EDU673.W5A1.09.2014

Description:


Total Possible Score: 10.00

Identifies the CCSS Being Assessed for Mastery

Total: 0.50

Distinguished - Clearly and accurately identifies the CCSS being assessed for mastery.

Proficient - Accurately identifies the CCSS being assessed for mastery. Minor details are missing.

Basic - Identifies the CCSS being assessed for mastery. Relevant details are missing.

Below Expectations - Attempts to identify the CCSS being assessed for mastery; however, significant details are missing.

Non-Performance - The identification of the CCSS being assessed for mastery is either nonexistent or lacks the components described in the assignment instructions.


Identifies a Unit Goal That Aligns With CCSS by Describing How Mastery Will Be Measured, Explains What Students Will Do to Demonstrate Mastery, Identifies the Tool That Will Be Used to Measure Mastery and Determines the Acceptable Level of Achievement to Demonstrate Mastery

Total: 2.50

Distinguished - Identifies a unit goal that aligns with CCSS. Fully addresses how mastery will be measured and thoroughly explains what students will do to demonstrate mastery, identifies the tool that will be used to measure mastery and determines the acceptable level of achievement to demonstrate mastery.

Proficient - Identifies a unit goal that aligns with CCSS. Addresses how mastery will be measured and explains what students will do to demonstrate mastery, identifies the tool that will be used to measure mastery and determines the acceptable level of achievement to demonstrate mastery. Minor details are missing.

Basic - Identifies a unit goal that aligns with CCSS. Somewhat addresses how mastery will be measured and minimally explains what students will do to demonstrate mastery, identifies the tool that will be used to measure mastery and determines the acceptable level of achievement to demonstrate mastery. Relevant details are missing.

Below Expectations - Identifies a unit goal that aligns with CCSS. Does not address how mastery will be measured what students will do to demonstrate mastery, does not identify the tool that will be used to measure mastery nor is the acceptable level of achievement to demonstrate mastery determined. Significant details are missing.

Non-Performance - The unit goal that aligns with CCSS is either nonexistent or lacks the components described in the assignment instructions.


Creates Three Formative Assessments From the Unit Plan. The Formative Assessment Addresses a Unique, Differentiated Teaching Strategies, Multiple Intelligences, Student’s Different Learning Styles, and How the Assessment Results Will be Used to Drive Instruction

Total: 3.00

Distinguished - Clearly and accurately creates three formative assessments using the three day lesson plan outline from the unit plan. The formative assessment addresses a unique, differentiated teaching strategies for each day’s lesson, multiple intelligences, student’s different learning styles, and how the assessment results will be used to drive instruction.

Proficient - Creates three formative assessments using the three day lesson plan outline from the unit plan. The formative assessment addresses a unique, differentiated teaching strategies for each day’s lesson, multiple intelligences, student’s different learning styles, and how the assessment results will be used to drive instruction. Minor details are missing or inaccurate.

Basic - Creates less than three formative assessments using the three day lesson plan outline from the unit plan. The formative assessment somewhat addresses a unique, differentiated teaching strategies for each days lesson, multiple intelligences, student’s different learning styles, and how the assessment results will be used to drive instruction. Relevant details are missing or inaccurate.

Below Expectations - Attempts to create less than two formative assessments using the three day lesson plan outline from the unit plan. Does not address a unique, differentiated teaching strategies for each days lesson, multiple intelligences, student’s different learning styles, and how the assessment results will be used to drive instruction. Significant details are missing, inaccurate, and unclear.

Non-Performance - The formative assessment from the unit plan is either nonexistent or lacks the components described in the assignment instructions.


Creates a Summative Assessment That Appraises Mastery of the CCSS and the Unit Objective styles

Total: 3.00

Distinguished - Clearly and accurately creates a summative assessment that appraises mastery of the CCSS and the Unit Objective. The summative assessment clearly includes: directions to complete the assessment written using vocabulary and terms geared towards identifying student population, a rubric that clearly details how each part of the assessment will be graded, and provisions for addressing multiple intelligences and various learning styles.

Proficient - Creates a summative assessment that appraises mastery of the CCSS and the Unit Objective. The summative assessment includes: directions to complete the assessment written using vocabulary and terms geared towards identifying student population, a rubric that clearly details how each part of the assessment will be graded, and provisions for addressing multiple intelligences and various learning styles. The summative assessment is slightly unclear or slightly inaccurate.

Basic - Creates a three to summative assessment that appraises mastery of the CCSS and the Unit Objective. The summative assessment partially includes: directions to complete the assessment written using vocabulary and terms geared towards identifying student population, a rubric that clearly details how each part of the assessment will be graded, and provisions for addressing multiple intelligences and various learning styles. The summative assessment is unclear or inaccurate.

Below Expectations - Attempts to create a summative assessment that appraises mastery of the CCSS and the Unit Objective; however, the summative assessment does not clearly include: directions to complete the assessment written using vocabulary and terms geared towards identifying student population, a rubric that clearly details how each part of the assessment will be graded, or provisions for addressing multiple intelligences and various learning styles.

Non-Performance - The summative assessment that appraises mastery of the CCSS and the Unit Objective is either nonexistent or lacks the components described in the assignment instructions.


Written Communication: Control of Syntax and Mechanics

Total: 0.25

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.


Written Communication: APA Formatting

Total: 0.25

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.


Written Communication: Page Requirement

Total: 0.25

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.


Written Communication: Resource Requirement

Total: 0.25

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.