EDU659.W3A1.12.2014

Description:


Total Possible Score: 9.00

Identifies Applicable Class Demographics Information and Addresses the Common Core State Standards and English Language Development Standards

Total: 2.00

Distinguished - Identifies applicable class demographics information and thoroughly addresses the Common Core state standards and English Language development standards.

Proficient - Identifies applicable class demographics information and addresses the Common Core state standards and English Language development standards. Minor details are missing.

Basic - Identifies applicable class demographics information and partially addresses the Common Core state standards and English Language development standards. Relevant details are missing.

Below Expectations - Identifies applicable class demographics information and attempts to address the Common Core state standards and English Language development standards; however, significant details are missing.

Non-Performance - The identification of the applicable class demographics information and addressing of the Common Core state standards and English Language development standards are either nonexistent or lack the components described in the assignment instructions.


Writes the Directions for the Performance Based Assessment That the Students Will Complete Over a Three-Day Timeframe

Total: 2.00

Distinguished - Provides thoroughly written directions for the performance based assessment that the students will complete over a three-day timeframe. The students work in groups of four with at least one ELL student in the group.

Proficient - Provides written directions for the performance based assessment that the students will complete over a three-day timeframe. The students work in groups of four with at least one ELL student in the group. The directions are slightly underdeveloped.

Basic - Provides partially written directions for the performance based assessment that the students will complete over a three-day timeframe. The students work in groups of four with at least one ELL student in the group. The directions are underdeveloped.

Below Expectations - Attempts to provide written directions for the performance based assessment that the students will complete over a three-day timeframe; however, the students do not work in groups of four with at least one ELL student in the group and/or the directions are significantly underdeveloped.

Non-Performance - The written directions for the performance based assessment that the students will complete over a three-day timeframe is either nonexistent or lacks the components described in the assignment instructions.


Describes at Least Four Formative Assessments With Visible Criteria That Will Ensure Students are Grasping Content Specific Vocabulary and Meeting the Criteria for Mastery

Total: 2.00

Distinguished - Thoroughly describes at least four formative assessments with visible criteria that will ensure students are grasping content specific vocabulary and meeting the criteria for mastery.

Proficient - Describes at least four formative assessments with visible criteria that will ensure students are grasping content specific vocabulary and meeting the criteria for mastery. The assessments appropriately address the criteria but minor details are missing.

Basic - Partially describes at least four formative assessments with visible criteria that will ensure students are grasping content specific vocabulary and meeting the criteria for mastery. The assessments are somewhat appropriate in addressing the criteria and/or relevant details are missing.

Below Expectations - Attempts to describe at least four formative assessments with visible criteria that will ensure students are grasping content specific vocabulary and meeting the criteria for mastery; however, the assessments do not appropriately address the criteria and significant details are missing.

Non-Performance - The description of at least four formative assessments is either nonexistent or lacks the components described in the assignment instructions.


Creates Both a Summative Visible Criteria Rubric and a Self-Assessment Rubric to Evaluate Student’s Final Performance Project Using Information From This Week’s Reading

Total: 1.00

Distinguished - Thoroughly creates both a summative visible criteria rubric and self-assessment rubric to evaluate student’s final performance project using information from this week’s reading.

Proficient - Creates a summative visible criteria rubric and self-assessment rubric to evaluate student’s final performance project using information from this week’s reading. The rubrics appropriately evaluate the student’s performance but minor details are missing.

Basic - Partially creates a summative visible criteria rubric and self-assessment rubric to evaluate student’s final performance project using information from this week’s reading. The rubrics are somewhat appropriate in evaluating the student’s performance and/or relevant details are missing.

Below Expectations - Attempts to create both a summative visible criteria rubric and self-assessment rubric to evaluate student’s final performance project using information from this week’s reading; however, the rubrics do not appropriately evaluate the student’s performance and significant details are missing.

Non-Performance - The summative visible criteria rubric and self-assessment rubric to evaluate student’s final performance project are either nonexistent or lack the components described in the assignment instructions.


Reflects on How Assessment Will Help Inform Students’ Achievement and How It Will Inform Future Instructional Actions Including Possible Differentiation Strategies, and Includes a Plan to Take if the Students Do Not Meet the Mastery Level

Total: 1.00

Distinguished - Includes a thorough reflection on how assessment will help inform students’ achievement, inform future instructional actions, possible differentiation strategies, and a plan if mastery levels are not met.

Proficient - Includes a reflection on how assessment will help inform students’ achievement, inform future instructional actions, possible differentiation strategies, and a plan if mastery levels are not met. The reflection is slightly underdeveloped.

Basic - Partially reflects on how assessment will help inform students’ achievement, inform future instructional actions, possible differentiation strategies, and a plan if mastery levels are not met. The reflection is underdeveloped.

Below Expectations - Attempts to reflect on how assessment will help inform students’ achievement, and inform future instructional actions; however, does not include possible differentiation strategies and a plan if mastery levels are not met, and /or the reflection is significantly underdeveloped.

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


Written Communication: Content Development

Total: 0.17

Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient - Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic - Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations - Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

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


Written Communication: Evidence and Sources

Total: 0.17

Distinguished - Demonstrates consistent use of reliable, appropriate sources and/or evidence to support ideas that are situated within the discipline and genre of the writing.

Proficient - Demonstrates mostly consistent use of reliable sources that are appropriate to the discipline and genre of the writing. Sources offer some support to the ideas in the writing. 

Basic - Demonstrates somewhat inconsistent use of sources that are mostly reliable to the discipline and genre of the writing. Sources offer little support to the ideas in the writing.

Below Expectations - Inconsistently utilizes sources and/or evidence that may be unrelated and offer little support to the ideas in the writing. 

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


Written Communication: Control of Syntax and Mechanics

Total: 0.17

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: 0.17

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: 0.16

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: 0.16

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.