Distinguished - Thoroughly describes the center’s or school’s philosophy of assessment. The description is well-supported by scholarly and credible sources.

Proficient - Describes the center’s or school’s philosophy of assessment. The description is supported by scholarly and credible sources but slightly underdeveloped.

Basic - Briefly describes the center’s or school’s philosophy of assessment. The description is partially supported by scholarly and credible sources and/or underdeveloped.

Below Expectations - Attempts to describe the center’s or school’s philosophy of assessment; however, the description is not supported by scholarly or credible sources and significantly underdeveloped.

Non-Performance - The description of the center’s or school’s philosophy of assessment is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains the purpose of assessment. The explanation is well-supported by scholarly and credible sources.

Proficient - Explains the purpose of assessment. The explanation is supported by scholarly and credible sources but slightly underdeveloped.

Basic - Partially explains the purpose of assessment. The explanation is somewhat supported by scholarly and credible sources and/or underdeveloped.

Below Expectations - Attempts to explain the purpose of assessment; however, the explanation is not supported by scholarly and credible sources and significantly underdeveloped.

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

Distinguished - Thoroughly discusses the assessment cycle. Specific examples are used to support the discussion.

Proficient - Discusses the assessment cycle. Examples are used to support the discussion, but minor details are missing.

Basic - Briefly discusses the assessment cycle. Partial examples are used to support the discussion, and relevant details are missing.

Below Expectations - Attempts to discuss the assessment cycle; however, the examples are used to support the discussion are missing significant details.

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

Distinguished - Thoroughly describes the principles of assessment that will guide the use of assessment in the center.

Proficient - Describes the principles of assessment that will guide the use of assessment in the center. The description is slightly underdeveloped.

Basic - Briefly describes the principles of assessment that will guide the use of assessment in the center. The description is underdeveloped.

Below Expectations - Attempts to describe the principles of assessment that will guide the use of assessment in the center; however, the description is significantly underdeveloped.

Non-Performance - The description of the principles of assessment that will guide the use of assessment in the center is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly applies all of the six types of assessments including the definition of the assessment, a rationale for using this type of assessment, an example of the assessment, and an explanation of at least one way the information is used to inform instruction.

Proficient - Applies most of the six types of assessments including the definition of the assessment, a rationale for using this type of assessment, an example of the assessment, and an explanation of at least one way the information is used to inform instruction. Minor details are missing.

Basic - Minimally applies a few of the six types of assessments including the definition of the assessment, a rationale for using this type of assessment, an example of the assessment, and a limited explanation of at least one way the information is used to inform instruction. Relevant details are missing.

Below Expectations - Attempts to apply each of the six types of assessments including the definition of the assessment, a rationale for using this type of assessment, an example of the assessment, and an explanation of at least one way the information is used to inform instruction; however, the six types of assessment are not applied, and/or significant details are missing.

Non-Performance - The application of the six types of assessment including the definition of the assessment, a rationale for using this type of assessment, an example of the assessment, and an explanation of at least one way the information is used to inform instruction is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively analyzes how the assessments meet ethical standards.

Proficient - Analyzes how the assessments meet ethical standards. The analysis is slightly underdeveloped.

Basic - Briefly analyzes how the assessments meet ethical standards. The analysis is underdeveloped.

Below Expectations - Attempts to analyze how the assessments meet ethical standards; however, the analysis is significantly underdeveloped.

Non-Performance - The analysis of how the assessments meet ethical standards is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly examines how to use these assessments to make decisions. Specific examples to support the examination are included.

Proficient - Examines how to use these assessments to make decisions. The examination includes examples but is slightly underdeveloped.

Basic - Vaguely examines how to use these assessments to make decisions. The examination includes some examples and is underdeveloped.

Below Expectations - Attempts to examine how to use these assessments to make decisions; however, the examination does not include examples and/or is significantly underdeveloped.

Non-Performance - The examination of how to use these assessments to make decisions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively and effectively discusses how to use assessments to ensure students are meeting the goals on their IEPs and/or IFSPs. The discussion is well-supported by scholarly and credible sources.

Proficient - Effectively discusses how to use assessments to ensure students are meeting the goals on their IEPs and/or IFSPs. The discussion is supported by scholarly and credible sources but slightly underdeveloped.

Basic - Minimally discusses how to use assessments to ensure students are meeting the goals on their IEPs and/or IFSPs. The discussion is partially supported by scholarly and credible sources and/or underdeveloped.

Below Expectations - Attempts to discuss how to use assessments to ensure students are meeting the goals on their IEPs and/or IFSPs; however, the discussion is not supported by current research scholarly and credible sources and significantly underdeveloped.

Non-Performance - The discussion of how to use assessments to ensure students are meeting the goals on their IEPs and/or IFSPs is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how a school will develop an assessment partnership with families, and includes specific strategies for involving families and communities in their children’s learning and development.

Proficient - Explains how a school will develop an assessment partnership with families, and includes strategies for involving families and communities in their children’s learning and development. The strategies are slightly underdeveloped.

Basic - Briefly explains how a school will develop an assessment partnership with families, and include some strategies for involving families and communities in their children’s learning and development. The strategies are underdeveloped.

Below Expectations - Attempts to explain how a school will develop an assessment partnership with families and include strategies for involving families and communities in their children’s learning and development; however, the strategies are significantly underdeveloped.

Non-Performance - The explanation of how a school will develop an assessment partnership with families and specific strategies for involving families and communities in their children’s learning and development are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly discusses how to use parent conferences to communicate about assessments. Specific examples are used to support the discussion.

Proficient - Discusses how to use parent conferences to communicate about assessments. Examples are used to support the discussion, but minor details are missing.

Basic - Briefly discusses how to use parent conferences to communicate about assessments. Partial examples are used to support the discussion, and relevant details are missing.

Below Expectations - Attempts to discuss how to use parent conferences to communicate about assessments; however, the examples used to support the discussion are missing significant details.

Non-Performance - The discussion of how to use parent conferences to communicate about assessments is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how diverse families and community characteristics will be taken into consideration when communicating about assessments. The explanation is well-supported by scholarly sources.

Proficient - Explains how diverse families and community characteristics will be taken into consideration when communicating about assessments. The explanation is supported by scholarly sources but slightly underdeveloped.

Basic - Briefly explains how diverse families and community characteristics will be taken into consideration when communicating about assessments. The explanation is not sufficiently supported by scholarly sources and/or underdeveloped.

Below Expectations - Attempts to explain how diverse families and community characteristics will be taken into consideration when communicating about assessments; however, the explanation is not supported by scholarly sources and significantly underdeveloped.

Non-Performance - The explanation of how diverse families and community characteristics will be taken into consideration when communicating about assessments is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Shares at least two professional organizations or assessment-based resources for families. The resources are related to helping families better understand the use of assessments.

Proficient - Shares at least two professional organizations or assessment-based resources for families. Some of the resources are unrelated to helping families better understand the use of assessments.

Basic - Shares two professional organizations or assessment-based resources for families. Most of the resources are unrelated to helping families better understand the use of assessments.

Below Expectations - Attempts to share at least two professional organizations or assessment-based resources for families; however, the resources are unrelated to helping families better understand the use of assessments.

Non-Performance - The two professional organizations or assessment-based resources for families is either nonexistent or lacks 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.