Distinguished - Thoroughly describes how the teacher is using the comprehensible input hypothesis or the competencies the teacher is using. Appropriate sources are cited.

Proficient - Describes how the teacher is using the comprehensible input hypothesis or the competencies the teacher is using. Appropriate sources are cited, but the description is slightly underdeveloped.

Basic - Minimally describes how the teacher is using the comprehensible input hypothesis or the competencies the teacher is using. Somewhat appropriate sources are cited, and/or the description is underdeveloped.

Below Expectations - Attempts to describe how the teacher is using the comprehensible input hypothesis or the competencies the teacher is using; however, appropriate sources are not cited, and/or the description is significantly underdeveloped.

Non-Performance - The description of how the teacher is using the comprehensible input hypothesis or the competencies the teacher is using is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively explains if and how the teacher is using communicative language teaching or if and how the teacher is using contextualized learning and communicative competence. Appropriate sources are cited.

Proficient - Explains if and how the teacher is using communicative language teaching or if and how the teacher is using contextualized learning and communicative competence. Appropriate sources are cited, but the explanation is slightly underdeveloped.

Basic - Minimally explains if and how the teacher is using communicative language teaching or if and how the teacher is using contextualized learning and communicative competence. Somewhat appropriate sources are cited, and/or the explanation is underdeveloped.

Below Expectations - Attempts to explain if and how the teacher is using communicative language teaching or if and how the teacher is using contextualized learning and communicative competence; however, appropriate sources are not cited, and/or the explanation is significantly underdeveloped. 

Non-Performance - The explanation of if and how the teacher is using communicative language teaching or if and how the teacher is using contextualized learning and communicative competence is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly evaluates how students might vary in their interactions during the lesson based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). Appropriate sources are cited.

Proficient - Evaluates how students might vary in their interactions during the lesson based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). Appropriate sources are cited, but the evaluation is slightly underdeveloped.

Basic - Minimally evaluates how students might vary in their interactions during the lesson based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). Somewhat appropriate sources are cited, and/or the evaluation is underdeveloped.

Below Expectations - Attempts to evaluate how students might vary in their interactions during the lesson based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP); however, appropriate sources are not cited, and/or the evaluation is significantly underdeveloped.

Non-Performance - The evaluation of how students might vary in their interactions during the lesson based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively determines what language objectives might be important for ELLs to be successful in this lesson. Appropriate sources are cited.

Proficient - Determines what language objectives might be important for ELLs to be successful in this lesson. Appropriate sources are cited, and/or minor details are missing.

Basic - Minimally determines what language objectives might be important for ELLs to be successful in this lesson. Somewhat appropriate sources are cited, and/or details are missing.

Below Expectations - Attempts to determine what language objectives might be important for ELLs to be successful in this lesson; however, appropriate sources are not cited, and/or significant details are missing. 

Non-Performance - The determination of what language objectives might be important for ELLs to be successful in this lesson is either nonexistent or lacks the components described in the assignment 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 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.