempts to describe the six steps of the D.I.D. model, but description is significantly limited, demonstrating a lack of understanding of each element in the designing and planning process. 

Non-Performance - Assignment is either nonexistent or fails to address the six steps of the D.I.D. model.

Distinguished - Provides an expert and comprehensive analysis of the importance of designing and planning when teaching with technology.  Thoroughly supports assertions with examples and scholarly sources, demonstrating an entirely complete understanding of the value of the D.I.D. model.

Proficient - Provides a comprehensive analysis of the importance of designing and planning when teaching with technology.  Supports assertions with examples and scholarly sources, demonstrating a sufficient understanding of the value of the D.I.D. model.

Basic - Provides a rudimentary analysis of the importance of designing and planning when teaching with technology.  Provides limited support of assertions through examples and scholarly sources, demonstrating a basic understanding of the value of the D.I.D. model. 

Below Expectations - Provides a severely limited analysis on the importance of designing and planning when teaching with technology.  Does not support assertions with examples or scholarly sources, demonstrating a lack of understanding of the value of the D.I.D. model. 

Non-Performance - Assignment is either nonexistent or fails to address the importance of designing and planning when teaching with technology.

Distinguished - Appraises tactics for relating ideas, text structure, or other textual features in order to gain knowledge or insight within and across texts and disciplines.

Proficient - Recognizes connections among ideas, text structure, or other textual features, to analyze how they support a sophisticated understanding of the text as a whole.

Basic - Recognizes the connections among portions of a text in considering how these contribute to a fundamental understanding of the text as a whole.

Below Expectations - Makes an effort to recognize portions of a text as needed to respond to inquiries posed in the assignment.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Utilizes a format, language, or graph (or other visual representation) in ways that enhance comprehension, while making clear the interdependence of language and meaning, thought, and expression.

Proficient - Utilizes a format, language, or graph (or other visual representation) to correlate content and form, demonstrating awareness of purpose and audience.

Basic - Utilizing a format, language, or graph (or other visual representation) that correlates in a basic way what is being communicated.

Below Expectations - Utilizes a format, language, or graph (or other visual representation) in appropriate forms, although attempts may be incomplete.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The project meets the specific page/slide requirement stipulated in the assignment description.

Proficient - The project closely meets the page/slide requirement stipulated in the assignment description.

Basic - The project meets over half of the page/slide requirement.

Below Expectations - A fraction of the page/slide requirement is completed.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.