EDU659.W6A1.12.2014

Description:


Total Possible Score: 16.00

Includes the Answers to the Assessment Related Interview Questions Or Addresses How Students Who are Academically Qualified but Who do not Meet English Standards are Assessed For Oral and Written Language Proficiency for at Least Three Colleges

Total: 4.00

Distinguished - Includes thorough answers to the assessment related interview questions, or comprehensively addresses how students who are academically qualified but who do not meet English standards are assessed for oral and written language proficiency for at least three colleges.

Proficient - Includes the answers to the assessment related interview questions, or addresses how students who are academically qualified but who do not meet English standards are assessed for oral and written language proficiency for at least three colleges. Minor details are missing.

Basic - Includes partial answers to the assessment related interview questions, or minimally addresses how students who are academically qualified but who do not meet English standards are assessed for oral and written language proficiency for at least three colleges. Relevant details are missing.

Below Expectations - Attempts to include the answers to the assessment related interview questions; however, the answer provided are not assessment related, .or attempts to address how students who are academically qualified but who do not meet English standards are assessed for oral and written language proficiency for at least three colleges; however, significant details are missing.

Non-Performance - The answers to the assessment related interview questions or the address of how students who are academically qualified but who do not meet English standards are assessed for oral and written language proficiency for at least three colleges are either nonexistent or lacks the components described in the assignment instructions.


Analyzes the Interview Information to Include Current Assessments and Challenges, How Scores are Used to Guide Instruction, and if This Aligns Current Research Best Practices for ELL Instruction, or Analyzes the Findings From the Student Language Learning Demographics, Language Proficiency Assessment Used, to Analyze How Enrollment Qualifications are Determined Based on Student Scores, and Additional Resources and Addresses Which Approach to Assessment and Instruction Most Accurately Assesses P

Total: 5.00

Distinguished - Thoroughly analyzes the interview information to include current assessments and challenges, how scores are used to guide instruction, and if this aligns current research best practices for ELL instruction, or thoroughly analyzes the findings from the student language learning demographics, language proficiency assessment used, to analyze how enrollment qualifications are determined based on student scores, and additional resources and addresses which approach to assessment and instruction most accurately assesses proficiency at the post-high school level and how the assessment choices align with adult ESL standards.

Proficient - Analyzes the interview information to include current assessments and challenges, how scores are used to guide instruction, and if this aligns current research best practices for ELL instruction, the analysis is missing minor details, or analyze the findings from the student language learning demographics, language proficiency assessment used, to analyze how enrollment qualifications are determined based on student scores, and additional resources and addresses which approach to assessment and instruction most accurately assesses proficiency at the post-high school level and how the assessment choices align with adult ESL standards. The analysis is missing minor details.

Basic - Partially analyzes the interview information to include current assessments and challenges, how scores are used to guide instruction, and if this aligns current research best practices for ELL instruction, the analysis is missing relevant details, or partially analyzes the findings from the student language learning demographics, language proficiency assessment used, to analyze how enrollment qualifications are determined based on student scores, and additional resources and addresses which approach to assessment and instruction most accurately assesses proficiency at the post-high school level and how the assessment choices align with adult ESL standards. The analysis is missing relevant details.

Below Expectations - Attempts to analyze the interview information to include current assessments and challenges, how scores are used to guide instruction, and if this aligns current research best practices for ELL instruction; however, the analysis is missing significant details, or attempts to analyze the findings from the student language learning demographics, language proficiency assessment used, to analyze how enrollment qualifications are determined based on student scores, and additional resources and addresses which approach to assessment and instruction most accurately assesses proficiency at the post-high school level and how the assessment choices align with adult ESL standards; however, the analysis is missing significant details.

Non-Performance - The analysis of the interview information to include current assessments and challenges, how scores are used to guide instruction, and if this aligns current research best practices for ELL instruction, or The analysis of the findings from the student language learning demographics, language proficiency assessment used, to analyze how enrollment qualifications are determined based on student scores, and additional resources and addresses which approach to assessment and instruction most accurately assesses proficiency at the post-high school level and how the assessment choices align with adult ESL standards is either nonexistent or lacks the components described in the assignment instructions.


Synthesizes Using the Knowledge Gained During the Independent Research, Formulate Alternative Assessment Strategies Including Results Based Instruction to Address the District’s Challenges Mentioned During the Interview and Recommend a Proposal That will Assist the District in Meeting State and District ELL Goals for Language Proficiency Or Synthesize Using the Knowledge Gained During the Independent Research; Suggest Additional Assessment and Teaching Strategies for Post-high School ESL and Int

Total: 5.00

Distinguished - Thoroughly synthesizes using the knowledge gained during the independent research, formulate alternative assessment strategies including results based instruction to address the district’s challenges mentioned during the interview. Recommend a proposal that will assist the district in meeting state and district ELL goals for language proficiency or comprehensively synthesizes using the knowledge gained during the independent research; suggest additional assessment and teaching strategies for post-high school ESL and international students. Recommends an appropriate and relevant proposal that will assist the schools in meeting state ESL standards for language proficiency.

Proficient - Synthesizes using the knowledge gained during the independent research, formulate alternative assessment strategies including results based instruction to address the district’s challenges mentioned during the interview. Recommend a proposal that will assist the district in meeting state and district ELL goals for language proficiency, the synthesis is slightly underdeveloped, or synthesizes using the knowledge gained during the independent research; suggest additional assessment and teaching strategies for post-high school ESL and international students. Recommends an appropriate proposal that will assist the schools in meeting state ESL standards for language proficiency. The synthesis is slightly underdeveloped.

Basic - Partially synthesizes using the knowledge gained during the independent research, formulate alternative assessment strategies including results based instruction to address the district’s challenges mentioned during the interview. Recommend a proposal that will assist the district in meeting state and district ELL goals for language proficiency, the synthesis is underdeveloped, or minimally synthesizes using the knowledge gained during the independent research; suggest additional assessment and teaching strategies for post-high school ESL and international students. Recommends a somewhat  appropriate proposal that will assist the schools in meeting state ESL standards for language proficiency. The synthesis is underdeveloped.

Below Expectations - Attempts to synthesize using the knowledge gained during the independent research, formulate alternative assessment strategies including results based instruction to address the district’s challenges mentioned during the interview. Recommend a proposal that will assist the district in meeting state and district ELL goals for language proficiency; however, the synthesis is significantly underdeveloped, or attempts to synthesize using the knowledge gained during the independent research; suggest additional assessment and teaching strategies for post-high school ESL and international students. Recommends a proposal that is not appropriate or will not assist the schools in meeting state ESL standards for language proficiency and the synthesis is significantly underdeveloped.

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


Written Communication: Content Development

Total: 0.34

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: 0.34

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: 0.33

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: 0.33

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: Resource Requirement

Total: 0.33

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.


Written Communication: Page Requirement

Total: 0.33

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.