Distinguished - Thoroughly explains how each assessment is scored, including clearly defining whether each assessment is norm-referenced or criterion-referenced.

Proficient - Explains how each assessment is scored, including clearly defining whether each assessment is norm-referenced or criterion-referenced. The explanation is slightly underdeveloped.

Basic - Somewhat explains how each assessment is scored, including clearly defining whether each assessment is norm-referenced or criterion-referenced. The explanation is underdeveloped.

Below Expectations - Attempts to explain how each assessment is scored, including clearly defining whether each assessment is norm-referenced or criterion referenced; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of how each assessment is scored, including clearly defining whether each assessment is norm-referenced or criterion-referenced is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes what each test measures and how the test aligns with developmental domains. The description is well-supported by examples and scholarly, reliable sources.

Proficient - Describes what each test measures and how the test aligns with developmental domains. The description is supported by examples and scholarly, reliable sources but slightly underdeveloped.

Basic - Briefly describes what each test measures and how the test aligns with developmental domains. The description is partially supported by examples and scholarly, reliable sources and/or underdeveloped.

Below Expectations - Attempts to describe what each test measures and how the test aligns with developmental domains; however, the description is not supported by examples or scholarly and reliable sources and is significantly underdeveloped.

Non-Performance - The description of what each test measures and how the test aligns with developmental domains is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains the role that reliability and validity play in each of these assessments.

Proficient - Explains the role that reliability and validity play in each of these assessments. The explanation is slightly underdeveloped.

Basic - Briefly explains the role that reliability and validity play in each of these assessments. The explanation is underdeveloped.

Below Expectations - Attempts to explain the role that reliability and validity play in each of these assessments; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of the role that reliability and validity play in each of these assessments is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains what the two standardized tests do not measure and how to measure these skills. The explanation is well-supported by examples or scholarly, reliable sources.

Proficient - Explains what the two standardized tests do not measure and how to measure these skills. The explanation is supported by examples or scholarly, reliable sources but slightly underdeveloped.

Basic - Briefly explains what the two standardized tests do not measure and how to measure these skills. The explanation is partially supported by examples or scholarly, reliable sources and/or underdeveloped.

Below Expectations - Attempts to explain what the two standardized tests do not measure and how to measure these skills; however, the explanation is not supported by examples or  scholarly, reliable sources and significantly underdeveloped.

Non-Performance - The explanation of what the two standardized tests do not measure and how to measure these skills is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively and effectively discusses how to report the results to families. The discussion is well-supported by scholarly and reliable sources.

Proficient - Effectively discusses how to report the results to families. The discussion is supported by scholarly and reliable sources but slightly underdeveloped.

Basic - Minimally discusses how to report the results to families. The discussion is partially supported by scholarly and reliable sources and underdeveloped.

Below Expectations - Attempts to discuss how to report the results to families; however, the discussion is not supported by scholarly and reliable sources and significantly underdeveloped.

Non-Performance - The discussion of how to report the results to families is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides at least three exceptionally clear and focused tips for families about how they can communicate concerns/questions regarding standardized testing.

Proficient - Provides at least three tips for families about how they can communicate concerns/questions regarding standardized testing. Minor details are missing or slightly unclear.

Basic - Provides two tips for families about how they can communicate concerns/questions regarding standardized testing. Relevant details are missing and/or unclear.

Below Expectations - Attempts to provide tips for families about how they can communicate concerns/questions regarding standardized testing; however, either less than two tips included or significant details are missing and unclear.

Non-Performance - The three tips for families about how they can communicate concerns/questions regarding standardized testing are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Includes at least three standardized testing resources for families. For each resource a detailed description is included.

Proficient - Includes at least three standardized testing resources for families. Most of resource descriptions are detailed, but some are slightly underdeveloped.

Basic - Includes at least two standardized testing resources for families. Some of the resource descriptions are underdeveloped.

Below Expectations - Attempts to include at least three standardized testing resources for families; however, the resources included are unrelated to the required areas of focus and/or the resource descriptions are significantly underdeveloped.

Non-Performance - The three standardized testing resources for families are either nonexistent or lack the components described in the assignment instructions.

Distinguished - The brochure incorporates at least three images. The images are relevant to the topic and enhance the visual appeal.

Proficient - The brochure incorporates at least two images. The images are relevant to the topic and enhance the visual appeal.

Basic - The brochure includes less than two images, and/or not all images are relevant to the topic and/or enhance the visual appeal.

Below Expectations - The images used in the brochure are not relevant to the topic, and/or they do not enhance the visual appeal.

Non-Performance - The three images related to standardized testing are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Written work contains exceptional language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is integrated in a meaningful way throughout the assignment.

Proficient - Written work contains language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is mostly integrated in a meaningful way throughout the assignment.

Basic - Written work contains language that is somewhat appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines. Key subject matter and academic vocabulary is somewhat integrated throughout the assignment.

Below Expectations - Written work does not contain language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is minimally integrated throughout the assignment.

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

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

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 page, and reference page.

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

Basic - Exhibits limited 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 length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

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

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

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